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      Peer effects on children's language achievement during pre-kindergarten.

      1 , , ,
      Child development
      Wiley-Blackwell

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          Abstract

          This study examined associations between peers' expressive language abilities and children's development of receptive and expressive language among 1,812 four-year olds enrolled in 453 classrooms in 11 states that provide large-scale public pre-kindergarten (pre-k) programs. Higher peer expressive language abilities were positively associated with children's development of receptive and expressive language during pre-k. The positive association between peers' expressive language abilities and children's receptive language development was stronger for children who began pre-k with higher receptive language skills and within classrooms characterized by better classroom management. Implications of these findings for understanding ecological inputs to children's language development and for designing effective pre-k programs are discussed.

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          Author and article information

          Journal
          Child Dev
          Child development
          Wiley-Blackwell
          1467-8624
          0009-3920
          June 6 2009
          : 80
          : 3
          Affiliations
          [1 ] University of Virginia, Center for Advanced Study of Teaching and Learning, 350 Old Ivy Way Suite 100, Charlottesville, VA 22903, USA. amashburn@virginia.edu
          Article
          CDEV1291
          10.1111/j.1467-8624.2009.01291.x
          19489897
          22f5c9a4-04c7-4375-979b-8b6465d8ecc0
          History

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