Longitudianl Effects of Full-Day Kindergarten through Grade Five for English Language Learners of Lower Socio-Economic Status

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dc.contributor.authorda Costa, Joseen_US
dc.date.accessioned2014-03-26T16:04:07Z
dc.date.available2014-03-26T16:04:07Z
dc.date.copyright2008en_US
dc.date.issued2008-12-01en_US
dc.description.sponsorshipDam, Phap, Ph.D. Series Editoren_US
dc.description.sponsorshipCowart, Melinda T. Ed.D. Managing Editoren_US
dc.format.extentp. 119-139en_US
dc.identifier.isbn9780979934506en_US
dc.identifier.otherPrint TWU Library - LD 7251 .D44 A167, 2008en_US
dc.identifier.urihttp://hdl.handle.net/11274/239
dc.language.isoen_USen_US
dc.publisherTexas Woman s Universityen_US
dc.relation.ispartofCurrent Issues and Best Practice in Bilingual and ESL Educationen_US
dc.relation.ispartofseriesCritical issues in the Education of English Language Learners;en_US
dc.rights.holderFederation of North Texas Area Universitiesen_US
dc.titleLongitudianl Effects of Full-Day Kindergarten through Grade Five for English Language Learners of Lower Socio-Economic Statusen_US
dc.typeArticleen_US

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Critical Issues in the Education of English Language Learners