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Abstract
In this article, the author offers recommendations for pedagogical practice based on the assessment results of uppercase letter-name knowledge among Spanish-speaking preschool children from low-income backgrounds.
Acknowledgments
This study was part of a larger investigation supported by a Students Partnering with Faculty research award from Kean University. The author would like to thank Crystal Kacerek and Michael Ruiz for ably collecting the data. Special thanks also go to the children who participated in this study.
Additional information
Notes on contributors
Jennifer J. Chen
Jennifer J. Chen is a Professor of Early Childhood and Families Studies at Kean University in New Jersey. She has authored/co-authored more than 60 scholarly publications in various areas, including language and literacy development, early childhood education, and pedagogical practices. Email: [email protected]