This research was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305A060021 to the University of Virginia. The opinions expressed are those of the authors and do not represent views of the U.S. Department of Education. The authors gratefully acknowledge the National Institute for Early Education Research (NIEER), the Pew Charitable Trusts, and the Foundation for Child Development for their support of the SWEEP Study, and the U.S. Department of Education for its support of the Multi-State Study of Pre-Kindergarten. However, the contents do not necessarily represent the positions or policies of the funding agencies, and endorsement by these agencies should not be assumed. The authors are grateful for the help of the many children, parents, teachers, administrators, and field staff who participated in these studies.
Peer Effects on Children’s Language Achievement During Pre-Kindergarten
Version of Record online: 15 MAY 2009
© 2009, Copyright the Author(s). Journal Compilation © 2009, Society for Research in Child Development, Inc.
Volume 80, Issue 3, pages 686–702, May/June 2009
How to Cite
Mashburn, A. J., Justice, L. M., Downer, J. T. and Pianta, R. C. (2009), Peer Effects on Children’s Language Achievement During Pre-Kindergarten. Child Development, 80: 686–702. doi: 10.1111/j.1467-8624.2009.01291.x
- Issue online: 15 MAY 2009
- Version of Record online: 15 MAY 2009
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