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Preschool and School Readiness: Experiences of Children with Non-English-Speaking Parents

Jill S. Cannon, Alison Jacknowitz, Lynn A. Karoly
January 2012

This study from the Public Policy Institute of California found that the early reading skills of children from linguistically isolated households (those without any adult English speaker) can significantly improve with participation in a center-based care program the year before kindergarten.

Over half of 4-year-olds in California, where the study focused on children of immigrants, and almost 20 percent of young children of immigrants in California live in linguistically isolated households with little or no exposure to English. Children whose parents do not speak English and who receive little exposure to English prior to entering school often begin kindergarten lagging behind their peers in school readiness skills. While the findings center on California, the study has implications for policy, planning and practice.