Abstract

The focus of this chapter is on the education of young, preschool-age, dual language learners in the area of literacy in particular. Our focus on this group is driven by the rapid demographic changes in American public schools, and the focus on literacy is driven by the strong relationship of early literacy to later academic outcomes. In an earlier version of this chapter (Rueda & Yaden, 2006), a comprehensive view of work prior to 2006 was provided; therefore, in this update we focus most heavily on research and developments since that time.