2026-05-18T15:44:11Zhttps://keep.lib.asu.edu/oai/request

oai:keep.lib.asu.edu:node-2008172025-06-03T23:02:20Zoai_pmh:alloai_pmh:repo_items

200817 https://hdl.handle.net/2286/R.2.N.200817 http://rightsstatements.org/vocab/InC/1.0/ http://creativecommons.org/licenses/by-nc-sa/4.0 2025-05 34 pages Rangel, Emily Luo, Rufan Cayetano, Catalina Barrett, The Honors College School of Social and Behavioral Sciences With over 5.3 million children under 8 years old in the U.S. learning both Spanish and English, many face the risk of losing their home language. Book-reading activities play a critical role in promoting early language and literacy growth. The current study examines Spanish-English dual language learners’ (DLLs) access to Spanish-language books and how this might be related to individual and contextual factors (i.e., income, parental beliefs, and local multilingualism). Children's Spanish books Spanish-English Bilingual Families Access to children's books Dual Language Learners Early Childhood Literacy Spanish-English Bilingual Families’ Access to Children’s Books in Spanish