oblem behaviors were lower for children in segregated classes. A major deficit in the study was the fact that the sample size was too small to examine the relationship between specific disabilities and language development.
Hancock (2002) explored the effects of native language books on the pre-literacy skill development of language minority kindergartners. The researcher sought to determine if exposure to Spanish language Families Reading Every Day (FRED) books would improve the pre-literacy skills of Spanish--speaking kindergartners. The study hypothesized that native Spanish speaking kindergartners exposed to FRED books would score significantly higher on an end-of-semester, standardized test of pre-literacy skills than peers who were exposed to FRED books in English. The hypothesis was accepted, supporting the notion that by listening to and participating in the reading of age-appropriate books i
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