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This document provides sets of guidelines that address issues of concern in the documentation, representation, and utilization of traditional cultural knowledge as they relate to the roles of various participants, including Elders, authors, curriculum developers, classroom teachers, publishers, and

This paper focuses on the extent to which the development of ESL (English as a Second Language) word recognition skills mimics similar trajectories in same-aged EL1 (English as a First Language) children, and the extent to which phonological processing skills and rapid naming can be used to predict