APA (7th ed.) Citation

Swanson, H. L., & Kong, J. E. (2026). Do Earlier Classroom Instructional Activities Matter in Overcoming Emerging Bilingual Children's Mathematical Difficulties? A Multilevel Analysis of Instructional Effects and First-Language Interactions. Learning Disabilities Research & Practice, 41(2), 104. https://doi.org/10.1177/09388982261416139

Chicago Style (17th ed.) Citation

Swanson, H. Lee, and Jennifer E. Kong. "Do Earlier Classroom Instructional Activities Matter in Overcoming Emerging Bilingual Children's Mathematical Difficulties? A Multilevel Analysis of Instructional Effects and First-Language Interactions." Learning Disabilities Research & Practice 41, no. 2 (2026): 104. https://doi.org/10.1177/09388982261416139.

MLA (9th ed.) Citation

Swanson, H. Lee, and Jennifer E. Kong. "Do Earlier Classroom Instructional Activities Matter in Overcoming Emerging Bilingual Children's Mathematical Difficulties? A Multilevel Analysis of Instructional Effects and First-Language Interactions." Learning Disabilities Research & Practice, vol. 41, no. 2, 2026, p. 104, https://doi.org/10.1177/09388982261416139.