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Journal of Research in Childhood Education Volume 19, 2004 - Issue 2
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Original Articles

Teacher Talk: Promoting Literacy Development Through Response to Story

Cory Cooper Hansen Arizona State University West
Pages 115-129 | Published online: 03 Nov 2009

Citations (8)

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Read on this site (3)

Svitlana Kucherenko, Veslemøy Rydland & Vibeke Grøver. (2023) Bilinguals Contingently Respond to Teacher Inferential Questions during Shared Reading in Preschool. Early Education and Development 34:7, pages 1528-1544.
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Chenyi Zhang, Karen E. Diamond & Douglas R. Powell. (2015) Examining the Content of Head Start Teachers’ Literacy Instruction Within Two Activity Contexts During Large-Group Circle Time. Journal of Research in Childhood Education 29:3, pages 323-337.
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Roy Corden. (2007) Developing Reading-Writing Connections: The Impact of Explicit Instruction of Literary Devices on the Quality of Children's Narrative Writing. Journal of Research in Childhood Education 21:3, pages 269-289.
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Articles from other publishers (5)

Paul H. Ricks & Vivian Yenika-Agbaw. (2021) Playing tug of war: The tensions of teacher candidates and their instructor during interactive picturebook read-alouds. Teaching and Teacher Education 108, pages 103526.
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Rosalind L Walsh & Kerry A Hodge. (2016) Are we asking the right questions? An analysis of research on the effect of teachers’ questioning on children’s language during shared book reading with young children. Journal of Early Childhood Literacy 18:2, pages 264-294.
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Christine Braid & Brian Finch. (2015) “Ah, I know why…”: children developing understandings through engaging with a picture book. Literacy 49:3, pages 115-122.
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Cindy M. Gilson, Catherine A. Little, Ashley N. Ruegg & Micah Bruce-Davis. (2014) An Investigation of Elementary Teachers’ Use of Follow-Up Questions for Students at Different Reading Levels. Journal of Advanced Academics 25:2, pages 101-128.
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Diana Patricia Sukhram & Amy Hsu. (2012) Developing Reading Partnerships Between Parents and Children: A Reflection on the Reading Together Program. Early Childhood Education Journal 40:2, pages 115-121.
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