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Sharon Goldfeld, Ruth Beatson, Amy Watts, Pamela Snow, Lisa Gold, Ha ND Le, Stuart Edwards, Judy Connell, Hannah Stark, Beth Shingles, Tony Barnett, Jon Quach & Patricia Eadie. (2022) Tier 2 oral language and early reading interventions for preschool to grade 2 children: a restricted systematic review. Australian Journal of Learning Difficulties 27:1, pages 65-113.
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Martin Bøg, Jens Dietrichson & Anna A. Isaksson. (2021) A multi-sensory tutoring program for students at risk of reading difficulties: Evidence from a randomized field experiment. The Journal of Educational Research 114:3, pages 233-251.
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Nathalie Thomas, Cécile Colin & Jacqueline Leybaert. (2019) Impact of interactive reading intervention on narratives skills on children with low socio-economic background. European Early Childhood Education Research Journal 27:6, pages 837-859.
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Katherine Strasser, Susana Mendive, Daniela Vergara & Michelle Darricades. (2018) Efficacy of a Self-Monitoring Tool for Improving the Quality of the Language Environment in the Preschool Classroom. Early Education and Development 29:1, pages 104-124.
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Diane Pesco & Andréanne Gagné. (2017) Scaffolding Narrative Skills: A Meta-Analysis of Instruction in Early Childhood Settings. Early Education and Development 28:7, pages 773-793.
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Vered Vaknin-Nusbaum & Einat Nevo. (2017) A Joint Interactive Storybook Intervention Program for Preschool and Kindergarten Children. Reading Psychology 38:3, pages 231-261.
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Articles from other publishers (18)
Vibeke Grøver, Catherine E. Snow, Leigh Evans & Hilde Strømme. (2023) Overlooked advantages of interactive book reading in early childhood? A systematic review and research agenda. Acta Psychologica 239, pages 103997.
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Hellen Vretudaki, Athina Angeli, Panagiota Alexiou & Evaggelia Diamantaki. (2023) Reading and creating books: Bridging the distance from stories to e-stories. Journal of Early Childhood Research.
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Alia Pugh, Devin M. Kearns & Elfrieda H. Hiebert. (2023) Text Types and Their Relation to Efficacy in Beginning Reading Interventions. Reading Research Quarterly.
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Rebecca Louick, Alyssa Emery, Katherine Muenks & Madeline O'Grady. (2023) Attending to Motivation During Vocabulary Interventions for Students With or at Risk for Learning Disabilities. Topics in Language Disorders 43:2, pages 97-118.
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Einat Nevo, Vered Vaknin-Nusbaum & Miri Sarid. (2023) The Transfer Effect of Vocabulary and Morphological Awareness Intervention on Narrative Ability in Kindergarteners. Early Childhood Education Journal.
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Sunyoung Kim, Min-Chi Yan, Jing Wang & Jenna Lequia. (2021) School Outcomes of Students with and At Risk for Disabilities in Poverty: An Evaluation of School-Based Interventions in the U.S.. Journal of International Special Needs Education 24:2, pages 50-65.
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Anne Barwasser, Janine Bracht & Matthias Grünke. (2021) A Storytelling Approach on Vocabulary, Reading, and Letter Sound Fluency of Struggling First Graders With German as Second Language With and Without Behavioral Problems. Frontiers in Psychology 12.
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Jens Dietrichson, Trine Filges, Julie K. Seerup, Rasmus H. Klokker, Bjørn C. A. Viinholt, Martin Bøg & Misja Eiberg. (2021) Targeted school‐based interventions for improving reading and mathematics for students with or at risk of academic difficulties in Grades K‐6: A systematic review. Campbell Systematic Reviews 17:2.
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Beth M. Phillips, Young-Suk Grace Kim, Christopher J. Lonigan, Carol M. Connor, Jeanine Clancy & Stephanie Al Otaiba. (2021) Supporting language and literacy development with intensive small-group interventions: An early childhood efficacy study. Early Childhood Research Quarterly 57, pages 75-88.
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Rebecca D. Silverman, Erika Johnson, Kristin Keane & Saurabh Khanna. (2020) Beyond Decoding: A Meta‐Analysis of the Effects of Language Comprehension Interventions on K–5 Students’ Language and Literacy Outcomes. Reading Research Quarterly 55:S1.
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Kristin Rogde, Åste M. Hagen, Monica Melby‐Lervåg & Arne Lervåg. (2019) The effect of linguistic comprehension instruction on generalized language and reading comprehension skills: A systematic review. Campbell Systematic Reviews 15:4.
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Enni Vaahtoranta, Jan Lenhart, Sebastian Suggate & Wolfgang Lenhard. (2019) Interactive Elaborative Storytelling: Engaging Children as Storytellers to Foster Vocabulary. Frontiers in Psychology 10.
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Adrienne Sedgwick & Jan Stothard. (2018) A systematic review of school-based, mainstream, oral language interventions for key stage 1 children. Support for Learning 33:4, pages 360-387.
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Matthew S. Hall & Matthew K. Burns. (2018) Meta-analysis of targeted small-group reading interventions. Journal of School Psychology 66, pages 54-66.
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Jeanne Wanzek, Sharon Vaughn, Nancy Scammacca, Brandy Gatlin, Melodee A. Walker & Philip Capin. (2015) Meta-Analyses of the Effects of Tier 2 Type Reading Interventions in Grades K-3. Educational Psychology Review 28:3, pages 551-576.
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Ravit Cohen-Mimran, Liron Reznik-Nevet & Sharon Korona-Gaon. (2014) An Activity-Based Language Intervention Program for Kindergarten Children: A Retrospective Evaluation. Early Childhood Education Journal 44:1, pages 69-78.
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Ashleigh Lenfest & Deborah K. Reed. (2015) Enhancing Basal Vocabulary Instruction in Kindergarten. Learning Disabilities Research & Practice 30:1, pages 43-50.
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Joanna Smogorzewska. (2014) Developing children's language creativity through telling stories – An experimental study. Thinking Skills and Creativity 13, pages 20-31.
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