Citations (11)
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Read on this site (6)
Guofang Li, Zhen Lin, Fubiao Zhen, Lee Gunderson & Ryan Xuejun Ji. (2023) Home literacy environment and early biliteracy engagement and attainment: A gendered perspective. Bilingual Research Journal 46:3-4, pages 258-274.
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James Hall, Alexandra Allan, Michael Tomlinson, Anthony Kelly & Ariel Lindorff. (2021) Negative capital: a generalised definition and application to educational effectiveness and equity. Oxford Review of Education 47:3, pages 316-334.
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Birgitta Herkner, Mara Westling Allodi, Laura Ferrer Wreder & Lilianne Eninger. (2021) Reading Development among Swedish Children: The Importance of Contextual Resources and Language Ability. Cogent Education 8:1.
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Annika Axelsson, Johanna Lundqvist & Gunilla Sandberg. (2020) Influential factors on children's reading and writing development: the perspective of parents in a Swedish context. Early Child Development and Care 190:16, pages 2520-2532.
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Karen Boardman. (2019) The incongruities of ‘teaching phonics’ with two-year olds. Education 3-13 47:7, pages 842-853.
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Jemima Hill. ‘If I behave like the stupidly kind character maybe I will stop being accidentally rude to people’: does reading fiction inform the social understanding and masking behaviours of autistic females?. English in Education 0:0, pages 1-16.
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Articles from other publishers (5)
Anthony J. Monroe, Ian L. Chandler-Campbell, Kristen N. Damico, Judith H. Danovitch & Candice M. Mills. (2024) The role of truth and bias in parents’ judgments of children’s science interests. Journal of Experimental Child Psychology 244, pages 105949.
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Mellony Graven & Robyn Jorgensen. (2023) Early numeracy opportunities through number stories with marginalised families. ZDM – Mathematics Education.
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Seung-Hee Claire Son, Alison E. Baroody & Margaret Osgood Opatz. (2023) Measuring preschool children's engagement behaviors during classroom shared reading: Construct and concurrent validity of the shared reading engagement rating scale. Early Childhood Research Quarterly 64, pages 47-60.
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Robyn Jorgensen & Mellony GravenRobyn Jorgensen & Mellony Graven. 2021. Merging Numeracy with Literacy Practices for Equity in Multilingual Early Year Settings. Merging Numeracy with Literacy Practices for Equity in Multilingual Early Year Settings
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Ling Li, Xu Chen, Dandan Wu & Hui Li. (2020) Effects of attending preschool on adolescents’ reading literacy: Evidence from the ethnic minority children in China. Children and Youth Services Review 116, pages 105211.
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