Citations (16)
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Read on this site (8)
Elise Breitfeld, Christine E. Potter & Casey Lew-Williams. (2021) Children Simultaneously Learn Multiple Dimensions of Information during Shared Book Reading. Journal of Cognition and Development 22:5, pages 744-766.
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Lynn Dempsey. (2020) Building pre-readers' background knowledge: the impact of a play-based event exposure on children's comprehension of stories read aloud. Early Child Development and Care 190:9, pages 1371-1381.
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Lynn Dempsey. (2020) Understanding story read-alouds: the influence of story goal structure and event knowledge on pre-readers’ inferencing abilities. Early Child Development and Care 190:5, pages 685-697.
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Lynn Dempsey & Elizabeth Skarakis-Doyle. (2019) Story comprehension in pre-readers: understanding goal structure and generating inferences when a story has competing goals. Early Child Development and Care 189:10, pages 1724-1736.
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Hui Li, Sierra Eisen & Angeline S. Lillard. (2019) Anthropomorphic media exposure and preschoolers’ anthropomorphic thinking in China. Journal of Children and Media 13:2, pages 149-162.
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Hüseyin Kotaman & Aslı Balcı. (2019) Impact of realistic and non-realistic storybook characters on young children’s book listening comprehension. Early Child Development and Care 189:3, pages 450-462.
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Aslı Balcı, Hüseyin Kotaman & Begüm Topuz İn. Impact of type of storybook character on Children’s costly sharing behavior. European Journal of Developmental Psychology 0:0, pages 1-18.
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Samantha J. Russell, J. Jessica Wang & Kate Cain. Children’s Narrative Retells: The Influence of Character Realism and Storybook Theme on Central and Peripheral Detail. Early Education and Development 0:0, pages 1-20.
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Articles from other publishers (8)
Meadow Schroeder, Erin Tourigny, Stan Bird, Jackie Ottmann, Joan Jeary, Duane Mark, Clarice Kootenay, Susan Graham & Anne McKeough. (2022) Supporting Indigenous children’s oral storytelling using a culturally referenced, developmentally based program. The Australian Journal of Indigenous Education 51:2.
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Samantha J. Russell & Kate Cain. (2022) The animals in moral tales: Does character realism influence children’s prosocial response to stories?. Journal of Experimental Child Psychology 219, pages 105392.
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Oľga Zápotočná, Zuzana Petrová, Marek Urban & Kamila Urban. (2022) Early literacy curriculum and its journey to kindergarten classroom. Human Affairs 32:2, pages 121-133.
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Emily J. Hopkins & Angeline S. Lillard. (2021) The Magic School Bus dilemma: How fantasy affects children’s learning from stories. Journal of Experimental Child Psychology 210, pages 105212.
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Erhan Sen & Sedat Karagul. (2021) A Study of Secondary School Students’ Perceptions of Fictional Characters. International Journal of Educational Methodology 7:3, pages 433-446.
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Ellen Kruse, Isabelle Faller & Kirsten Read. (2020) Can Reading Personalized Storybooks to Children Increase Their Prosocial Behavior?. Early Childhood Education Journal 49:2, pages 273-282.
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Samantha J. Russell & Kate Cain. (2020) Children see rabbit, not Peter: Young children’s responses to an Anthropomorphic Picture Scale. Assessment and Development Matters 12:2, pages 13-23.
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Gabrielle A. Strouse, Angela Nyhout & Patricia A. Ganea. (2018) The Role of Book Features in Young Children's Transfer of Information from Picture Books to Real-World Contexts. Frontiers in Psychology 9.
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