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Early Child Development and Care Volume 177, 2007 - Issue 6-7: Speaking, Listening and Thinking: Metacognitive approaches to promoting oracy
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Original Articles

Language development in the years before school: a comparison of developmental assets in home and child care settings

Daniel J. Weigel University of Nevada, Reno, USACorrespondence[email protected]
,
Jennifer L. Lowman University of Nevada, Reno, USA
&
Sally S. Martin University of Nevada, Reno, USA
Pages 719-734 | Published online: 18 Jul 2007

Citations (14)

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Read on this site (4)

Tamara Fitzgerald, Laurance Robillard & Amy O’Grady. (2018) Exploring the impact of a Volunteer Shared Reading Programme on preschool-aged children. Early Child Development and Care 188:6, pages 851-861.
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Nienke Boomstra, Marijn van Dijk, René Jorna & Paul van Geert. (2013) Parent reading beliefs and parenting goals of Netherlands Antillean and Dutch mothers in the Netherlands. Early Child Development and Care 183:11, pages 1605-1624.
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RobynM. Holmes. (2011) “Do you like Doritos?”: preschoolers’ table talk during lunchtime. Early Child Development and Care 181:3, pages 413-424.
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Mary Renck Jalongo. (2010) Listening in Early Childhood: An Interdisciplinary Review of the Literature. International Journal of Listening 24:1, pages 1-18.
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Articles from other publishers (10)

Signe Boe Rayce, Gunhild Tidemann Okholm & Trine Flensborg-Madsen. (2024) Mobile device screen time is associated with poorer language development among toddlers: results from a large-scale survey. BMC Public Health 24:1.
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Αlexandra Karousou & Dimitra Economacou. (2024) Quantity and quality of book reading to infants and toddlers: their effect on early communication and language development. Psychology: the Journal of the Hellenic Psychological Society 29:1, pages 1-27.
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Emma Vaillant, Johanna J M Geytenbeek, Elise P Jansma, Kim J Oostrom, R Jeroen Vermeulen & Annemieke I Buizer. (2020) Factors associated with spoken language comprehension in children with cerebral palsy: a systematic review. Developmental Medicine & Child Neurology 62:12, pages 1363-1373.
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Jamie Zibulsky & Lily Schwartz. 2020. The Cambridge Handbook of Applied School Psychology. The Cambridge Handbook of Applied School Psychology 11 29 .
. 2020. The Cambridge Handbook of Applied School Psychology. The Cambridge Handbook of Applied School Psychology.
Nicholas Dowdall, G. J. Melendez‐Torres, Lynne Murray, Frances Gardner, Leila Hartford & Peter J. Cooper. (2019) Shared Picture Book Reading Interventions for Child Language Development: A Systematic Review and Meta‐Analysis. Child Development 91:2.
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Lauren B. Adamson, Ann P. Kaiser, Catherine S. Tamis-LaMonda, Margaret Tresch Owen & Nevena Dimitrova. (2020) The developmental landscape of early parent-focused language intervention. Early Childhood Research Quarterly 50, pages 59-67.
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Taufik Taufik, Suwarsi Suminto, Rahimah Ibrahim & Haslinda Abdullah. (2019) Learning through Play: Improving the Reading Skills through the Joyful Phonetics of Pre-School Children. The Open Psychology Journal 12:1, pages 188-196.
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Louise Paatsch, Janet Scull & Andrea Nolan. (2019) Patterns of teacher talk and children’s responses: The influence on young children’s oral language. The Australian Journal of Language and Literacy 42:2, pages 73-86.
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Ozgul Ince Samur. (2014) The Turkish 100 Basic Pieces in Terms of their Language and Expression. Procedia - Social and Behavioral Sciences 116, pages 3084-3089.
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