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Jean F. Rivera Pérez, Rachel Hart & Emily Lund. (2021) Vocabulary-learning cues used on children’s bilingual programming. Journal of Children and Media 15:3, pages 301-319.
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Andrea M. Noel, Kathleen M. Lord & László Varga. (2019) Supporting Second Language Vocabulary: A Scenario From Hungarian Preschools. Kappa Delta Pi Record 55:1, pages 24-29.
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Tanya Christ & Ming Ming Chiu. (2018) Hearing Words, Learning Words: How Different Presentations of Novel Vocabulary Words Affect Children’s Incidental Learning. Early Education and Development 29:6, pages 831-851.
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Lea Ann Christenson. (2015) Focus on Family: A Families Guide to the CCSS English Language Arts Standards: Supporting Young Learners at Home. Childhood Education 91:5, pages 405-407.
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Doris Luft Baker & Lana Santoro. (2023)
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Keri M. Madsen, Lindsey A. Peters-Sanders, Elizabeth Spencer Kelley, R. Michael Barker, Yagmur Seven, Wendy L. Olsen, Xigrid Soto-Boykin & Howard Goldstein. (2022) Optimizing Vocabulary Instruction for Preschool Children. Journal of Early Intervention 45:3, pages 227-249.
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Robert Walldén & Pia Nygård Larsson. (2022) Joining the adventures of Sally Jones – Discursive strategies for providing access to literary language in a linguistically diverse classroom. Linguistics and Education 72, pages 101121.
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Behlul Bilal Sezer, Fatih Cetin Cetinkaya, Dudu Kaya Tosun & Kasim Yildirim. (2021) A comparison of three read-aloud methods with children’s picture books in the Turkish language context: Just reading, performance based reading, and interactional reading. Studies in Educational Evaluation 68, pages 100974.
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Elizabeth Burke Hadley & Karyn Zalman Mendez. (2021) A systematic review of word selection in early childhood vocabulary instruction. Early Childhood Research Quarterly 54, pages 44-59.
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Anne Håland, Toril Frafjord Hoem & Erin Margaret McTigue. (2020) The Quantity and Quality of Teachers’ Self-perceptions of Read-Aloud Practices in Norwegian First Grade Classrooms. Early Childhood Education Journal 49:1, pages 1-14.
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Doris Luft Baker, Lana Santoro, Gina Biancarosa, Scott K. Baker, Hank Fien & Janet Otterstedt. (2020) Effects of a read aloud intervention on first grade student vocabulary, listening comprehension, and language proficiency. Reading and Writing 33:10, pages 2697-2724.
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Paulina Pizarro Laborda, Victoria Espinoza Velasco & Angélica Riquelme Arredondo. (2020) Investigación en instrucción de vocabulario de preescolares en contextos de riesgo socioeconómico: una revisión de literatura. Voces y Silencios. Revista Latinoamericana de Educación 11:1, pages 4-20.
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Sung Hee Lee. (2019) Learning vocabulary from e-book reading and recorded word explanation for low-income elementary students with and without reading difficulties. Reading and Writing 33:3, pages 691-717.
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Susanna Siu-sze Yeung, Mei-lee Ng, Shen Qiao & Art Tsang. (2019) Effects of explicit L2 vocabulary instruction on developing kindergarten children’s target and general vocabulary and phonological awareness. Reading and Writing 33:3, pages 671-689.
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Claudia Cañas, Ángela Patricia Ocampo, Ana Karina Rodríguez, Mónica López-Ladino & Raúl Alberto Mora. 2018. Handbook of Research on Pedagogies and Cultural Considerations for Young English Language Learners. Handbook of Research on Pedagogies and Cultural Considerations for Young English Language Learners
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Barbara A. Wasik & Jill L. Jacobi-Vessels. (2016) Word Play: Scaffolding Language Development Through Child-Directed Play. Early Childhood Education Journal 45:6, pages 769-776.
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Ligia E. Gómez, Marina Vasilyeva & Alana Dulaney. (2017) Preschool teachers' read-aloud practices in Chile as predictors of children's vocabulary. Journal of Applied Developmental Psychology 52, pages 149-158.
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Jocelyn Bonnes Bowne, Hirokazu Yoshikawa & Catherine E. Snow. (2017) Relationships of Teachers’ Language and Explicit Vocabulary Instruction to Students’ Vocabulary Growth in Kindergarten. Reading Research Quarterly 52:1, pages 7-29.
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Ann Christenson Lea. (2016) Class interactive reading aloud (CIRA): A holistic lens on interactive reading aloud sessions in kindergarten. Educational Research and Reviews 11:23, pages 2138-2145.
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Susan M. Loftus-Rattan, Alison M. Mitchell & Michael D. Coyne. (2016) Direct Vocabulary Instruction in Preschool: A Comparison of Extended Instruction, Embedded Instruction, and Incidental Exposure. The Elementary School Journal 116:3, pages 391-410.
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Barbara A. Wasik, Annemarie H. Hindman & Emily K. Snell. (2016) Book reading and vocabulary development: A systematic review. Early Childhood Research Quarterly 37, pages 39-57.
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Emily K. Snell, Annemarie H. Hindman & Barbara A. Wasik. (2015) How Can Book Reading Close the Word Gap? Five Key Practices From Research. The Reading Teacher 68:7, pages 560-571.
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Lucía I. Méndez, Elizabeth R. Crais, Dina C. Castro & Kirsten Kainz. (2015) A Culturally and Linguistically Responsive Vocabulary Approach for Young Latino Dual Language Learners. Journal of Speech, Language, and Hearing Research 58:1, pages 93-106.
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