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Early Education and Development Volume 30, 2019 - Issue 1
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Original Articles

Prekindergarten Interactive Book Reading Quality and Children’s Language and Literacy Development: Classroom Organization as a Moderator

Sonia Q. CabellSchool of Teacher Education and the Florida Center for Reading Research, Florida State UniversityCorrespondence[email protected]
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,
Tricia A. ZuckerDepartment of Pediatrics, McGovern Medical School, University of Texas Health Science Center at HoustonView further author information
,
Jamie DeCosterCenter for Advanced Study of Teaching and Learning, Curry School of Education, University of VirginiaView further author information
,
Carolina MeloSchool of Education, Universidad de los Andes, ChileView further author information
,
Lindsay ForstonCommunities in Schools of VirginiaView further author information
&
Bridget HamreCenter for Advanced Study of Teaching and Learning, Curry School of Education, University of VirginiaView further author information
Pages 1-18 | Published online: 24 Sep 2018

Citations (19)

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Read on this site (5)

Tanya Christ, Iman Bakhoda, Ming Ming Chiu, X. Christine Wang, Alexa Schindel & Yu Liu. (2022) Mediating Learning in the Zones of Development: Role of Teacher and Kindergartner Talk-Turns During Read-Aloud Discussions. Journal of Research in Childhood Education 0:0, pages 1-31.
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Malpaleni Satriana, Masnurrima Heriansyah & Febry Maghfirah. (2022) The use of shared reading books in Indonesian early childhood. Education 3-13 50:6, pages 777-788.
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Femke van der Wilt, Mireille Smits-van der Nat & Chiel van der Veen. (2022) Shared Book Reading in Early Childhood Education: Effect of Two Approaches on Children’s Language Competence, Story Comprehension, and Causal Reasoning. Journal of Research in Childhood Education 36:4, pages 592-610.
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Femke van der Wilt, Chiel van der Veen & Sarah Michaels. (2022) The relation between the questions teachers ask and children’s language competence. The Journal of Educational Research 115:1, pages 64-74.
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Tricia A. Zucker, Erin Jacbos & Sonia Q. Cabell. (2021) Exploring Barriers to Early Childhood Teachers’ Implementation of a Supplemental Academic Language Curriculum. Early Education and Development 32:8, pages 1194-1219.
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Ergün YURTBAKAN & Tolga ERDOGAN. (2023) Öğretmen ve ebeveyn rehberliğinde yapılan etkileşimli okuma uygulamalarının ilkokul öğrencilerinin okuduğunu anlama becerilerine etkisiThe effect of dialogic reading practices under the guidance of teachers and parents on primary school students' reading comprehension skills. Kocaeli Üniversitesi Eğitim Dergisi 6:2, pages 467-493.
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Gökçe KARAMAN BENLİ & Ayşegül ERGÜL. (2023) Okul Öncesi Öğretmenlerinin Sınıflarındaki Çocuklarla Kitap Okuma Öncesindeki Hazırlık Süreçlerinin İncelenmesiInvestigation of Preschool Teachers' Preparation Processes Before Reading Books with Children in Their Classes. Ana Dili Eğitimi Dergisi 11:4, pages 888-910.
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Li Gao. (2022) Contemporary american literature in Online Learning: fostering Reading Motivation and Student Engagement. Education and Information Technologies 28:4, pages 4725-4740.
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Yana Yuan. (2022) Correlation between the Quality of Talent Training and Regional Economic Development Based on Multivariate Statistical Analysis Model. Applied Bionics and Biomechanics 2022, pages 1-10.
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Elizabeth Burke Hadley, Molly Scott, Matthew E. Foster, David K. Dickinson, Kathy Hirsh-Pasek & Roberta Michnick Golinkoff. (2022) Preschool Teachers' Fidelity in Implementing a Vocabulary Intervention. Topics in Language Disorders 42:4, pages 319-335.
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Keeley L. Dobinson & Julie E. Dockrell. (2022) Examining the psychometric properties of the ELLECCT: A commentary on Weadman, Serry and Snow (2022). First Language 42:4, pages 592-595.
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Umi Setyaningsih & Indrawati Indrawati. (2022) Strategi Pengembangan Kemampuan Membaca Anak Usia 5-6 Tahun. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini 6:4, pages 3701-3713.
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Endang Purnomosari, Indrawati Indrawati & Sesa Pirunika. (2022) Penerapan Literasi pada Anak Usia 5-6 Tahun Sebagai Upaya Persiapan Masuk Ke Jenjang SD/MI. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini 6:4, pages 3381-3390.
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Femke van der Wilt, Renske Bouwer & Chiel van der Veen. (2022) Dialogic classroom talk in early childhood education: The effect on language skills and social competence. Learning and Instruction 77, pages 101522.
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Lauren Houben, Caroline Bouchard, Rochana Mroué & Christelle Maillart. (2022) Portrait de la qualité des interactions pour soutenir l’oral des enfants dans des classes de maternelle en BelgiquePortrait of the quality of interactions supporting oral communication skills of children in Belgian kindergarten classesDescripción de la calidad de las interacciones para apoyar lo oral de los niños en las clases de jardín de la infancia en Bélgica. Éducation et francophonie 50:1.
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Kunlei He & Yiran Z Bowman. (2021) Association between teachers’ shared book reading strategies and children’s vocabulary development in rural China preschools. Journal of Chinese Writing Systems 5:3, pages 185-193.
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Jill F. Grifenhagen, Sarah J. Carrier, Danielle R. Scharen & Stephanie J. Fiocca. (2021) Touch‐Talk‐Text: Science Practices and Language for Reading Comprehension. The Reading Teacher 75:2, pages 147-156.
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Adina R Schick, Lauren Scarola, Silvia Niño & Gigliana Melzi. (2021) Beyond the written word: The role of text on preschool teachers’ book sharing styles. Journal of Early Childhood Literacy, pages 146879842098516.
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Marie-Lyne Smadja, Margalit Ziv & Dorit Aram. (2021) Children's theory of mind referencing and contribution to discourse during different book sharing contexts in preschool. Early Childhood Research Quarterly 56, pages 333-343.
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