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Early Education and Development Volume 34, 2023 - Issue 4
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Research Article

Purposes, Places, and Participants: A Systematic Review of Teacher Language Practices and Child Oral Language Outcomes in Early Childhood Classrooms

Elizabeth Burke Hadleya Department of Literacy, Language, Exceptional Studies, and Physical Education, University of South Florida, Tampa, FL, USACorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0002-2880-6175
ORCID Icon,
Erica M. Barnesb Department of Literacy Teaching and Learning, University at Albany, State University of New York, Albany, NY, USAORCID Iconhttps://orcid.org/0000-0003-0818-9285
ORCID Icon &
HyeJin Hwangc Department of Educational Psychology, University of Minnesota, Minneapolis, MN, USA
Pages 862-884 | Published online: 12 May 2022

Citations (4)

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Read on this site (2)

Penny Levickis, Dan Cloney, Maude Roy-Vallières & Patricia Eadie. (2023) Associations of Specific Indicators of Adult–Child Interaction Quality and Child Language Outcomes: What Teaching Practices Influence Language?. Early Education and Development 0:0, pages 1-20.
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Hanne Røe-Indregård, Ellen Irén Brinchmann, Veslemøy Rydland, Meredith L. Rowe, Bente E. Hagtvet & Imac M. Zambrana. (2022) Teacher–Child Interactions During Toy Play and Book Sharing. Early Education and Development 0:0, pages 1-16.
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Articles from other publishers (2)

Erica M. Barnes, Elizabeth Burke Hadley, Jessica Lawson-Adams & David K. Dickinson. (2023) Nonverbal supports for word learning: Prekindergarten teachers’ gesturing practices during shared book reading. Early Childhood Research Quarterly 64, pages 302-312.
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Elizabeth Burke Hadley, Erica M. Barnes, Brenton M. Wiernik & Mukhunth Raghavan. (2022) A meta-analysis of teacher language practices in early childhood classrooms. Early Childhood Research Quarterly 59, pages 186-202.
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