Citations (49)
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Raffaele Dicataldo, Ughetta Moscardino, Irene Cristina Mammarella & Maja Roch. (2023) Comprehension of explicit and implicit information in prereaders: the role of maternal education, receptive vocabulary, executive functions, and theory of mind. Discourse Processes 60:3, pages 163-180.
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Frank Ridzi, Monica R. Sylvia & Sunita Singh. (2014) The Imagination Library Program: Increasing Parental Reading Through Book Distribution. Reading Psychology 35:6, pages 548-576.
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Panayota Mantzicopoulos, Helen Patrick & Ala Samarapungavan. (2013) Science Literacy in School and Home Contexts: Kindergarteners’ Science Achievement and Motivation. Cognition and Instruction 31:1, pages 62-119.
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Mileidis Gort, Ryan
W. Pontier & Sabrina
F. Sembiante. (2012) Function, Type, and Distribution of Teacher Questions in Dual-Language Preschool Read Alouds. Bilingual Research Journal 35:3, pages 258-276.
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JillM. Pentimonti, TriciaA. Zucker & LauraM. Justice. (2011) What are Preschool Teachers Reading in Their Classrooms?. Reading Psychology 32:3, pages 197-236.
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HopeK. Gerde & DouglasR. Powell. (2009) Teacher Education, Book-Reading Practices, and Children's Language Growth Across One Year of Head Start. Early Education and Development 20:2, pages 211-237.
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Dorit Aram & Shira Besser. (2009) Early literacy interventions: Which activities to include? At what age to start? And who will implement them?. Journal for the Study of Education and Development 32:2, pages 171-187.
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Kathleen Armstrong, Dale Lynn Cusumano, Melissa Todd & Rachel Cohen. (2008) Literacy Training for Early Childhood Providers: Changes in Knowledge, Beliefs, and Instructional Practices. Journal of Early Childhood Teacher Education 29:4, pages 297-308.
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Kathleen Martin, Kay Emfinger, Scott Snyder & Marcia O'Neal. (2007) Results for Year 2 of an Early Reading First Project. Journal of Research in Childhood Education 22:2, pages 125-140.
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Dale Lynn Cusumano, Kathleen Armstrong, Rachel Cohen & Melissa Todd. (2006) Indirect Impact: How Early Childhood Educator Training and Coaching Impacted the Acquisition of Literacy Skills in Preschool Students. Journal of Early Childhood Teacher Education 27:4, pages 363-377.
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Shannon Gormley & KathyL. Ruhl. (2005) Dialogic Shared Storybook Reading: An Instructional Technique for Use with Young Students in Inclusive Settings. Reading & Writing Quarterly 21:3, pages 307-313.
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SHERRIL. HORNER. (2004) OBSERVATIONAL LEARNING DURING SHARED BOOK READING: THE EFFECTS ON PRESCHOOLERS' ATTENTION TO PRINT AND LETTER KNOWLEDGE. Reading Psychology 25:3, pages 167-188.
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Articles from other publishers (37)
Hale DERE ÇİFTÇİ, Remziye CEYLAN, Fuat ELKONCA, Işıl İlknur SERT, Feride GÖK, Buket TAN & Ayse TURLA. (2023) Çocuklar için Kitap Seçim Özyeterlik Ölçeği “Öğrenci Formu’nun” Geliştirilmesi Geçerlik ve Güvenirlik ÇalışmasıDeveloping the Book Selection Self-Efficacy Scale "Student Form" for Children: Validity and Reliability Studies. Ankara Universitesi Egitim Bilimleri Fakultesi Dergisi.
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Danielle L. Pico & Christine Woods. (2022) Shared Book Reading for Spanish-Speaking Emergent Bilinguals: A Review of Experimental Studies. Review of Educational Research 93:1, pages 103-138.
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Sveva Valguarnera & Monica Landoni. (2022) ROBIN - Designing a ROBot for Interactive Narratives to engage preschool children. ROBIN - Designing a ROBot for Interactive Narratives to engage preschool children.
Sveva Valguarnera. (2021) EPPics: Enhanced Personalised Picture Stories. EPPics: Enhanced Personalised Picture Stories.
Rosalind L Walsh & Kerry A Hodge. (2016) Are we asking the right questions? An analysis of research on the effect of teachers’ questioning on children’s language during shared book reading with young children. Journal of Early Childhood Literacy 18:2, pages 264-294.
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L.M. Henderson & E. James. (2018) Consolidating new words from repetitive versus multiple stories: Prior knowledge matters. Journal of Experimental Child Psychology 166, pages 465-484.
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Casey O'Keefe. (2018) Professional Development Aimed at Increasing the Quality of Language Input During Storybook Interactions. Topics in Language Disorders 38:1, pages 27-49.
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Ahmet AKÇAY & Nilüfer OKUR AKÇAY. (2017) Hikâye Kartlarının Çocukların Görsel İfade Becerileri Üzerindeki Etkisi. Ana Dili Eğitimi Dergisi, pages 417-432.
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Joanna Kathryn Horne. (2017) Reading Comprehension: A Computerized Intervention with Primary-age Poor Readers. Dyslexia 23:2, pages 119-140.
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H.T.G. Van den Hurk, A.A.M. Houtveen, W.J.C.M. Van de Grift & D.W.P. Cras. (2014) Data-feedback in teacher training. Using observational data to improve student teachers’ reading instruction. Studies in Educational Evaluation 42, pages 71-78.
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Ofra Korat, Iris Levin, Shifra Atishkin & Merav Turgeman. (2013) E-book as facilitator of vocabulary acquisition: support of adults, dynamic dictionary and static dictionary. Reading and Writing 27:4, pages 613-629.
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Christina Yeager Pelatti, Shayne B. Piasta, Laura M. Justice & Ann O’Connell. (2014) Language- and literacy-learning opportunities in early childhood classrooms: Children's typical experiences and within-classroom variability. Early Childhood Research Quarterly 29:4, pages 445-456.
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KATHRYN S. WILKINSON & CARMEL HOUSTON-PRICE. (2012) Once upon a time, there was a pulchritudinous princess . . .: The role of word definitions and multiple story contexts in children's learning of difficult vocabulary. Applied Psycholinguistics 34:3, pages 591-613.
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Scott K. Baker, Lana Edwards Santoro, David J. Chard, Hank Fien, Yonghan Park & Janet Otterstedt. (2013) An Evaluation of an Explicit Read Aloud Intervention Taught in Whole-Classroom Formats In First Grade. The Elementary School Journal 113:3, pages 331-358.
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Nektarios Stellakis. (2011) Greek kindergarten teachers' beliefs and practices in early literacy. Literacy 46:2, pages 67-72.
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Jill M. Pentimonti, Tricia A. Zucker, Laura M. Justice, Yaacov Petscher, Shayne B. Piasta & Joan N. Kaderavek. (2012) A standardized tool for assessing the quality of classroom-based shared reading: Systematic Assessment of Book Reading (SABR). Early Childhood Research Quarterly 27:3, pages 512-528.
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Ofra Korat & Adina Shamir. (2012) Direct and Indirect Teaching: Using e-Books for Supporting Vocabulary, Word Reading, and Story Comprehension for Young Children. Journal of Educational Computing Research 46:2, pages 135-152.
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Ofra Korat, Adina Shamir & Livnat Arbiv. (2010) E-books as support for emergent writing with and without adult assistance. Education and Information Technologies 16:3, pages 301-318.
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Elizabeth SwansonSharon Vaughn, Jeanne Wanzek, Yaacov Petscher, Jennifer Heckert, Christie Cavanaugh, Guliz Kraft & Kathryn Tackett. (2011) A Synthesis of Read-Aloud Interventions on Early Reading Outcomes Among Preschool Through Third Graders at Risk for Reading Difficulties. Journal of Learning Disabilities 44:3, pages 258-275.
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Ora Segal-Drori, Ofra Korat, Adina Shamir & Pnina S. Klein. (2009) Reading electronic and printed books with and without adult instruction: effects on emergent reading. Reading and Writing 23:8, pages 913-930.
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Hilary P. Ruston & Paula J. Schwanenflugel. (2010) Effects of a Conversation Intervention on the Expressive Vocabulary Development of Prekindergarten Children. Language, Speech, and Hearing Services in Schools 41:3, pages 303-313.
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Jill M. Pentimonti, Tricia A. Zucker, Laura M. Justice & Joan N. Kaderavek. (2011) Informational Text Use in Preschool Classroom Read‐Alouds. The Reading Teacher 63:8, pages 656-665.
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Molly F. Collins. (2010) ELL preschoolers’ English vocabulary acquisition from storybook reading. Early Childhood Research Quarterly 25:1, pages 84-97.
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Tricia A. Zucker, Laura M. Justice, Shayne B. Piasta & Joan N. Kaderavek. (2010) Preschool teachers’ literal and inferential questions and children's responses during whole-class shared reading. Early Childhood Research Quarterly 25:1, pages 65-83.
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Tricia A. Zucker, Laura M. Justice & Shayne B. Piasta. (2009) Prekindergarten Teachers' Verbal References to Print During Classroom-Based, Large-Group Shared Reading. Language, Speech, and Hearing Services in Schools 40:4, pages 376-392.
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Suzanne E. Mol, Adriana G. Bus & Maria T. de Jong. (2017) Interactive Book Reading in Early Education: A Tool to Stimulate Print Knowledge as Well as Oral Language. Review of Educational Research 79:2, pages 979-1007.
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Sylvia Z. RamirezJain SachinLeila L. Flores-TorresPerez RoxannaCarlson Ralph. (2018) The Effects of Cuento Therapy on Reading Achievement and Psychological Outcomes of Mexican-American Students. Professional School Counseling 12:3, pages 2156759X0901200.
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Annemarie H. Hindman & Barbara A. Wasik. (2008) Head Start teachers’ beliefs about language and literacy instruction. Early Childhood Research Quarterly 23:4, pages 479-492.
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Shannon Gormley & Kathy L. Ruhl. (2005) Shared Storybook Reading: Increasing Vocabulary Skills in an Inclusive Classroom Setting. Perspectives on School-Based Issues 6:1, pages 11-14.
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Dorit Aram & Shira Biron. (2004) Joint storybook reading and joint writing interventions among low SES preschoolers: differential contributions to early literacy. Early Childhood Research Quarterly 19:4, pages 588-610.
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Jill Howard Allor & Rebecca B. Mccathren. (2016) Developing Emergent Literacy Skills Through Storybook Reading. Intervention in School and Clinic 39:2, pages 72-79.
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Barbara A. WasikMary Alice BondAnnemarie Hindman. (2002) Section Two: Educating At-Risk Students from Preschool through High School. Teachers College Record: The Voice of Scholarship in Education 104:10, pages 89-110.
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BARBARA A. WASIK, MARY ALICE BOND & ANNEMARIE HINDMAN. (2005) Educating At‐Risk Preschool and Kindergarten Children. Yearbook of the National Society for the Study of Education 101:2, pages 89-110.
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Julie F. Penno, Ian A. G. Wilkinson & Dennis W. Moore. (2002) Vocabulary acquisition from teacher explanation and repeated listening to stories: Do they overcome the Matthew effect?. Journal of Educational Psychology 94:1, pages 23-33.
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Barbara A. Wasik & Mary Alice Bond. (2001) Beyond the pages of a book: Interactive book reading and language development in preschool classrooms.. Journal of Educational Psychology 93:2, pages 243-250.
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Amy B. Goldstein & Sandra W. Russ. (2016) Understanding Children's Literature and its Relationship to Fantasy Ability and Coping. Imagination, Cognition and Personality 20:2, pages 105-126.
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Barbara Wasik, Nancy Karweit, Mary Alice Bond, Lannette Burns Woodruff, Gary Jaeger & Sarah Adee. (2000) Early Learning in CRESPAR. Journal of Education for Students Placed at Risk (JESPAR) 5:1, pages 93-107.
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