References
- Adan-Dirks, R. (2012). Assessing vocabulary development. In B. van Oers (Ed). Developmental education for young children: Concept practice and implementation (pp. 87–104). Springer.
- Alexander, R. (2018). Developing dialogic teaching: Genesis, process, trial. Research Papers in Education, 33(5), 561–598. https://doi.org/https://doi.org/10.1080/02671522.2018.1481140
- Barnes, E. M., Dickinson, D. K., & Grifenhagen, J. F. (2017). The role of teachers’ comments during book reading in children’s vocabulary growth. Journal of Educational Research, 110(5), 1–13. https://doi.org/https://doi.org/10.1080/00220671.2015.1134422
- Beck, I. L., & McKeown, M. G. (2001). Text talk: Capturing the benefits of read-aloud experiences for young children. The Reading Teacher, 55, 10–20.
- Bulotsky-Shearer, R. J., Bell, E., & Dominguez, X. (2012). Latent profiles of problem behavior within learning, peer, and teacher contexts: Identifying subgroups of children at academic risk across the preschool year. Journal of School Psychology, 50(6), 775–789. https://doi.org/https://doi.org/10.1016/j.jsp.2012.08.001
- Cabell, S. Q., Justice, L. M., Logan, J. A. R., & Konold, T. R. (2013). Emergent literacy profiles among prekindergarten children from low-SES backgrounds: Longitudinal considerations. Early Childhood Research Quarterly, 28(3), 608–620. https://doi.org/https://doi.org/10.1016/j.ecresq.2013.03.007
- Cabell, S. Q., Zucker, T. A., DeCoster, J., Melo, C., Forston, L., & Hamre, B. (2019). Prekindergarten interactive book reading quality and children’s language and literacy development: Classroom organization as a moderator. Early Education and Development, 30(1), 1–18. https://doi.org/https://doi.org/10.1080/10409289.2018.1514845
- Chatterji, M. (2006). Reading achievement gaps, correlates, and moderators of early reading achievement: Evidence from the early childhood longitudinal study (ECLS) kindergarten to first grade sample. Journal of Educational Psychology, 98(3), 489–507. https://doi.org/https://doi.org/10.1037/0022-0663.98.3.489
- Cohen, J. (1992). Quantitative methods in psychology: A power primer. Psychological Bulletin, 112(1), 155–159. https://doi.org/https://doi.org/10.1037//0033-2909.112.1.155
- Conti-Ramsden, G., & Durkin, K. (2012). Language development and assessment in the preschool period. Neuropsychology Review, 22(4), 384–401. https://doi.org/https://doi.org/10.1007/s11065-012-9208-z
- Deshmukh, R. S., Zucker, T. A., Tambyraja, S. R., Pentimonti, J. M., Bowles, R. P., & Justice, L. M. (2019). Teachers’ use of questions during shared book reading: Relations to child responses. Early Childhood Research Quarterly, 49, 59–68. https://doi.org/https://doi.org/10.1016/j.ecresq.2019.05.006
- Dickinson, D. K., & Tabors, P. O. (Eds.). (2001). Beginning literacy with language: Young children learning at home and school. Brookes.
- Dickinson, D. K., Golinkoff, R. M., & Hirsh-Pasek, K. (2010). Speaking out for language: Why language is central to reading development. Educational Researcher, 39(4), 305–310. https://doi.org/https://doi.org/10.3102/0013189X10370204
- Dunn, L. M., & Dunn, L. M. (1997). Peabody picture vocabulary test (3rd ed.). American Guidance Services.
- Gámez, P. B., González, M., & Urbin, L. M. (2017). Shared book reading and English learners’ narrative production and comprehension. Reading Research Quarterly, 52(3), 275–290. https://doi.org/https://doi.org/10.1002/rrq.174
- Gonzalez, J. E., Pollard-Durodola, S., Simmons, D. C., Taylor, A. B., Davis, M. J., Kim, M., & Simmons, L. (2010). Developing low-income preschoolers’ social studies and science vocabulary knowledge through content-focused shared book reading. Journal of Research on Educational Effectiveness, 4(1), 25–52. https://doi.org/https://doi.org/10.1080/19345747.2010.487927
- Hargrave, A. C., & Sénéchal, M. (2000). A book reading intervention with preschool children who have limited vocabularies: The benefits of regular reading and dialogic reading. Early Childhood Research Quarterly, 15(1), 75–90. https://doi.org/https://doi.org/10.1016/S0885-2006(99)00038-1
- Hindman, A. H., Wasik, B. A., & Bradley, D. E. (2019). How classroom conversations unfold: Exploring teacher–child exchanges during shared book reading. Early Education and Development, 30(4), 478–495. https://doi.org/https://doi.org/10.1080/10409289.2018.1556009
- Hoff, E. (2013). Interpreting the early language trajectories of children from low-SES and language minority homes: Implications for closing achievement gaps. Developmental Psychology, 49(1), 4–14. https://doi.org/https://doi.org/10.1037/a0027238
- Hoff, E., & Tian, C. (2005). Socioeconomic status and cultural influences on language. Journal of Communication Disorders, 38(4), 271–278. https://doi.org/https://doi.org/10.1016/j.jcomdis.2005.02.003
- Hox, J. J., Moerbeek, M., & Van de Schoot, R. (2018). Multilevel analysis. Techniques and applications (3rd ed.). Routledge.
- Justice, L. M., Weber, S., Ezell, H., & Bakeman, R. (2002). A sequential analysis of children’s responsiveness to parental print references during shared book-reading interactions. American Journal of Speech-Language Pathology, 11(1), 30–40. https://doi.org/https://doi.org/10.1044/1058-0360(2002/004)
- Landis, J. R., & Koch, G. G. (1977). The measurement of observer agreement for categorical data. Biometrics, 33(1), 159–174. https://doi.org/https://doi.org/10.2307/2529310
- Leathers, P. (2013). The black rabbit. Candlewick Press.
- Lee, Y., Kinzie, M. B., & Whittaker, J. V. (2012). Impact of online support for teachers’ open-ended questioning in pre-k science activities. Teaching and Teacher Education, 28(4), 568–577. https://doi.org/https://doi.org/10.1016/j.tate.2012.01.002
- Lever, R., & Sénéchal, M. (2011). Discussing stories: On how a dialogic reading intervention improves kindergartners’ oral narrative construction. Journal of Experimental Child Psychology, 108(1), 1–24. https://doi.org/https://doi.org/10.1016/j.jecp.2010.07.002
- Marulis, L., & Neuman, S. (2010). The effects of vocabulary intervention on young children’s word learning: A meta-analysis. Review of Educational Research, 80(3), 300–335. https://doi.org/https://doi.org/10.3102/0034654310377087
- McHugh, M. L. (2012). Interrater reliability: The kappa statistic. Biochemia Medica, 22(3), 276–282. https://doi.org/https://doi.org/10.11613/BM.2012.031
- Michaels, S., & O’Connor, C. (2015). Conceptualizing talk moves as tools: Professional development approaches for academically productive conversation. In L. B. Resnick, C. Asterhan, & S. N. Clarke (Eds.), Socializing intelligence through talk and dialogue (pp. 347–362). Washington, DC: AERA.
- Milburn, T. F., Girolametto, L., Weitzman, E., & Greenberg, J. (2014). Enhancing preschool educators’ ability to facilitate conversations during shared book reading. Journal of Early Childhood Literacy, 14(1), 105–140. https://doi.org/https://doi.org/10.1177/1468798413478261
- Mol, S. E., Bus, A. G., & De Jong, M. T. (2009). Interactive book reading in early education: A tool to stimulate print knowledge as well as oral language. Review of Educational Research, 79(2), 979–1007. https://doi.org/https://doi.org/10.3102/0034654309332561
- Mol, S. E., Bus, A. G., de Jong, M. T., & Smeets, D. J. H. (2008). Added value of dialogic parent–Child book readings: A meta-analysis. Early Education and Development, 19(1), 7–26. https://doi.org/https://doi.org/10.1080/10409280701838603
- O’Connor, C., Al-Adeimi, S., & Rimdzius, E. (2015). Training Session A: Coding teacher talk using the LIDO 2.0 [video-recording].
- O’Connor, C., & Michaels, S. (2019). Supporting teachers in taking up productive talk moves: The long road to professional learning at scale. International Journal of Educational Research, 97, 166–175. https://doi.org/https://doi.org/10.1016/j.ijer.2017.11.003
- Piasta, S. B., Justice, L. M., McGinty, A. S., & Kaderavek, J. N. (2012). Increasing young children’s contact with print during shared reading: Longitudinal effects on literacy achievement. Child Development, 83(3), 810–820. https://doi.org/https://doi.org/10.1111/j.1467-624.2012.01754.x
- Pinto, G., Primi, C., Tarchi, C., & Bigozzi, L. (2017). Mental state talk structure in children’s narratives: A cluster analysis. Child Development Research, 2017, 1–7. https://doi.org/https://doi.org/10.1155/2017/1725487
- R Core Team. (2014). R: A language and environment for statistical computing. R Foundation for Statistical Computing: Austria. http://www.R-project.org/
- Reese, E., & Cox, A. (1999). Features of adult book reading affects children’s emergent literacy. Developmental Psychology, 35(1), 20–28. https://doi.org/https://doi.org/10.1037/0012-1649.35.1.20
- Rivera, C. d., Girolametto, L., Greenberg, J., & Weitzman, E. (2005). Children’s responses to educators’ questions in day care play groups. American Journal of Speech-Language Pathology, 14(1), 14–26. https://doi.org/https://doi.org/10.1044/1058-0360(2005/004)
- Rosseel, Y. (2012). lavaan: An R package for structural equation modeling. Journal of Statistical Software, 48(2), 1–36. https://doi.org/https://doi.org/10.18637/jss.v048.i02
- Rowe, M. L., Leech, K. A., & Cabrera, N. (2017). Going beyond input quantity: “Wh”- questions matter for toddlers’language and cognitive development. Cognitive Science, 41, 162–179. https://doi.org/https://doi.org/10.1111/cogs.12349
- Snow, C. E., & Beals, D. E. (2006). Mealtime talk that supports literacy development. New Directions for Child and Adolescent Development, 111, 51–66. https://doi.org/https://doi.org/10.1002/cd.155
- Strasser, K., Larraı´N, A., & Lissi, M. R. (2013). Effects of storybook reading style on comprehension: The role of word elaboration and coherence questions. Early Education & Development, 24(5), 616–639. https://doi.org/https://doi.org/10.1080/10409289.2012.715570
- Teale, W. H. (2003). Reading aloud to young children as a classroom instructional activity: Insights from research and practice. In A. van Kleeck, S. A., Stahl, & E. B. Bauer (Eds.). On reading books to children: Parents and teachers (pp. 114–139). Lawrence Erlbaum Associates.
- Van der Veen, C., Dobber, M., & van Oers, B. (2016). Implementing dynamic assessment of vocabulary development as a trialogical learning process: A practice of teacher support in primary education schools. Language Assessment Quarterly, 13(4), 329–340. https://doi.org/https://doi.org/10.1080/15434303.2016.1235577
- van der Veen, C., Michaels, S., Dobber, M., van Kruistum, C., & van Oers, B. (2021). Design, implementation, and evaluation of dialogic classroom talk in early childhood education. Learning, Culture and Social Interaction, 29(1), 1–14.
- Van der Wilt, F., Boerma, I., van Oers, B., & van der Veen, C. (2019). The effect of three interactive reading approaches on language ability: An exploratory study in early childhood education. European Early Childhood Education Research Journal, 27(4), 566–580. https://doi.org/https://doi.org/10.1080/1350293X.2019.1634242
- Van der Wilt, F., van der Veen, C., van Kruistum, C., & van Oers, B. (2018a). Why can’t I join? Peer rejection in early childhood education and the role of oral communicative competence. Contemporary Educational Psychology, 54, 247–254. https://doi.org/https://doi.org/10.1016/j.cedpsych.2018.06.007
- Van der Wilt, F., van der Veen, C., van Kruistum, C., & van Oers, B. (2018b). Popular, rejected, neglected, controversial, or average: Do young children of different sociometric groups differ in their level of oral communicative competence? Social Development, 00, 1–15. https://doi.org/https://doi.org/10.1111/sode.12316
- Van Oers, E. (2012). Evaluation of learning and development. In B. van Oers, Developmental education for young children: Concept, practice, and implementation (pp. 223–238). Springer.
- Verhoeven, L., & Vermeer, A. (2006). Verantwoording Taaltoets Alle Kinderen (TAK) [Justification language test for all children]. Centraal Instituut voor Toetsontwikkeling.
- Visser, R., & Meirink, T. (2017). De wedstrijd van schildpad en haas. [The competition of tortoise and hare.]. Book2download.
- Vygotsky, L. S. (1978). Mind in society. The development of higher psychological processes. Harvard University Press.
- Walsh, B. A., & Blewitt, P. (2006). The effect of questioning style during storybook reading on novel vocabulary acquisition of preschoolers. Early Childhood Education Journal, 33(4), 273–287. https://doi.org/https://doi.org/10.1007/s10643-005-0052-0
- Walsh, R. L., & Hodge, K. A. (2018). 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), 264–294. https://doi.org/https://doi.org/10.1177/1468798416659124
- Wasik, B. A., & Bond, M. A. (2001). Beyond the pages of a book: Interactive book reading and language development in preschool classrooms. Journal of Educational Psychology, 93(2), 243–250. https://doi.org/https://doi.org/10.1037/0022-0663.93.2.243
- Wasik, B. A., Bond, M. A., & Hindman, A. H. (2006). The effects of a language and literacy intervention on Head Start children and teachers. Journal of Educational Psychology, 98(1), 63–74. https://doi.org/https://doi.org/10.1037/0022-0663.98.1.63
- Wasik, B. A., Hindman, A. H., & Snell, E. K. (2016). Book reading and vocabulary development: A systematic review. Early Childhood Research Quarterly, 37, 39–57. https://doi.org/https://doi.org/10.1016/j.ecresq.2016.04.003
- Whitehurst, G. J., & Lonigan, C. J. (1998). Child development and emergent literacy. Child Development, 69(3), 848–872. doi:https://doi.org/10.1111/cdev.1998.69.issue-3
- Worley, P. (2015). Open thinking, closed questioning: Two kinds of open and closed questions. Journal of Philosophy in Schools, 2(2), 17–29. https://doi.org/https://doi.org/10.21913/JPS.v2i2.1269
- Yew, S. G. K., & O’Kearney, R. (2017). Language difficulty at school entry and the trajectories of hyperactivity-inattention problems from ages 4 to 11: Evidence from a population-representative cohort study. Journal of Abnormal Child Psychology, 45(6), 1105–1118. https://doi.org/https://doi.org/10.1007/s10802-016-0241-x
- Zanchi, P., & Zampini, L. (2020). The narrative competence task: A standardized test to assess children’s narrative skills. European Journal of Psychological Assessment, Advance online publication. https://doi.org/https://doi.org/10.1027/1015-5759/a000569
- Zucker, T. A., Cabell, S. Q., Justice, L. M., Pentimonti, J. M., & Kaderavek, J. N. (2013). The role of frequent, interactive prekindergarten shared reading in the longitudinal development of language and literacy skills. Developmental Psychology, 49(8), 1425–1439. https://doi.org/https://doi.org/10.1037/a0030347
- Zucker, T. A., Justice, L. M., Piasta, S. B., & Kaderavek, J. N. (2010). Preschool teachers’ literal and inferential questions and children’s responses during whole-class shared reading. Early Childhood Research Quarterly, 25(1), 65–83. https://doi.org/https://doi.org/10.1016/j.ecresq.2009.07.001