References
- Agosto, D. E. (1999). One and inseparable: Interdependent storytelling in picture storybooks. Children’s Literature in Education, 30(4), 267–280. doi:https://doi.org/10.1023/A:1022471922077
- Akoğlu, G., & Kızılöz, C. (2016). The relationship between early literacy experiences, receptive language and the phonological loop: Assessment of Turkish children aged 48-66 months. ATINER’S Conference Paper Series, No: TUR2016-2203, Athens, Greece.
- Aram, D. (2006). Early literacy interventions: The relative roles of storybook reading, alphabetic activities, and their combination. Reading and Writing, 19, 489–515. doi:https://doi.org/10.1007/s11145-006-9005-2
- Aram, D. (2017). Promoting early literacy of children from low socioeconomic backgrounds in preschool and at home. In A. Bar-On & D. Ravid (Eds.), Handbook of communication disorders: Theoretical, empirical, and applied linguistic perspectives (pp. 415–435). Berlin, Germany; Boston, MA: De Gruyter Mouton.
- Aram, D., & Biron, S. (2004). Joint storybook reading and joint writing interventions among low SES Israeli preschoolers: Differential contribution to early literacy. Early Childhood Research Quarterly, 19(4), 588–610. doi:https://doi.org/10.1016/j.ecresq.2004.10.003
- Aram, D., Fine, Y., & Ziv, M. (2013). Enhancing parent-child shared book reading interactions: Promoting references to the book’s plot and socio-cognitive themes. Early Childhood Research Quarterly, 28(1), 111–122. doi:https://doi.org/10.1016/j.ecresq.2012.03.005
- Barnes, E. M., Dickinson, D. K., & Grifenhagen, J. F. (2016). The role of teachers’ comments during book reading in children’s vocabulary growth. The Journal of Educational Research, 1–13. doi:https://doi.org/10.1080/00220671.2015.1134422
- Bergman Deitcher, D., & Johnson, H. (in press). Dual language learners’ word learning from informational and narrative texts during shared parent-child book reading. In E. O. Breuer, E. Lindgren, A. Stavans, & E. Van Steendam (Eds.), Multilingual literacy. Bristol, England: Multilingual Matters.
- Berman, R. A., & Lustigman, L. (2012). HARSP: A developmental language profile for Hebrew. In M. J. Ball, D. Crystal, & P. Fletcher (Eds.), Assessing grammar: The languages of LARSP in communication disorders across languages series (pp. 43–76). Bristol, England: Bristol Language Series.
- Bruner, J. (1986). Actual minds, possible worlds. Cambridge, MA: Harvard University Press.
- Cabell, S. Q., Justice, L. M., McGinty, A. S., DeCoster, J., & Forston, L. D. (2015). Teacher-child conversations in preschool classrooms: Contributions to children’s vocabulary development. Early Childhood Research Quarterly, 30, 80–92. doi:https://doi.org/10.1016/j.ecresq.2014.09.004
- Chaparro-Moreno, L. J., Reali, F., & Maldonado-Carreno, C. (2017). Wordless picture books boost preschoolers’ language production during shared reading. Early Childhood Research Quarterly, 40, 52–62. doi:https://doi.org/10.1016/j.ecresq.2017.03.001
- Clark, A., Anderson, R. C., Kuo, L., Kim, I., Archodidou, A., & Ngyuyen-Jahiel, K. (2003). Collaborative reasoning: Expanding ways for children to talk and think in school. Educational Psychology Review, 15(2), 181–198. doi:https://doi.org/10.1023/A:1023429215151
- Cristofaro, C. S., & Tamis-LeMonda, T. N. (2011). Mother-child conversations at 36 months and at pre-kindergarten: Relations to children’s school readiness. Journal of Early Childhood Literacy, 12(1), 68–97. doi:https://doi.org/10.1177/1468798411416879
- Curenton, S. M., Craig, M. J., & Flanigan, N. (2008). Use of decontextualized talk across story contexts: How oral storytelling and emergent reading can scaffold children’s development. Early Education and Development, 19(1), 161–187. doi:https://doi.org/10.1080/10409280701839296
- Danis, A., Bernard, J.-M., & Leproux, C. (2000). Shared picture-book reading: A sequential analysis of adult-child verbal interactions. British Journal of Developmental Psychology, 18(3), 369–388. doi:https://doi.org/10.1348/026151000165751
- de Rivera, C., Girolametto, L., Greenberg, J., & Weitzman, E. (2005). Children’s responses to educators’ questions in day care group play. American Journal of Speech-Language Pathology, 14(1), 14–26.
- Demir, O. E., Rowe, M. L., Heller, G., Goldin-Meadow, S., & Levine, S. C. (2015). Vocabulary, syntax, and narrative development in typically developing children and children with early unilateral brain injury: Early parental talk about the “There-and-Then” matters. Developmental Psychology, 51(2), 161–175. doi:https://doi.org/10.1037/a0038476
- Dever, M., & Burst, D. (2002). An evaluation of family literacy bags as a vehicle for parent involvement. Early Child Development and Care, 172(4), 35–370. doi:https://doi.org/10.1080/03004430212721
- Dickinson, D. K., & Caswell, L. (2007). Building support for language and early literacy in preschool classrooms through in-service professional development: Effects of the Literacy Environment Enrichment Program (LEEP). Early Childhood Research Quarterly, 22(2), 243–260. doi:https://doi.org/10.1016/j.ecresq.2007.03.001
- Dickinson, D. K., Griffith, J. A., Michnick Golinkoff, R., & Hirsh-Pasek, K. (2012). How reading books fosters language development around the world. Child Development Research, 2012, 1–15. doi:https://doi.org/10.1155/2012/602807
- Dickinson, D. K., McCabe, A., & Anastasopoulos, L. (2003). A framework for examining book reading in early childhood classrooms. In A. van Kleeck, S. A. Stahl, & E. Bauer (Eds.), On reading to children: Parents and teachers (pp. 95–113). Mahwah, NJ: Lawrence Erlbaum.
- Dickinson, D. K., & Porche, M. V. (2011). Relation between language experiences in preschool classrooms and children’s kindergarten and fourth-grade language and reading abilities. Child Development, 82(3), 870–886. doi:https://doi.org/10.1111/j.1467-8624.2011.01576.x
- Dickinson, D. K., & Smith, M. W. (1994). Long-term effects of preschool teachers' book readings on low-income children's vocabulary and story comprehension. Reading Research Quarterly, 29(2), 104–122. doi:https://doi.org/10.2307/747807
- Driggs Wolfenbarger, C., & Sipe, L. (2007). A unique visual and literary art form: Recent research on picturebooks. Language Arts, 83(3), 273–280. doi:https://doi.org/10.1002/acp.953
- Dudukovic, N. M., Marsh, E. J., & Tversky, B. (2004). Telling a story or telling it straight: The effects of entertaining versus accurate retelling on memory. Applied Cognitive Psychology, 18(2), 125–143. doi:https://doi.org/10.1002/acp.953
- Elzbieta. (1972a). Summer evening riddles. Tel Aviv: Dvir, Israel [Hebrew].
- Elzbieta. (1972b). A day at the seaside. Tel Aviv: Dvir, Israel [Hebrew].
- Elzbieta. (1972c). Here and there. Tel Aviv: Dvir, Israel [Hebrew].
- Evans, M. A., & Saint-Aubin, J. (2005). What children are looking at during shared storybook reading: Evidence from eye movement monitoring. Psychological Science, 16(11), 913–920. doi:https://doi.org/10.1111/j.1467-9280.2005.01636.x
- Fang, Z. (1996). Illustrations, text, and the child reader: What are pictures in children’s storybooks for? Reading Horizons, 37(2), 130–142.
- Fine, Y., Aram, D., & Ziv, M. (in press). Enriching parent-child conversations and children’s narration skills via shared reading. In E. Veneziano & A. Nicolopoulou (Eds.). In M. Bamberg (Series Ed.), Studies in narrative (SiN). Amsterdam, Netherlands: John Benjamins Publishing.
- Ganea, P. A., Allen, M. L., Butler, L., Carey, S., & DeLoache, J. S. (2009). Toddlers’ referential understanding of pictures. Journal of Experimental Child Psychology, 104, 283–295. doi:https://doi.org/10.1016/j.jecp.2009.05.008
- Gerde, H. K., & Powell, D. R. (2009). Teacher education, book-reading practices, and children’s language growth across one year of Head Start. Early Education and Development, 20(2), 211–237. doi:https://doi.org/10.1080/10409280802595417
- Gest, S. D., Holland-Coviello, R., Welsh, J. A., Eicher-Catt, D. L., & Gill, S. (2006). Language development subcontexts in Head Start Classrooms: Distinctive patterns of teacher talk during free play, mealtime, and book reading. Early Education & Development, 17(2), 293–315. doi:https://doi.org/10.1207/s15566935eed1702_5
- Glickman, H., Lipshtat, N., Raz, T., & Ratner, D. (2011, April). National authority for measurement and evaluation in education (RAMA) - Ministry of Education, Israel. The annual meeting of the American Educational Research Association (AERA), New Orleans, LA.
- Gonzalez, J. E., Pollard-Durodola, S., Simmons, D. C., Taylor, A. B., Davis, M. J., Fogarty, M., & Simmons, L. (2014). Enhancing preschool children’s vocabulary: Effects of teacher talk before, during and after shared reading. Early Childhood Research Quarterly, 29(2), 214–226. doi:https://doi.org/10.1016/j.ecresq.2013.11.001
- Gosen, M. (2012). Tracing learning in interaction: An analysis of shared reading of picture books at kindergarten (Doctoral dissertation). Groningen University, Amsterdam, The Netherlands.
- Graham Doyle, B. G., & Bramwell, W. (2006). Promoting emergent literacy and socio-emotional learning through dialogic reading. The Reading Teacher, 59(6), 554–564. doi:https://doi.org/10.1598/RT.59.6.5
- Hammer, C. S., Farkas, G., & Maczuga, S. (2010). The language and literacy development of head start children: A study using the family and child experiences survey database. Language, Speech, and Hearing Services in Schools, 41, 70–83. doi:https://doi.org/10.1044/0161-1461(2009/08-0050)
- Hammett Price, L., Bradley, B. A., & Smith, J. M. (2012). A comparison of preschool teachers’ talk during storybook and information book read-alouds. Early Childhood Research Quarterly, 27, 426–440. doi:https://doi.org/10.1016/j.ecresq.2012.02.003
- Hammett Price, L., van Kleeck, A., & Huberty, C. T. (2009). Talk during book sharing between parents and preschool children: A comparison between storybook and expository book conditions. Reading Research Quarterly, 44(2), 171–194. doi:https://doi.org/10.1598/RRQ.44.2.4
- Hilbe, J. M. (2017). The statistical analysis of count data/El análisis estadístico de los datos de recuento. Cultura y Educación, 29(3), 409–460. doi:https://doi.org/10.1080/11356405.2017.1368162
- Hilbert, D. D., & Eis, S. D. (2014). Early intervention for emergent literacy development in a collaborative community pre-kindergarten. Early Childhood Education Journal, 42, 105–113. doi:https://doi.org/10.1007/s10643-013-0588-3
- Hindman, A. H., Connor, C. M., Jewkes, A. M., & Morrison, F. J. (2008). Untangling the effects of shared book reading: Multiple factors and their associations with preschool literacy outcomes. Early Childhood Research Quarterly, 23(3), 330–350. doi:https://doi.org/10.1016/j.ecresq.2008.01.005
- Hindman, A. H., Wasik, B. A., & Erhart, A. C. (2012). Shared book reading and Head Start preschoolers’ vocabulary learning: The role of book-related discussion and curricular connections. Early Education and Development, 23, 451–474. doi:https://doi.org/10.1080/10409289.2010.537250
- Horst, J. S. (2015). Word learning via shared storybook reading. In B. Kümmerling-Meibauer, J. Meibauer, K. Nachtigäller, & K. J. Rohlfing (Eds.), Learning from picturebooks: Perspectives from child development and literacy studies (pp. 181–193). New York, NY: Routledge.
- Huntsinger, C. S., Jose, P. E., & Luo, Z. (2016). Parental facilitation of early mathematics and reading skills and knowledge through encouragement of home-based activities. Early Childhood Research Quarterly, 37, 1–15. doi:https://doi.org/10.1016/j.ecresq.2016.02.005
- Invernizzi, M., Landrum, T. J., Teichman, A., & Townsend, M. (2010). Increased implementation of emergent literacy screening in pre-kindergarten. Early Childhood Education Journal, 37(6), 437–446. doi:https://doi.org/10.1007/s10643-009-0371-7
- Israel’s Ministry of Education. (2006). Tochnit limudim “Tashtih likrat kria ve-ktiva ba-gan” [National curriculum: A foundation towards reading and writing in kindergarten]. Jerusalem, Israel: Tal [Hebrew].
- Justice, L., Kaderavek, J. N., Fan, X., Sofka, A., & Hunt, A. (2009). Accelerating preschoolers’ early literacy development through classroom-based teacher-child storybook reading and explicit print referencing. Language, Speech, and Hearing Services in Schools, 40, 67–85. doi:https://doi.org/10.1044/0161-1461(2008/07-0098)
- Justice, L. M., & Ezell, H. K. (2002). Use of storybook reading to increase print awareness in at-risk children. American Journal of Speech-Language Pathology, 11(1), 17–29. doi:https://doi.org/10.1044/1058-0360(2002/003)
- Justice, L. M., McGinty, A. S., Piasta, S. B., Kaderavek, J. N., & Fan, X. (2010). Print-focused read-alouds in preschool classrooms: Intervention effectiveness and moderators of child outcomes. Language, Speech, and Hearing Services in Schools, 41(4), 504–520. doi:https://doi.org/10.1044/0161-1461(2010/09-0056)
- Korat, O., Hassunha Arafat, S., Aram, D., & Klein, P. (2012). Book reading mediation, SES, home literacy environment and children’s literacy: Evidence from Arabic-speaking families. First Language, 33(2), 132–154. doi:https://doi.org/10.1177/0142723712455283
- Korat, O., Klein, P., & Segal-Drori, O. (2007). Maternal mediation in book reading, home literacy environment, and children’s emergent literacy: A comparison between two social groups. Reading and Writing, 20(4), 361–398. doi:https://doi.org/10.1007/s11145-006-9034-x
- Leech, K. A., & Rowe, L. R. (2014). A comparison of preschool children’s discussions with parents during picture book and chapter book reading. First Language, 34(3), 205–226. doi:https://doi.org/10.1177/0142723714534220
- Marjanovič-Umek, L., Fekonja-Peklaj, U., & Podlesek, A. (2012). Parental influence on the development of children’s storytelling. European Early Childhood Education Research Journal, 20(3), 351–370. doi:https://doi.org/10.1080/1350293X.2012.704760
- Massey, S. L. (2004). Teacher-child conversation in preschool classroom. Early Childhood Education Journal, 31(4), 227–231. doi:https://doi.org/10.1023/B:ECEJ.0000024113.69141.23
- Massey, S. L., Khara, L., Pence, K. L., Justice, L. M., & Bowles, R. P. (2008). Educators’ use of cognitively challenging questions in economically disadvantaged preschool classroom contexts. Early Education and Development, 19(2), 340–360. doi:https://doi.org/10.1080/10409280801964119
- McDonnell, S. A., Friel-Patti, S., & Rosenthal Rollins, P. R. (2003). Patterns of change in maternal-child discourse behaviors across repeated storybook reading. Applied Psycholinguistics, 24(3), 323–341. doi:https://doi.org/10.1017/S0142716403000171
- McKeown, M. G., & Beck, I. L. (2003). Taking advantage of read-aloud to help children make sense of decontextualized language. In A. van Kleeck, S. A. Stahl, & E. Bauer (Eds.), On reading to children: Parents and teachers (pp. 159–177). Mahwah, NJ: Lawrence Erlbaum.
- Mol, S. E. (2010). To read or not to read (Doctoral dissertation). Leiden University, Mostert & van Onderen Press, The Netherlands.
- Mol, S. E., & Bus, A. G. (2011). To read or not to read: A meta-analysis of print exposure from infancy to early adulthood. Psychological Bulletin, 137(2), 267–296. doi:https://doi.org/10.1037/a0021890
- 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. doi: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. doi:https://doi.org/10.1080/10409280701838603
- Muthén, L. K., & Muthén, B. O. (2017). Mplus user’s guide (8th ed.). Los Angeles, CA: Muthén & Muthén.
- Nelson, K. (1999). Levels and modes of representation: Issues for the theory of conceptual change and development. In E. K. Scholnick, K. Nelson, S. A. Gelman, & P. H. Miller (Eds.), Conceptual development: Piaget’s legacy (pp. 269–292). Mahwah, NJ: Erlbaum.
- Neuman, S. B. (1999). Books make a difference: A study of access to literacy. Reading Research Quarterly, 34(3), 286–311. doi:https://doi.org/10.1598/RRQ.34.3.3
- Powell, D. R., Burchinal, M. R., File, N., & Kontos, S. (2008). An eco-behavioral analysis of children’s engagement in urban public school preschool classrooms. Early Childhood Research Quarterly, 23, 108–123. doi:https://doi.org/10.1016/j.ecresq.2007.04.001
- Reese, E., Cox, A., Harte, D., & McAnally, H. (2003). Diversity in adults’ styles of reading books to children. In A. van Kleeck, S. A. Stahl, & E. Bauer (Eds.), On reading to children: Parents and teachers (pp. 37–57). Mahwah, NJ: Lawrence Erlbaum.
- Renck Jalongo, M., Dragich, D., Conrad, N. K., & Zhang, A. (2002). Using wordless picture books to support emergent literacy. Early Childhood Education Journal, 29(3), 167–177. doi:https://doi.org/10.1023/A:1014584509011
- 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(1), 162–179. doi:https://doi.org/10.1111/cogs.12349
- Sénéchal, M., Pagan, S., Lever, R., & Ouellette, G. P. (2008). Relations among the frequency of shared reading and 4-year-old children’s vocabulary, morphological and syntax comprehension, and narrative skills. Early Education & Development, 19(1), 27–44. doi:https://doi.org/10.1080/10409280701838710
- Shapira, R., Aram, D., & Ziv, M. (2015, March). Repeated shared book reading interactions: Variability and stability in mother-child discourse. Poster presented at the Biennial Meeting of the Society for Research in Child Development, Philadelphia, Pennsylvania.
- Sipe, L. R. (2000). “Those two gingerbread boys could be brothers”: How children use intertextual connection during storybook read-alouds. Children’s Literature in Education, 31(2), 73–90. doi:https://doi.org/10.1023/A:1005174703434
- Sipe, L. R. (2002). Talking back and talking over: Young children’s expressive engagement during storybook read-alouds. The Reading Teacher, 55(5), 476–483.
- Sipe, L. R. (2008). Storytime: Young children’s literary understanding in the classroom. New York, NY: Teachers College Press.
- Smadja, M. (2008). Parents’ references to Theory of Mind during reading book and storybook reconstruction (Unpublished dissertation). Tel-Aviv University, Tel-Aviv. [Hebrew].
- Teale, W. H. (2014, September 9). Parents and teachers reading with preschoolers: The what’s and how’s indicated by research and practice. International Seminar: Promoting Reading with Preschool Children from Disadvantaged Communities. Jerusalem, Israel: The Van Leer Jerusalem Institute.
- Tversky, B., & Marsh, E. J. (2000). Biased retelling of events yield biased memories. Cognitive Psychology, 40(1), 1–38. doi:https://doi.org/10.1006/cogp.1999.0720
- Tzuriel, D. (2013). Mediated learning experience and cognitive modifiability. Journal of Cognitive Education and Psychology, 12, 59–80. doi:https://doi.org/10.1891/1945-8959.12.1.59
- Ukrainetz, T. A., Cooney, M. H., Dyer, S. K., Kysar, A. J., & Harris, T. J. (2000). An investigation into teaching phonemic awareness through shared reading and writing. Early Childhood Research Quarterly, 15(3), 331–355. doi:https://doi.org/10.1016/S0885-2006(00)00070-3
- van Kleeck, A. (2003). Research on book sharing: Another critical look. In A. van Kleeck, S. A. Stahl, & E. Bauer (Eds.), On reading to children: Parents and teachers (pp. 271–320). Mahwah, NJ: Lawrence Erlbaum.
- van Kleeck, A. (2008). Providing preschool foundations for later reading comprehension: The importance of and ideas for targeting inferencing in storybook-sharing interventions. Psychology in Schools, 45(7), 627–643. doi:https://doi.org/10.1002/pits.20314
- van Kleeck, A., Stahl, S. A., & Bauer, E. (Eds.). (2003). On reading to children: Parents and teachers. Mahwah, NJ: Lawrence Erlbaum.
- Verhallen, M. J. A. J., & Bus, A. G. (2011). Young second language learners’ visual attention to illustrations in storybooks. Journal of Early Childhood Literacy, 11, 480–500. doi:https://doi.org/10.1177/1468798411416785
- Warner, R. M. (2013). Applied statistics: From bivariate through multivariate techniques (2nd ed. ed.). Los Angeles, CA: Sage.
- 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. doi:https://doi.org/10.1037//0022-O663.93.2.243
- Yfat, R., & Zadunaisky-Ehrlich, S. (2008a). Teachers’ talk in preschool during circle time: The case of revoicing. Journal of Research in Childhood Education, 23(2), 211–226. doi:https://doi.org/10.1080/02568540809594656
- Yfat, R., & Zadunaisky-Ehrlich, S. (2008b). Metapragmatic comments indexing conversational practices of preschool children in institutional discourse. First Language, 28(3), 329–347. doi:https://doi.org/10.1177/0142723708091049
- Ziv, M., Smadja, M., & Aram, D. (2013). Mothers’ mental-state discourse with preschoolers during storybook reading and wordless storybook telling. Early Childhood Research Quarterly, 28, 177–186. doi:https://doi.org/10.1016/j.ecresq.2012.05.005
- Zucker, T., Justice, L., Piasta, S., & Kaderavek, J. (2010). Preschool teachers’ literal and inferential questions and children’s responses during whole-class shared reading. Early Childhood Research Quarterly, 25(1), 65–83. doi:https://doi.org/10.1016/j.ecresq.2009.07.001
- 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. doi:https://doi.org/10.1037/a0030347