References
- Australian Bureau of Statistics. (2011). Census of population and housing. Retrieved from http://www.abs.gov.au
- Barratt-Pugh, C., & Rohl, M. (2015). ‘Better Beginnings has made me make reading part of our everyday routine’: Mothers’ perceptions of a family literacy program over four years. Australasian Journal of Early Childhood, 40, 4–12.
- Bayley, N. (1969). Bayley scales of infant development. New York, NY: Psychological Corporation.
- Betancourt, L.M., Brodsky, N.L., & Hurt, H. (2015). Socioeconomic differences in language are evident in female infants at 7 months of age. Early Human Development, 91, 719–724. doi:https://doi.org/10.1016/j.earlhumdev.2015.08.002
- Blyton, E. (1943). The magic faraway tree. London: Newnes Publishing.
- Brown, M.I., Westerveld, M.F., & Gillon, G.T. (2017). Early storybook reading with babies and young children: Parents’ opinions and home reading practices. Australasian Journal of Early Childhood, 42, 69–77. doi:10.23965/AJEC.42.2.09
- Bus, A.G., & van Ijzendoorn, M.H. (1997). Affective dimension of mother-infant picture book reading. Journal of School Psychology, 35, 47–60. doi:https://doi.org/10.1016/S0022-4405(96)00030-1
- Bus, A.G., van IJzendoorn, M.H., & Pellegrini, A.D. (1995). Joint book reading makes for success in learning to read: A meta-analysis on intergenerational transmission of literacy. Review of Educational Research, 65, 1–21. doi:10.3102/00346543065001001
- Dr Seuss. (1957). Oh, the places you’ll go! U K: HarperCollins Publishing.
- Edwards, C.M. (2014). Maternal literacy practices and toddlers’ emergent literacy skills. Journal of Early Childhood Literacy, 14, 53–79. doi:https://doi.org/10.1177/1468798412451590
- Farrant, B.M. (2012). Joint attention and parent-child book reading. Family Matters, 91, 38–46.
- Farrant, B.M., & Zubrick, S.R. (2013). Parent-child book reading across early childhood and child vocabulary in the early school years: Findings from the longitudinal study of Australian children. First Language, 33, 280–293. doi:https://doi.org/10.1177/0142723713487617
- Fletcher, K.L., & Reese, E. (2005). Picture book reading with young children: A conceptual framework. Developmental Review, 25, 64–103. doi:https://doi.org/10.1016/j.dr.2004.08.009
- Gillon, G.T. (2000). The efficacy of phonological awareness intervention for children with spoken language impairment. Language, Speech, and Hearing Services in Schools, 31, 126–141. doi:10.1044/0161-1461.3102.126
- Goldfeld, S., Napiza, N., Quach, J., Reilly, S., Ukoumunne, O.C., & Wake, M. (2011). Outcomes of a universal shared reading intervention by 2 years of age: The let’s read trial. Pediatrics, 127, 445–453. doi:https://doi.org/10.1542/peds.2009-3043
- Goldfeld, S., Quach, J., Nicholls, R., Reilly, S., Ukoumunne, O.C., & Wake, M. (2012). Four-year-old outcomes of a universal infant-toddler shared reading intervention. Archives Pediatric Adolescent Medicine, 166, 1045–1052. doi:https://doi.org/10.1001/archpediatrics.2012.1099
- Hendrick, D.L., Prather, E.M., & Tobin, A.R. (1984). Sequenced inventory of communication development – revised edition. Seattle: University of Washington Press.
- Justice, L.M., Meier, J., & Walpole, S. (2005). Learning new words from storybooks: An efficacy study with at-risk kindergartners. Language, Speech, and Hearing Services in Schools, 36, 17–32. doi:https://doi.org/10.1044/0161-1461(2005/003)
- Justice, L.M., & Pullen, P.C. (2003). Promising interventions for promoting emergent literacy skills: Three evidenced-based approaches. Topics in Early Childhood Special Education, 23, 99–113. doi:https://doi.org/10.1177/02711214030230030101
- Karrass, J., & Braungart-Rieker, J.M. (2005). Effects of shared parent-infant book reading on early language acquisition. Applied Developmental Psychology, 26, 133–148. doi:https://doi.org/10.1016/j.dr.2004.08.009
- Kazdin, A.E. (2011). Single-case research designs. Methods for clinical and applied settings (2nd ed.). New York (NY): Oxford University Press.
- Lefebvre, P., Trudeau, N., & Sutton, A. (2011). Enhancing vocabulary, print awareness and phonological awareness through shared storybook reading with low-income preschoolers. Journal of Early Childhood Literacy, 11, 453–479. doi:https://doi.org/10.1177/1468798411416581
- Reilly, S., Wake, M., Bavin, E.L., Prior, M., Williams, J., Bretherton, L., … Ukoumunne, O.C. (2007). Predicting language at 2 years of age: A prospective community study. Pediatrics, 120, 1441–1449. doi:https://doi.org/10.1542/peds.2007-0045
- Roy, P., Kersley, H., & Law, J. (2010). The sure start language measure standardisation study. DfES. Available at: www.surestart.gov.uk/doc/P2004;1797
- Sénéchal, M., LeFevre, J., Hudson, E., & Lawson, E.P. (1996). Knowledge of storybooks as a predictor of young children’s vocabulary. Journal of Educational Psychology, 88, 520–536. doi:https://doi.org/10.1037/0022-0663.88.3.520
- Shoghi, A., Willersdorf, E., Braganza, L., & McDonald, M. (2013). 2013 Let’s read literature review. Victoria: The Royal Children’s Hospital Centre for Community Child Health, Murdoch Children’s Research Institute.
- Snow, P.C., Eadie, P.A., Connell, J., Dalheim, B., McCusker, H.J., & Munro, J.K. (2014). Oral language supports early literacy: A pilot cluster randomized trial in disadvantaged schools. International Journal of Speech-Language Pathology, 16, 495–506. doi:https://doi.org/10.3109/17549507.2013.845691
- Watt, F., & Wells, R. (2013). That’s not my lamb. London: Usborne Publishing.
- Westerveld, M.F., Gillon, G.T., & Boyd, L. (2012). Evaluating the clinical utility of the profile of oral narrative ability for 4-year-old children. International Journal of Speech-Language Pathology, 14, 130–140. doi:10.3109/17549507.2011.632025
- Wetherby, A., & Prizant, B.M. (2002). Communication and symbolic behavior scales: Developmental profile (1st ed.). Baltimore (MD): Paul H Brookes Publishing.
- Whitehurst, G.J., Arnold, D.S., Epstein, J.N., Angell, A.L., Smith, M., & Fischel, J.E. (1994). A picture book reading intervention in day care and home for children from low-income families. Developmental Psychology, 30, 679–689. doi:https://doi.org/10.1037/0012-1649.30.5.679
- Zimmerman, I.L., Steiner, V.G., & Pond, R.E. (2012). Preschool language scales fifth edition. Sydney: Pearson Publishing.