Book reading and vocabulary development: A systematic review
暂无分享,去创建一个
[1] Edward J. Kameenui,et al. Teaching Vocabulary During Shared Storybook Readings: An Examination of Differential Effects , 2004 .
[2] Margaret G. McKeown,et al. Effects of vocabulary instruction on measures of language processing: Comparing two approaches , 2014 .
[3] N. Black,et al. The feasibility of creating a checklist for the assessment of the methodological quality both of randomised and non-randomised studies of health care interventions. , 1998, Journal of epidemiology and community health.
[4] J. Durlak,et al. Implementation Matters: A Review of Research on the Influence of Implementation on Program Outcomes and the Factors Affecting Implementation , 2008, American journal of community psychology.
[5] Tricia A. Zucker,et al. Effects of a Brief Tiered Language Intervention for Prekindergartners at Risk , 2013 .
[6] Catherine E. Snow,et al. The Theoretical Basis For Relationships Between Language and Literacy in Development , 1991 .
[7] Linnea C. Ehri,et al. Reading storybooks to kindergartners helps them learn new vocabulary words. , 1994 .
[8] Jennifer DiBara Crandell,et al. Read Alouds and Beyond: The Effects of Read Aloud Extension Activities on Vocabulary in Head Start Classrooms , 2013 .
[9] V. Marchman,et al. Speed of word recognition and vocabulary knowledge in infancy predict cognitive and language outcomes in later childhood. , 2008, Developmental science.
[10] H. Scarborough,et al. On the Efficacy of Reading to Preschoolers , 1994 .
[11] Sharon Walpole,et al. Learning new words from storybooks: an efficacy study with at-risk kindergartners. , 2005, Language, speech, and hearing services in schools.
[12] R. Sternberg. The Nature of Mental Abilities. , 1979 .
[13] Kurt J. Beron,et al. The detailed age trajectory of oral vocabulary knowledge: differences by class and race , 2004 .
[14] Keiran M. Rump,et al. Shared book reading: When and how questions affect young children's word learning. , 2009 .
[15] Julian M. Pine,et al. Constructing a Language: A Usage-Based Theory of Language Acquisition. , 2004 .
[16] Susan B. Neuman,et al. How Vocabulary Interventions Affect Young Children at Risk: A Meta-Analytic Review , 2013 .
[17] Laura M. Justice,et al. Methodological quality of intervention research in speech–language pathology: Analysis of 10 years of group-design studies , 2008 .
[18] R. Silverman,et al. A Comparison of Three Methods of Vocabulary Instruction during Read‐Alouds in Kindergarten , 2007, The Elementary School Journal.
[19] Barbara A. Wasik,et al. Beyond the Pages of a Book : Interactive Book Reading and Language Development in Preschool Classrooms , 2010 .
[20] David J. Purpura,et al. Evaluating the components of an emergent literacy intervention for preschool children at risk for reading difficulties. , 2013, Journal of experimental child psychology.
[21] Christopher J. Lonigan,et al. Developing Early Literacy: Report of the National Early Literacy Panel. Executive Summary. A Scientific Synthesis of Early Literacy Development and Implications for Intervention. , 2009 .
[22] K. McGregor,et al. Complexities of expressive word learning over time. , 2007, Language, speech, and hearing services in schools.
[23] D. Betsy McCoach,et al. Direct and Extended Vocabulary Instruction in Kindergarten: Investigating Transfer Effects , 2010 .
[24] Iris Levin,et al. Mother-Child Joint Writing and Storybook Reading: Relations With Literacy Among Low SES Kindergartners , 2002 .
[25] G. Whitehurst,et al. Child development and emergent literacy. , 1998, Child development.
[26] Sue Walker,et al. A shared reading intervention with parents to enhance young children's early literacy skills , 2014 .
[27] Karen E. Smith,et al. A responsive parenting intervention: the optimal timing across early childhood for impacting maternal behaviors and child outcomes. , 2008, Developmental psychology.
[28] Margaret G. McKeown,et al. Bringing Words to Life: Robust Vocabulary Instruction , 2002 .
[29] Margaret G. McKeown,et al. Increasing Young Low‐Income Children’s Oral Vocabulary Repertoires through Rich and Focused Instruction , 2007, The Elementary School Journal.
[30] S. Carey. The child as word learner , 1978 .
[31] G. Miller. The cognitive revolution: a historical perspective , 2003, Trends in Cognitive Sciences.
[32] M. Sénéchal,et al. The differential effect of storybook reading on preschoolers' acquisition of expressive and receptive vocabulary , 1997, Journal of Child Language.
[33] Dennis W. Moore,et al. Vocabulary acquisition from teacher explanation and repeated listening to stories: Do they overcome the Matthew effect? , 2002 .
[34] Cynthia A. Ewers,et al. KINDERGARTENERS' VOCABULARY ACQUISITION AS A FUNCTION OF ACTIVE VS. PASSIVE STORYBOOK READING, PRIOR VOCABULARY, AND WORKING MEMORY , 1999 .
[35] N. Akhtar,et al. Learning words through overhearing. , 2001, Child development.
[36] Margaret G. McKeown,et al. The Effects and Uses of Diverse Vocabulary Instructional Techniques , 1987 .
[37] Barbara A. Wasik,et al. Language and Literacy Development: What Educators Need to Know , 2008 .
[38] Annemarie H. Hindman,et al. Ecological contexts and early learning: Contributions of child, family, and classroom factors during Head Start, to literacy and mathematics growth through first grade , 2010 .
[39] Michael D. Coyne,et al. Enhancing Vocabulary Intervention for Kindergarten Students: Strategic Integration of Semantically Related and Embedded Word Review , 2011 .
[40] Matthew Neidell,et al. Getting Inside the "Black Box" of Head Start Quality: What Matters and What Doesn&Apos;T? , 2003 .
[41] S. Suter. Meaningful differences in the everyday experience of young American children , 2005, European Journal of Pediatrics.
[42] Greg J. Duncan,et al. "School readiness and later achievement": Correction to Duncan et al. (2007). , 2008 .
[43] Susan Goldin-Meadow,et al. New Evidence about Language and Cognitive Development Based on a Longitudinal Study Hypotheses for Intervention Istrative and Technical Support. We Also Thank Varying the Language Learning Environment Susan Goldin- Meadow Varying the Language Learner Gesture: Another Perspective on Communicative Abi , 2022 .
[44] Grover J. Whitehurst,et al. A picture book reading intervention in day care and home for children from low-income families. , 1994 .
[45] Monique Sénéchal,et al. A book reading intervention with preschool children who have limited vocabularies: the benefits of regular reading and dialogic reading , 2000 .
[46] Arthur C. Graesser,et al. Organizing Instruction and Study to Improve Student Learning. IES Practice Guide. NCER 2007-2004. , 2007 .
[47] Suzanne E. Mol,et al. Added Value of Dialogic Parent–Child Book Readings: A Meta-Analysis , 2008 .
[48] Catherine S. Tamis-LeMonda,et al. Chinese parents’ goals and practices in early childhood , 2013 .
[49] Amy E Booth. Causal supports for early word learning. , 2009, Child development.
[50] J. Heckman,et al. NBER WORKING PAPER SERIES UNDERSTANDING THE MECHANISMS THROUGH WHICH AN INFLUENTIAL EARLY CHILDHOOD PROGRAM BOOSTED ADULT OUTCOMES , 2012 .
[51] Alysia D. Roehrig,et al. The Relation of Morphological Awareness and Syntactic Awareness to Adults’ Reading Comprehension , 2011 .
[52] J. Arena,et al. Expressive one-word picture vocabulary test , 1984 .
[53] Anne Fernald,et al. SES differences in language processing skill and vocabulary are evident at 18 months. , 2013, Developmental science.
[54] D. Betsy McCoach,et al. Direct Vocabulary Instruction in Kindergarten: Teaching for Breadth versus Depth , 2009, The Elementary School Journal.
[55] N. Gardner,et al. Expressive One-Word Picture Vocabulary Test , 1981 .
[56] Nancy Stewart. Language and literacy development: what educators need to know , 2011 .
[57] Paige C. Pullen,et al. Effects of a Supplemental Vocabulary Intervention on the Word Knowledge of Kindergarten Students at Risk for Language and Literacy Difficulties , 2010 .
[58] Ann L. Brown. Learning, remembering, and understanding , 1982 .
[59] Susan H. Landry,et al. Effectiveness of Comprehensive Professional Development for Teachers of At-Risk Preschoolers , 2009 .
[60] Loren M. Marulis,et al. The Effects of Vocabulary Intervention on Young Children’s Word Learning , 2010 .
[61] Deborah C. Simmons,et al. Developing Low-Income Preschoolers’ Social Studies and Science Vocabulary Knowledge Through Content-Focused Shared Book Reading , 2010 .
[62] Xitao Fan,et al. Does intensity matter? Preschoolers’ print knowledge development within a classroom-based intervention , 2011 .
[63] Ron Dumont,et al. Expressive Vocabulary Test , 2008 .
[64] Monique Sénéchal,et al. Individual Differences in 4-Year-Old Children's Acquisition of Vocabulary during Storybook Reading. , 1995 .
[65] Gwendolyn Coe,et al. Relative efficacy of parent and teacher involvement in a shared-reading intervention for preschool children from low-income backgrounds , 1998 .
[66] C. Tamis-LeMonda,et al. Why Is Infant Language Learning Facilitated by Parental Responsiveness? , 2014 .
[67] Christopher J. Lonigan,et al. Relative efficacy of parent and teacher involvement in a shared-reading intervention for preschool children from low-income backgrounds , 1998 .
[68] D. Betsy McCoach,et al. Vocabulary Intervention for Kindergarten Students: Comparing Extended Instruction to Embedded Instruction and Incidental Exposure , 2007 .
[69] David K. Dickinson,et al. Beginning Literacy with Language: Young Children Learning at Home and School. , 2001 .
[70] Suzanne E. Mol,et al. Interactive Book Reading in Early Education: A Tool to Stimulate Print Knowledge as Well as Oral Language , 2009 .
[71] Judy S. DeLoache,et al. Transfer between Picture Books and the Real World by Very Young Children , 2008 .
[72] Erika Hoff,et al. The Language and Literacy Development of Young Dual Language Learners: A Critical Review. , 2014, Early childhood research quarterly.
[73] Christina Weiland,et al. Impacts of a prekindergarten program on children's mathematics, language, literacy, executive function, and emotional skills. , 2013, Child development.
[74] LEI XUAN,et al. Language-specific noun bias: evidence from bilingual children* , 2012, Journal of Child Language.
[75] Barbara A. Wasik,et al. The Effects of a Language and Literacy Intervention on Head Start Children and Teachers , 2006 .
[76] Monique Sénéchal,et al. Discussing stories: on how a dialogic reading intervention improves kindergartners' oral narrative construction. , 2011, Journal of experimental child psychology.
[77] Cynthia B. Leung,et al. Preschoolers' Acquisition of Scientific Vocabulary Through Repeated Read-Aloud Events, Retellings, and Hands-On Science Activities , 2008 .
[78] Christopher J. Lonigan,et al. Accelerating language development through picture book reading: replication and extension to a videotape training format , 1994 .
[79] A. Biemiller,et al. An effective method for building meaning vocabulary in primary grades , 2006 .
[80] Lois A. Mautte. The Effects of Adult-Interactive Behaviors within the Context of Repeated Storybook Readings upon the Language Development and Selected Prereading Skills of Prekindergarten At Risk Students. , 1990 .
[81] Kathy Hirsh-Pasek,et al. Shovels and swords: how realistic and fantastical themes affect children's word learning , 2015 .
[82] Rebecca J. Panagos. Meaningful Differences in the Everyday Experience of Young American Children , 1998 .
[83] M. Tomasello,et al. Variability in early communicative development. , 1994, Monographs of the Society for Research in Child Development.