Variability and stability in parent–child discourse during and following repeated shared book reading
Author:
Publisher
Springer Science and Business Media LLC
Subject
Speech and Hearing,Linguistics and Language,Education,Neuropsychology and Physiological Psychology
Link
https://link.springer.com/content/pdf/10.1007/s11145-020-10072-y.pdf
Reference85 articles.
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2. Adrián, J. E., Clemente, R. A., Villanueva, L., & Rieffe, C. (2005). Parent–child picture-book reading, mother’s mental state language and children’s theory of mind. Journal of Child Language, 32(03), 673–686.
3. Aram, D., & Aviram, S. (2009). Mothers’ storybook reading and kindergartners’ socioemotional and literacy development. Reading Psychology, 30(2), 175–194. https://doi.org/10.1080/02702710802275348.
4. Aram, D., Bergman Deitcher, D., Shoshan, T. S., & Ziv, M. (2017). Shared book reading interactions within families from low socioeconomic backgrounds and children’s social understanding and prosocial behavior. Journal of Cognitive Education and Psychology, 16(2), 157–177. https://doi.org/10.1891/1945-8959.16.2.157.
5. Aram, D., & Besser-Biron, S. (2017). Parents’ support during different writing tasks: a comparison between parents of precocious readers, preschoolers, and school-age children. Reading and Writing, 30(2), 363–386. https://doi.org/10.1007/s11145-016-9680-6.
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