Exploring the variety of parental talk during shared book reading and its contributions to preschool language and literacy: evidence from the Early Childhood Longitudinal Study-Birth Cohort-Reference-Cited by-同舟云学术

Exploring the variety of parental talk during shared book reading and its contributions to preschool language and literacy: evidence from the Early Childhood Longitudinal Study-Birth Cohort

Published:2013-04-17 Issue:2 Volume:27 Page:287-313
ISSN:0922-4777
Container-title:Reading and Writing
language:en
Short-container-title:Read Writ

Author:

Hindman Annemarie H.,Skibbe Lori E.,Foster Tricia D.

Publisher

Springer Science and Business Media LLC

Subject

Speech and Hearing,Linguistics and Language,Education,Neuropsychology and Physiological Psychology

Link

http://link.springer.com/content/pdf/10.1007/s11145-013-9445-4.pdf

Reference89 articles.

1. Adams, M. J. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: MIT Press.

2. Anderson, R. C., Hiebert, E. H., Scott, J. A., & Wilkinson, I. A. G. (1985). Becoming a nation of readers: The report of the Commission on Reading. Washington, DC: National Academy of Education, Commission on Education and Public Policy.

3. Andreassen, C., & Fletcher, P. (2007). Early Childhood Longitudinal Study, Birth Cohort (ECLS-B), psychometric report for the 2-year data collection (NCES 2007–084). Washington, DC: U.S. Department of Education, National Center for Education Statistics.

4. Andreassen, C., Fletcher, P., & West, J. (2005). Early Childhood Longitudinal Study, Birth Cohort (ECLS-B), methodology report for the 9-month data collection (2001–02), volume 1: Psychometric characteristics (NCES 2005–100). Washington, DC: U.S. Department of Education, National Center for Education Statistics.

5. Baker, L., Scher, D., & Mackler, K. (1997). Home and family influences on motivations for literacy. Educational Psychologist, 32, 69–82.

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