Engaging in Interactive Book Reading: Experiences of Refugee Mother–Child Dyads
Author:
Publisher
Springer Science and Business Media LLC
Subject
Developmental and Educational Psychology,Education
Link
https://link.springer.com/content/pdf/10.1007/s10643-020-01142-5.pdf
Reference29 articles.
1. Anderson, J., Anderson, A., Friedrich, N., & Teichert, L. (2017a). “You guys should offer theprogram more often!”: Some perspectives from working alongside immigrant and refugee families in a bilingual family literacy program. In C. J. McLachlan (Ed.), Literacy in the Early Years Reflections on International Research and Practice (pp. 63–78). NY: Springer.
2. Anderson, J., Anderson, A., & Sadiq, A. (2017b). Family literacy programs and young children’s language and literacy development: Paying attention to families’ home language. Early Child Development and Care, 187(3–4), 644–654. https://doi.org/10.1080/03004430.2016.1211119.
3. Boit, R. J., Barnes, A. C., Conlin, D., & Hestenes, L. L. (2020). Voices of refugee mothers: Navigating the complexities of supporting their preschool children’s literacy development. Early Childhood Education Journal, 48(6), 683–691. https://doi.org/10.1007/s10643-020-01028-6.
4. Bojczyk, K. E., Davis, A. E., & Rana, V. (2016). Mother-child interaction quality in shared book reading: Relation to child vocabulary and readiness to read. Early Childhood Research Quarterly, 36, 404–414. https://doi.org/10.1016/j.ecresq.2016.01.006.
5. Capps, R., Newland, K., Fratzke, S., Groves, S., Auclair, G., Fix, M., & McHugh, M. (2015). Integrating refugees in the United States: The successes and challenges of resettlement in a global context. Statistical Journal of the IAOS, 31, 341–367. https://doi.org/10.3233/SJI-150918.
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3. What's the Difference? Interactive Book Reading With At-Risk and Not-At-Risk 1st- and 2nd-Graders;Journal of Research in Childhood Education;2023-08-04
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