Teacher–child interactions during shared book reading in the domain of early mathematics
Author:
Funder
Onderzoeksraad, KU Leuven
Publisher
Springer Science and Business Media LLC
Link
https://link.springer.com/content/pdf/10.1007/s13394-024-00503-2.pdf
Reference71 articles.
1. Anderson, A., Anderson, J., & Shapiro, J. (2005). Supporting multiple literacies: Parents’ and children’s mathematical talk within storybook reading. Mathematics Education Research Journal, 16(3), 5–26. https://doi.org/10.1007/bf03217399
2. Arizpe, E., & Styles, M. (2003). Children reading pictures: Interpreting visual texts. Routledge.
3. Bakeman, R., & Quera, V. (1995). Analyzing interaction: Sequential analysis with SDIS and GSEQ. Cambridge University Press.
4. Bakeman, R., & Quera, V. (2011). Sequential analysis and observational methods for the behavioral sciences. Cambridge University Press.
5. Barnes, E., & Puccioni, J. (2017). Shared book reading and preschool children’s academic achievement: Evidence from the early childhood longitudinal study – birth cohort. Infant and Child Development, 26(6), 1–19. https://doi.org/10.1002/icd.2035
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