Kindergarten Teachers’ Vocabulary Knowledge, Practices, and Influential Factors: A Multiple Case Study
Author:
Affiliation:
1. Department of Behavioral Sciences, York College of Pennsylvania, York
Publisher
Informa UK Limited
Link
https://www.tandfonline.com/doi/pdf/10.1080/19388071.2024.2318698
Reference57 articles.
1. Afflerbach, P., Hurt, M., & Cho, B. Y. (2020). Reading comprehension strategy instruction. In D. L. Dinsmore, L. K. Fryer, & M. M. Parkinson (Eds.), Handbook of strategies and strategic processing (pp. 98–118). Routledge.
2. Validation of the direct and inferential mediation (DIME) model of reading comprehension in grades 7 through 12;Ahmed Y.;Contemporary Educational Psychology,2016
3. Anderson, R. C., & Freebody, P. (1981). Vocabulary knowledge. In J. Guthrie (Ed.), Comprehension and teaching: Research reviews (pp. 77–117). International Reading Association.
4. Vocabulary Tricks: Effects of Instruction in Morphology and Context on Fifth-Grade Students’Ability to Derive and Infer Word Meanings
5. Beck, I. L., McKeown, M. G., & Kucan, L. (2002). Bringing words to life: Robust vocabulary instruction. Guilford Press.
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