Indirect Effects of Early Shared Reading and Access to Books on Reading Vocabulary in Middle Childhood-Reference-Cited by-同舟云学术

Indirect Effects of Early Shared Reading and Access to Books on Reading Vocabulary in Middle Childhood

Published:2023-06-02 Issue:1 Volume:28 Page:42-59
ISSN:1088-8438
Container-title:Scientific Studies of Reading
language:en
Short-container-title:Scientific Studies of Reading

Author:

McNally Sinead¹^ORCID,Leech Kathryn A.²,Corriveau Kathleen H.³,Daly Michael⁴

Affiliation:

1. Institute of Education, Dublin City University, Dublin, Ireland

2. School of Education, University of North Carolina Chapel Hill, North Carolina, USA

3. Wheelock College of Education and Human Development, Boston University, Boston, Massachusetts, USA

4. Department of Psychology, Maynooth University, Kildare, Ireland

Publisher

Informa UK Limited

Subject

Psychology (miscellaneous),Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/10888438.2023.2220846

Reference58 articles.

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2. Home and family influences on motivations for reading

3. The Parental Stress Scale: Initial Psychometric Evidence

4. Bronfenbrenner, U., & Morris, P. A. (2006). The bioecological model of human development. In R. M. Lerner & W. Damon (Eds.), Handbook of child psychology: Theoretical models of human development (pp. 793–828). John Wiley & Sons Inc.

5. The bioecological model of human development;Bronfenbrenner U.;Handbook of Child Psychology,2007

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