Effects of Emergent Bilingual Students’ and Their Teacher’s Talk-Turns on Students’ Comprehension During Read-Aloud Discussions-Reference-Cited by-同舟云学术

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Effects of Emergent Bilingual Students’ and Their Teacher’s Talk-Turns on Students’ Comprehension During Read-Aloud Discussions

Published:2024-01-25 Issue: Volume: Page:1-22
ISSN:0256-8543
Container-title:Journal of Research in Childhood Education
language:en
Short-container-title:Journal of Research in Childhood Education

Author:

Christ Tanya¹,Cho Hyonsuk²^ORCID,Chiu Ming Ming³,Bakhoda Iman¹,Klebba Hannah⁴,Brown Haylie⁵

Affiliation:

1. Oakland University, Rochester, Michigan

2. University of North Dakota, Grand Forks, North Dakota

3. The Education University of Hong Kong, Hong Kong, China

4. Michigan International Prep School, Davison, Michigan

5. Shawnee Elementary, Chippewa Valley Schools, Macomb, Michigan

Publisher

Informa UK Limited

Link

https://www.tandfonline.com/doi/pdf/10.1080/02568543.2023.2301083

Reference44 articles.

1. Contingency in Teacher-Child Emotional State Talk during Shared Book Reading in Early Childhood Classrooms

2. Beck, I., McKeown, M., & Kucan, L. (2013). Bringing words to life. Guilford Press.

3. Adaptive linear step-up procedures that control the false discovery rate

4. Bertsekas, D. P. (2014). Constrained optimization and LaGrange multiplier methods. Academic Press.

5. Exploring the Relationship Between Teacher and Multilingual Student Discourse During Small Group Text-Based Discussions

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