The Relationship of Head Start Teachers’ Academic Language Use and Children’s Receptive Vocabulary-Reference-Cited by-同舟云学术

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The Relationship of Head Start Teachers’ Academic Language Use and Children’s Receptive Vocabulary

Published:2017-07-10 Issue:7 Volume:28 Page:794-809
ISSN:1040-9289
Container-title:Early Education and Development
language:en
Short-container-title:Early Education and Development

Author:

Barnes Erica M.¹^ORCID,Dickinson David K.²

Affiliation:

1. Department of Literacy Teaching and Learning, University at Albany, State University of New York

2. Department of Teaching and Learning, Vanderbilt University’s Peabody College

Funder

U.S. Department of Education

Department of Teaching and Learning, Peabody College

Experimental Education Research Training Grant, Institute of Education Sciences

Publisher

Informa UK Limited

Subject

Developmental and Educational Psychology,Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/10409289.2017.1340069

Reference73 articles.

1. The Impact of Teachers’ Commenting Strategies on Children’s Vocabulary Growth

2. Increasing Young Low‐Income Children’s Oral Vocabulary Repertoires through Rich and Focused Instruction

3. Mothers' internal state language to toddlers*

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1. Challenges and Opportunities in Teaching Through Interactions Framework: A Three-level Meta-Analysis of the CLASS Measure and Children's Vocabulary Skills;Early Childhood Education Journal;2024-06-14

2. Cognitive demand in parent–child shared book reading and home language development among dual language learners in low-income immigrant families;International Journal of Bilingualism;2024-05-24

3. Vocabulary Talk Moves: Using Language to Promote Word Learning;The Reading Teacher;2023-11-20

4. Teacher Talk and Literacy Gains in Chilean Elementary Students: Teacher Participation, Lexical Diversity, and Instructional Non-present Talk;Linguistics and Education;2023-02

5. Nonverbal supports for word learning: Prekindergarten teachers’ gesturing practices during shared book reading;Early Childhood Research Quarterly;2023

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