Effects of Teacher-Delivered Book Reading and Play on Vocabulary Learning and Self-Regulation among Low-Income Preschool Children-Reference-Cited by-同舟云学术

Effects of Teacher-Delivered Book Reading and Play on Vocabulary Learning and Self-Regulation among Low-Income Preschool Children

Published:2018-07-10 Issue:2 Volume:20 Page:136-164
ISSN:1524-8372
Container-title:Journal of Cognition and Development
language:en
Short-container-title:Journal of Cognition and Development

Author:

Dickinson David K.¹,Collins Molly F.¹,Nesbitt Kimberly²,Toub Tamara Spiewak³,Hassinger-Das Brenna⁴,Hadley Elizabeth Burke⁵,Hirsh-Pasek Kathy³^ORCID,Golinkoff Roberta Michnick⁶

Affiliation:

1. Vanderbilt University

2. University of New Hampshire

3. Temple University

4. Pace University

5. University of South Florida

6. University of Delaware

Funder

Institute of Education Sciences, US Department of Education

Publisher

Informa UK Limited

Subject

Psychiatry and Mental health,Developmental and Educational Psychology,Experimental and Cognitive Psychology

Link

https://www.tandfonline.com/doi/pdf/10.1080/15248372.2018.1483373

Reference86 articles.

1. Maternal interaction, private speech, and task performance in preschool children

2. An Effective Method for Building Meaning Vocabulary in Primary Grades.

3. The contributions of parental management language to executive function in preschool children

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