The effects of explicit instruction in academic vocabulary during shared book reading on the receptive vocabulary of children with complex communication needs-Reference-Cited by-同舟云学术

The effects of explicit instruction in academic vocabulary during shared book reading on the receptive vocabulary of children with complex communication needs

Published:2018-09-08 Issue:4 Volume:34 Page:288-300
ISSN:0743-4618
Container-title:Augmentative and Alternative Communication
language:en
Short-container-title:Augmentative and Alternative Communication

Author:

Yorke April M.¹²,Light Janice C.²,Gosnell Caron Jessica²,McNaughton David B.³,Drager Kathryn D. R.²^ORCID

Affiliation:

1. Cleveland State University, School of Health Sciences, Cleveland, OH, USA;

2. The Pennsylvania State University, Communication Sciences and Disorders, University Park, PA, USA;

3. The Pennsylvania State University, Special Education, University Park, PA, USA

Publisher

Informa UK Limited

Subject

Speech and Hearing,Rehabilitation

Link

https://www.tandfonline.com/doi/pdf/10.1080/07434618.2018.1506823

Reference37 articles.

1. Modeling the Connections Between Word Recognition and Reading

2. Vocabulary Development: A Morphological Analysis

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

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