Do teacher talk features mediate the effects of shared reading on preschool children's second-language development?-Reference-Cited by-同舟云学术

Do teacher talk features mediate the effects of shared reading on preschool children's second-language development?

Published:2022 Issue: Volume:61 Page:118-131
ISSN:0885-2006
Container-title:Early Childhood Research Quarterly
language:en
Short-container-title:Early Childhood Research Quarterly

Author:

Grøver Vibeke^ORCID,Rydland Veslemøy,Gustafsson Jan-Eric^ORCID,Snow Catherine E.^ORCID

Funder

Norges Forskningsråd

Publisher

Elsevier BV

Subject

Sociology and Political Science,Developmental and Educational Psychology,Education

Reference88 articles.

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2. Linking quality and quantity of parental linguistic input to child language skills: A meta-analysis;Anderson;Child Development,2021

3. The role of teachers’ comments during book reading in children's vocabulary growth;Barnes;The Journal of Educational Research,2017

4. Shared book reading and preschool children's academic achievement: Evidence from the early childhood longitudinal study-birth cohort;Barnes;Infant and Child Development,2017

5. Test for Reception of Grammar Version 2 (TROG-2). Pearson Assessment. (Translated and adapted to Norwegian by S. Lyster and E. Horn 2009);Bishop;Psychological Corporation,2003

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2. Are There Sustained Effects of a Preschool Shared-Reading Intervention Addressing Dual Language Learners?;Scientific Studies of Reading;2024-04-03

3. Building Vocabulary Bridges: Exploring Pre-Service Primary School Teachers’ Dispositions on L2 Vocabulary Instruction for Emergent Bilinguals through Interactive Book Reading;Education Sciences;2023-12-07

4. Parent inferential questions and child responses during shared reading predict DLLs’ receptive vocabulary development;Journal of Early Childhood Research;2023-12-05

5. Overlooked advantages of interactive book reading in early childhood? A systematic review and research agenda;Acta Psychologica;2023-09