Exploring the unique contributions of teachers’ syntax to preschoolers’ and kindergarteners’ vocabulary learning-Reference-Cited by-同舟云学术

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Exploring the unique contributions of teachers’ syntax to preschoolers’ and kindergarteners’ vocabulary learning

Published:2020 Issue: Volume:51 Page:178-190
ISSN:0885-2006
Container-title:Early Childhood Research Quarterly
language:en
Short-container-title:Early Childhood Research Quarterly

Author:

Farrow JeanMarie,Wasik Barbara A.,Hindman Annemarie H.

Funder

U.S. Department of Education, Investing in Innovations

Publisher

Elsevier BV

Subject

Sociology and Political Science,Developmental and Educational Psychology,Education

Reference119 articles.

1. Multiclausal utterances aren’t just for big kids: A framework for analysis of complex syntax production in spoken language of preschool-and early school-age children;Arndt;Topics in Language Disorders,2013

2. Meaning from syntax: Evidence from 2-year-olds;Arunachalam;Cognition,2010

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

4. Relationships of attention and executive functions to oral language, reading, and writing skills and systems in middle childhood and early adolescence;Berninger;Journal of Learning Disabilities,2017

5. Language and literacy development: What educators need to know;Byrnes,2019

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1. Exploring Relations between Teachers’ Language- and Code-Based Writing Supports to Early Literacy and Vocabulary Learning in Children with Language Vulnerabilities;Reading & Writing Quarterly;2024-02-22

2. The Impact of Early Home Learning Environment and Preschool Quality on School-Relevant Language Proficiency in Primary School;Journal of Research in Childhood Education;2024-01-25

3. The influence of classroom language contexts on dual language learners’ language development.;Journal of Educational Psychology;2023-08

4. Preschool Language Environments and Social Interactions in an Early Intervention Classroom: A Pilot Study;Journal of Early Intervention;2023-05-30

5. The linguistic complexity of adult and child contextualized and decontextualized talk;Child Development;2023-04-17

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