Introduction to the special section on the Emergent Literacy and Language Early Childhood Checklist for Teachers (ELLECCT)
Author:
Affiliation:
1. University College London, UK
Publisher
SAGE Publications
Subject
Linguistics and Language,Education,Language and Linguistics
Link
http://journals.sagepub.com/doi/pdf/10.1177/01427237221095302
Reference20 articles.
1. Dickinson D., Collins M., Nesbitt K., Toub T., Hassinger-Das B., Hadley E., Kathy Hirsh-Pasek K., Golinkoff R. (2019). Effects of teacher-delivered book reading and play on vocabulary learning and self-regulation among low-income preschool children. Journal of Cognition and Development, 20, 136–164. http://doi.org/10.1080/15248372.2018.1483373
2. Dickinson D., Smith M. (1994). Long-term effects of preschool teachers’ book readings on low-income children’s vocabulary and story comprehension. Reading Research Quarterly, 29, 105–122. https://doi.org/10.2307/747807
3. Dobinson K., Dockrell J. (2022). Examining the psychometric properties of the ELLECCT: A commentary on Weadman, Serry and Snow (2022). First Language, 42, 592–595. https://doi.org/10.1177/01427237221093850
4. Duursma E. (2016). Who does the reading, who the talking? Low-income fathers and mothers in the US interacting with their children around a picture book. First Language, 36, 465–484. https://doi.org/10.1177/0142723716648849
5. Evans M. A., Reynolds K., Shaw D., Pursoo T. (2011). Parental explanations of vocabulary during shared book reading: A missed opportunity. First Language, 31, 195–213. https://doi.org/10.1177/0142723710393795
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