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1
Two Different Communication Genres and Implications for Vocabulary Development and Learning to Read
Two Different Communication Genres and Implications for Vocabulary Development and Learning to Read
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Two Different Communication Genres and Implications for Vocabulary Development and Learning to Read

Massaro, Dominic W.

Journal of literacy research, 2015-12, Vol.47 (4), p.505-527 [Periódico revisado por pares]

Los Angeles, CA: SAGE Publications

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2
Parental Language and Learning Directed to the Young Child
Parental Language and Learning Directed to the Young Child
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Parental Language and Learning Directed to the Young Child

Kapengut, Dina ; Noble, Kimberly G.

The Future of children, 2020-09, Vol.30 (2), p.71-92 [Periódico revisado por pares]

Princeton: Princeton University

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3
Relations between Teacher Talk Characteristics and Child Language in Spoken-Language Deaf and Hard-of-Hearing Classrooms
Relations between Teacher Talk Characteristics and Child Language in Spoken-Language Deaf and Hard-of-Hearing Classrooms
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Relations between Teacher Talk Characteristics and Child Language in Spoken-Language Deaf and Hard-of-Hearing Classrooms

Duncan, Molly K ; Lederberg, Amy R

Journal of speech, language, and hearing research, 2018-12, Vol.61 (12), p.2977-2995 [Periódico revisado por pares]

United States: American Speech-Language-Hearing Association

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4
The impact of animated books on the vocabulary and language development of preschool-aged children in two school settings
The impact of animated books on the vocabulary and language development of preschool-aged children in two school settings
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The impact of animated books on the vocabulary and language development of preschool-aged children in two school settings

Broemmel, Amy D ; Moran, Mary Jane ; Wooten, Deborah A

Early childhood research & practice, 2015-03, Vol.17 (1) [Periódico revisado por pares]

Chicago: Early Childhood and Parenting Collaborative

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5
African American and Caucasian Preschoolers' Use of Decontextualized Language: Literate Language Features in Oral Narratives
African American and Caucasian Preschoolers' Use of Decontextualized Language: Literate Language Features in Oral Narratives
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African American and Caucasian Preschoolers' Use of Decontextualized Language: Literate Language Features in Oral Narratives

Curenton, Stephanie M ; Justice, Laura M

Language, speech & hearing services in schools, 2004-07, Vol.35 (3), p.240-253 [Periódico revisado por pares]

United States: ASHA

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6
Development and use of English evaluative expressions in narratives of Chinese–English bilinguals
Development and use of English evaluative expressions in narratives of Chinese–English bilinguals
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Development and use of English evaluative expressions in narratives of Chinese–English bilinguals

CHEN, LIANG ; YAN, RUIXIA

Bilingualism (Cambridge, England), 2011-10, Vol.14 (4), p.570-578 [Periódico revisado por pares]

Cambridge, UK: Cambridge University Press

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7
English vocabulary development in bilingual kindergarteners: What are the best predictors?
English vocabulary development in bilingual kindergarteners: What are the best predictors?
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English vocabulary development in bilingual kindergarteners: What are the best predictors?

UCHIKOSHI, YUUKO

Bilingualism (Cambridge, England), 2006-03, Vol.9 (1), p.33-49 [Periódico revisado por pares]

Cambridge, UK: Cambridge University Press

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8
The honey ant readers : An innovative and bold approach to engaging rural Indigenous students in print literacy through accessible, culturally and linguistically appropriate resources
The honey ant readers : An innovative and bold approach to engaging rural Indigenous students in print literacy through accessible, culturally and linguistically appropriate resources
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The honey ant readers : An innovative and bold approach to engaging rural Indigenous students in print literacy through accessible, culturally and linguistically appropriate resources

James, Margaret

Australian and International Journal of Rural Education, 2014-01, Vol.24 (1), p.79-89 [Periódico revisado por pares]

Society for the Provision of Education in Rural Australia

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9
Using Song Picture Books to Support Emergent Literacy
Using Song Picture Books to Support Emergent Literacy
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Using Song Picture Books to Support Emergent Literacy

Jalongo, Mary Renck ; Ribblett, Deborah McDonald

Childhood education, 1997-10, Vol.74 (1), p.15-22 [Periódico revisado por pares]

Washington: Taylor & Francis Group

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10
Wordless Books: No-Risk Tools for Inclusive Middle-Grade Classrooms
Wordless Books: No-Risk Tools for Inclusive Middle-Grade Classrooms
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Wordless Books: No-Risk Tools for Inclusive Middle-Grade Classrooms

Cassady, Judith K.

Journal of adolescent & adult literacy, 1998-03, Vol.41 (6), p.428-432 [Periódico revisado por pares]

Hoboken: International Reading Association

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