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Differences in sentence complexity in the text of children’s picture books and child-directed speech
Differences in sentence complexity in the text of children’s picture books and child-directed speech
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Differences in sentence complexity in the text of children’s picture books and child-directed speech

Montag, Jessica L.

First language, 2019-10, Vol.39 (5), p.527-546 [Periódico revisado por pares]

London, England: SAGE Publications

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2
The nature and frequency of relative clauses in the language children hear and the language children read: A developmental cross-corpus analysis of English complex grammar
The nature and frequency of relative clauses in the language children hear and the language children read: A developmental cross-corpus analysis of English complex grammar
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The nature and frequency of relative clauses in the language children hear and the language children read: A developmental cross-corpus analysis of English complex grammar

Hsiao, Yaling ; Dawson, Nicola J ; Banerji, Nilanjana ; Nation, Kate

Journal of child language, 2023-05, Vol.50 (3), p.1-580 [Periódico revisado por pares]

England: Cambridge University Press

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3
“And they had a big, big, very long fight:” The development of evaluative language in preschoolers' oral fictional stories told in a peer-group context
“And they had a big, big, very long fight:” The development of evaluative language in preschoolers' oral fictional stories told in a peer-group context
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“And they had a big, big, very long fight:” The development of evaluative language in preschoolers' oral fictional stories told in a peer-group context

NICOLOPOULOU, Ageliki ; ILGAZ, Hande ; SHIRO, Marta ; HSIN, Lisa B.

Journal of child language, 2022-05, Vol.49 (3), p.522-551 [Periódico revisado por pares]

Cambridge, UK: Cambridge University Press

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4
Examining meaning making from reading wordless picture books in Chinese and English by three bilingual children
Examining meaning making from reading wordless picture books in Chinese and English by three bilingual children
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Examining meaning making from reading wordless picture books in Chinese and English by three bilingual children

Hu, Ran ; Liu, Xiaoming ; Zheng, Xun

Journal of early childhood literacy, 2018-06, Vol.18 (2), p.214-238 [Periódico revisado por pares]

London, England: SAGE Publications

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5
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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6
Code-switching in the narratives of dual-language Latino preschoolers
Code-switching in the narratives of dual-language Latino preschoolers
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Code-switching in the narratives of dual-language Latino preschoolers

Halpin, Emily ; Melzi, Gigliana

International journal of bilingual education and bilingualism, 2021-10, Vol.24 (9), p.1271-1287 [Periódico revisado por pares]

Abingdon: Routledge

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7
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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8
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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9
Low- and high-text books facilitate the same amount and quality of extratextual talk
Low- and high-text books facilitate the same amount and quality of extratextual talk
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Low- and high-text books facilitate the same amount and quality of extratextual talk

Muhinyi, Amber ; Hesketh, Anne

First language, 2017-08, Vol.37 (4), p.410-427 [Periódico revisado por pares]

London, England: SAGE Publications

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10
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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