Books Aloud: A campaign to "put books in children's hands"

Reading Teacher

Volumn 54, Issue 6, 2001, Pages 550-557

  Neuman, Susan B ^a   Celano, Donna ^b  

^a UNIVERSITY OF MICHIGAN   (United States)

^b TEMPLE UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0041407357     PISSN: 00340561     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Article

References (10)

1. Anderson, R.C., & Nagy, W.E. (1992). The vocabulary conundrum. American Educator, 14-18, 44-46.
2. Cunningham, A.E., & Stanovich, K. (1998). What reading does for the mind. American Educator, 22, 8-15.
3. 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, 104-122.
4. International Reading Association. (2000). Providing books and other print materials for classroom and school libraries: A position statement. Newark, DE: Author.
5. International Reading Association/National Association for the Education of Young Children. (1998). Learning to read and write: Developmentally appropriate practices for young children. The Reading Teacher, 52, 193-216.
6. Neuman, S.B. (1997). Getting books in children's hands: The book flood of '96. Final report to the William Penn Foundation. Philadelphia, PA: Temple University.
7. Neuman, S.B. (1999). Books make a difference: A study of access to literacy. Reading Research Quarterly, 34, 286-311.
8. Snow, C., Burns, M.S., & Griffin, P. (1998). Preventing reading difficulties in young children. Washington, DC: National Academy Press.
9. Stanovich, K.E., & West, R.F. (1989). Exposure to print and orthographic processing. Reading Research Quarterly, 24, 402-433.
10. Whitehurst, G.J., Epstein, J., Angell, A., Payne, A., Crone, D., & Fischel, J. (1994). Outcomes of an emergent literacy intervention in Head Start. Journal of Educational Psychology, 86, 542-555.