Accelerating preschoolers' early literacy development through classroom-based teacher-child storybook reading and explicit print referencing

Language, Speech, and Hearing Services in Schools

Volumn 40, Issue 1, 2009, Pages 67-85

  Justice, Laura M ^a   Kaderavek, Joan N ^b   Fan, Xitao ^c   Sofka, Amy ^c   Hunt, Aileen ^b  

^a OHIO STATE UNIVERSITY   (United States)

^b UNIVERSITY OF TOLEDO   (United States)

^c UNIVERSITY OF VIRGINIA   (United States)

Author keywords

Emergent literacy; Preschool intervention; Storybook reading

Indexed keywords

ADULT; ANALYSIS OF VARIANCE; ARTICLE; CLINICAL TRIAL; CONCEPT FORMATION; CONTROLLED CLINICAL TRIAL; CONTROLLED STUDY; FEMALE; HUMAN; LANGUAGE TEST; LEARNING; LINGUISTICS; LONGITUDINAL STUDY; MALE; METHODOLOGY; PRESCHOOL CHILD; RANDOMIZED CONTROLLED TRIAL; READING; SCHOOL; SEMANTICS; TEACHING; UNIVERSITY; WRITING;

ADULT; ANALYSIS OF VARIANCE; CHILD, PRESCHOOL; CONCEPT FORMATION; FACULTY; FEMALE; HUMANS; LANGUAGE TESTS; LEARNING; LONGITUDINAL STUDIES; MALE; READING; SCHOOLS; SEMANTICS; TEACHING; VOCABULARY; WRITING;

EID: 58449119978     PISSN: 01611461     EISSN: None     Source Type: Journal    
DOI: 10.1044/0161-1461(2008/07-0098)     Document Type: Article

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