Explicit print referencing enhances early literacy in preschoolers

Evidence-Based Communication Assessment and Intervention

Volumn 3, Issue 3, 2009, Pages 145-150

  Joffe, Victoria L ^a  

^a CITY UNIVERSITY   (United Kingdom)

Author keywords

[No Author keywords available]

Indexed keywords

ARTICLE; CHILD; CODING AND CLASSIFICATION; CONTROLLED STUDY; HUMAN; INTERVENTION STUDY; NONVERBAL COMMUNICATION; PRESCHOOL CHILD; PRINTING; PRIORITY JOURNAL; READING; REFERENCE VALUE; SPECIAL EDUCATION; STORYTELLING; TEACHER; UNITED STATES; VERBAL COMMUNICATION;

EID: 70849097124     PISSN: 17489539     EISSN: 17489547     Source Type: Journal    
DOI: 10.1080/17489530903198307     Document Type: Article

References (24)

1. Adams, M (1990). Beginning to read: thinking and learning about print. Cambridge, MA: MIT Press.
2. Bercow, J. (2008). The Bercow Report: A review of services for children and young people (0-19) with speech, language and communication needs. London: Crown copyright. www.dcsf.gov.uk/bercowreview. Retrieved February 16th 2009.
3. Ezell, H. K., & Justice, L. M. (2000). Increasing the print focus of adult-child shared book reading through observational learning. American Journal of Speech Language Pathology, 9, 36-47.
4. Ezell, H. K., Justice, L. M., & Parsons, D. (2000). A clinic-based book reading program for parents and their children with communication disorders. Child Language Teaching and Therapy, 16, 121-140.
5. Hart, B., & Risley, T. (1995). Meaningful differences. Baltimore, MD: Paul H. Brookes Publishing Co.
6. Invernizzi, M., Meier, J., & Sullivan, A. (2004). Phonological Awareness and Literacy Screening: PreK. Charlottesville, VA: University of Virginia.
7. Justice, L. M., Bowles, R., & Skibbe, L. (2006). Measuring preschool attainment of print concepts: A study of typical and at-risk 3- to 5-year-old children. Language, Speech, and Hearing Services in Schools, 37, 1-12.
8. Justice, L. M., & Ezell, H. K. (2000). Stimulating children's print and word awareness through home-based parent intervention. American Journal of Speech-Language Pathology, 9, 257-269.
9. Justice, L. M., & Ezell, H. K. (2001). Word and print awareness in 4-year old children. Child Language Teaching and Therapy, 17, 207-225.
10. Justice, L. M., & Ezell, H. K. (2002). Use of storybook reading to increase print awareness in at-risk children. American Journal of Speech-Language Pathology, 11, 17-29.
11. Justice, L. M., & Sofka, A. E. (2005). Calling attention to print. Charlottesville, VA: Preschool Language and Literacy Research Lab, University of Virginia.
12. Law, J., Lindsay, G., Peacey, N., Gascoigne, M., Soloff, N., Radford, J., & Band, S. (2003). Facilitating communication between education and health ser- vices: The provision for children with speech and language needs. British Journal of Special Education, 28, 133-137.
13. Lonigan, C. J. (2004). Family literacy and emergent literacy programs. In B. Wasik (Ed.), Handbook on family literacy: Research and services (pp. 57-81). Hillsdale, NJ: Lawrence Erlbaum Associates.
14. Mashburn, A. J., Pianta, R. C., Hamre, B., Downer, J., Barbarin, O., Bryant, D., et al. (2008). Measures of classroom quality in prekindergarten and children's development of academic, language, and social skills. Child Development, 79, 732-749.
15. Moher, D., Schulz, K. F., & Altman, D. G. (2001). The CONSORT statement: Revised recommendations for improving the quality of reports of parallel-group randomised trials. Lancet, 357, 1191-1194.
16. National Assessment of Educational Progress. (2005). The nation's report card. http://nces.ed.gov/nations-reportcard. Retrieved March 16th 2009.
17. National Center for Education Statistics. (2001). Entering kindergarten: Findings from the Condition of Education 2000. Washington, DC: U.S. Department of Education.
18. Pianta, R. C., La Paro, K., & Hamre, B. (2005). Classroom Assessment Scoring System: Pre-K. Charlottesville, VA: Center for Advanced Study of Teaching and Learning.
19. Reese, E., & Cox, A. (1999). Quality of adult book reading affects children's emergent literacy. Developmental Psychology, 35, 20-28.
20. Robey, R., & Schultz, M. (1998). A model for conducting clinical outcome research: An adaptation of the standard protocol for use in aphasiology. Aphasiology, 12,787-810.
21. Schweinhart, L. J. (2005). The High/Scope Perry Preschool study through age 40: Summary, conclusions and frequently asked questions. Ypsilanti, MI: High/Scope Educational Research Foundation.
22. Snow, C., Burns, M. S., & Griffin, P. (1998). Preventing reading difficulties in young children. Washington, DC: National Research Council.
23. Stuart, M. (1995). Prediction and qualitative assessment of five- and six- year old children's reading: A longitudinal study. British Journal of Educational Psychology, 65, 287-296.
24. Wiig, E. H., Secord, W. A., & Semel, E. (2004). Clinical Evaluation of Language Fundamentals Preschool (2nd ed.). San Antonio, TX: Harcourt Assessment.