메뉴 건너뛰기




Volumn 80, Issue 3, 2010, Pages 300-335

The effects of vocabulary intervention on young Children's word learning: A meta-analysis

Author keywords

Achievement; Achievement gap; Early childhood; Literacy; Metaanalysis; Vocabulary

Indexed keywords


EID: 79952037851     PISSN: 00346543     EISSN: None     Source Type: Journal    
DOI: 10.3102/0034654310377087     Document Type: Article
Times cited : (439)

References (117)
  • 1
    • 58149416577 scopus 로고
    • Effects of training Black preschool children in vocabulary versus sentence construction
    • Ammon, P. R., & Ammon, M. S. (1971). Effects of training Black preschool children in vocabulary versus sentence construction. Journal of Educational Psychology, 62, 421-426.
    • (1971) Journal of Educational Psychology , vol.62 , pp. 421-426
    • Ammon, P.R.1    Ammon, M.S.2
  • 2
    • 0039390915 scopus 로고
    • The vocabulary conundrum
    • 44-47
    • Anderson, R. C., & Nagy, W. E. (1992). The vocabulary conundrum. American Educator, 16, 14-18, 44-47
    • (1992) American Educator , vol.16 , pp. 14-18
    • Anderson, R.C.1    Nagy, W.E.2
  • 3
    • 21344498782 scopus 로고
    • Accelerating language development through picture book reading: Replication and extension to a videotape training format
    • Arnold, D. H., Lonigan, C. J., Whitehurst, G. J., & Epstein, J. N. (1994). Accelerating language development through picture book reading: Replication and extension to a videotape training format. Journal of Educational Psychology, 86, 235-243.
    • (1994) Journal of Educational Psychology , vol.86 , pp. 235-243
    • Arnold, D.H.1    Lonigan, C.J.2    Whitehurst, G.J.3    Epstein, J.N.4
  • 4
    • 0038482170 scopus 로고    scopus 로고
    • Less is more: Meta-analyses of sensitivity and attachment interventions in early childhood
    • Bakermans-Kranenburg, M., van Ijzendoorn, M., & Juffer, F. (2003). Less is more: Meta-analyses of sensitivity and attachment interventions in early childhood. Psychological Bulletin, 129, 195-215
    • (2003) Psychological Bulletin , vol.129 , pp. 195-215
    • Bakermans-Kranenburg, M.1    van Ijzendoorn, M.2    Juffer, F.3
  • 5
    • 33846259315 scopus 로고    scopus 로고
    • Increasing young low-income children's oral vocabulary repertoires through rich and focused instruction
    • Beck, I. L., & McKeown, M. G. (2007). Increasing young low-income children's oral vocabulary repertoires through rich and focused instruction. Elementary School Journal, 107, 251-273.
    • (2007) Elementary School Journal , vol.107 , pp. 251-273
    • Beck, I.L.1    McKeown, M.G.2
  • 6
    • 34848907250 scopus 로고    scopus 로고
    • Vocabulary development and instruction: A prerequisite for school learning
    • D. Dickinson & S. B. Neuman (Eds.), New York, NY: Guilford
    • Biemiller, A. (2006). Vocabulary development and instruction: A prerequisite for school learning. In D. Dickinson & S. B. Neuman (Eds.), Handbook of early literacy research (Vol. 2, pp. 41-51). New York, NY: Guilford.
    • (2006) Handbook of Early Literacy Research , vol.2 , pp. 41-51
    • Biemiller, A.1
  • 7
    • 33645738991 scopus 로고    scopus 로고
    • An effective method for building meaning vocabulary in primary grades
    • Biemiller, A., & Boote, C. (2006). An effective method for building meaning vocabulary in primary grades. Journal of Educational Psychology, 98, 44-62
    • (2006) Journal of Educational Psychology , vol.98 , pp. 44-62
    • Biemiller, A.1    Boote, C.2
  • 16
    • 0037540886 scopus 로고
    • Cognitive and school outcomes for high-risk African- American study at middle adolescence: Positive effects for early intervention
    • Campbell, F., & Ramey, C. (1995). Cognitive and school outcomes for high-risk African- American study at middle adolescence: Positive effects for early intervention. American Educational Research Journal, 32, 743-772
    • (1995) American Educational Research Journal , vol.32 , pp. 743-772
    • Campbell, F.1    Ramey, C.2
  • 22
    • 34250630787 scopus 로고    scopus 로고
    • Vocabulary intervention for kindergarten students: Comparing extended instruction to embedded instruction and incidental exposure
    • Coyne, M. D., McCoach, D. B., & Kapp, S. (2007). Vocabulary intervention for kindergarten students: Comparing extended instruction to embedded instruction and incidental exposure. Learning Disability Quarterly, 30, 74-88
    • (2007) Learning Disability Quarterly , vol.30 , pp. 74-88
    • Coyne, M.D.1    McCoach, D.B.2    Kapp, S.3
  • 24
    • 85055304391 scopus 로고    scopus 로고
    • Teaching vocabulary during shared storybook readings: An examination of differential effects
    • Coyne, M. D., Simmons, D. C., Kame'enui, E. J., & Stoolmiller, M. (2004). Teaching vocabulary during shared storybook readings: An examination of differential effects. Exceptionality, 12, 145-162
    • (2004) Exceptionality , vol.12 , pp. 145-162
    • Coyne, M.D.1    Simmons, D.C.2    Kame'enui, E.J.3    Stoolmiller, M.4
  • 27
    • 0030117806 scopus 로고    scopus 로고
    • The effects of a community-based literacy program on young children's language and conceptual development
    • Cronan, T. A., Cruz, S. G., Arriaga, R. I., & Sarkin, A. J. (1996). The effects of a community-based literacy program on young children's language and conceptual development. American Journal of Community Psychology, 24, 251-272.
    • (1996) American Journal of Community Psychology , vol.24 , pp. 251-272
    • Cronan, T.A.1    Cruz, S.G.2    Arriaga, R.I.3    Sarkin, A.J.4
  • 28
    • 0031280356 scopus 로고    scopus 로고
    • Early reading acquisition and its relation to reading experience and ability 10 years later
    • Cunningham, A. E., & Stanovich, K. (1997). Early reading acquisition and its relation to reading experience and ability 10 years later. Developmental Psychology, 33, 934-945
    • (1997) Developmental Psychology , vol.33 , pp. 934-945
    • Cunningham, A.E.1    Stanovich, K.2
  • 30
    • 84937312838 scopus 로고
    • The effect of sign language on hearing children's language development
    • Daniels, M. (1994a). The effect of sign language on hearing children's language development. Communication Education, 43, 291-298
    • (1994) Communication Education , vol.43 , pp. 291-298
    • Daniels, M.1
  • 31
    • 84937318574 scopus 로고
    • Words more powerful than sound
    • Daniels, M. (1994b). Words more powerful than sound. Sign Language Studies, 83, 156-166
    • (1994) Sign Language Studies , vol.83 , pp. 156-166
    • Daniels, M.1
  • 32
    • 16244418665 scopus 로고    scopus 로고
    • Happy hands: The effect of ASL on hearing children's literacy
    • Daniels, M. (2004). Happy hands: The effect of ASL on hearing children's literacy. Reading Research and Instruction, 44, 86-100.
    • (2004) Reading Research and Instruction , vol.44 , pp. 86-100
    • Daniels, M.1
  • 33
    • 0002526947 scopus 로고    scopus 로고
    • Meta-analysis of experiments with matched groups or repeated measures designs
    • Dunlap, W., Cortina, J., Vaslow, J., & Burke, M. (1996). Meta-analysis of experiments with matched groups or repeated measures designs. Psychological Methods, 1, 170-177.
    • (1996) Psychological Methods , vol.1 , pp. 170-177
    • Dunlap, W.1    Cortina, J.2    Vaslow, J.3    Burke, M.4
  • 34
    • 0034366368 scopus 로고    scopus 로고
    • How effective are one-toone tutoring programs in reading for elementary students at risk for reading failure? A meta-analysis of the intervention research
    • Elbaum, V., Vaughn, S., Hughes, M., & Moody, S. (2000). How effective are one-toone tutoring programs in reading for elementary students at risk for reading failure? A meta-analysis of the intervention research. Journal of Educational Psychology, 92, 605-619.
    • (2000) Journal of Educational Psychology , vol.92 , pp. 605-619
    • Elbaum, V.1    Vaughn, S.2    Hughes, M.3    Moody, S.4
  • 35
    • 85009547742 scopus 로고    scopus 로고
    • The impact of vocabulary instruction on passage-level comprehension of school-age children: A meta-analysis
    • Elleman, A., Lindo, E., Morphy, P., & Compton, D. (2009). The impact of vocabulary instruction on passage-level comprehension of school-age children: A meta-analysis. Journal of Educational Effectiveness, 2, 1-44
    • (2009) Journal of Educational Effectiveness , vol.2 , pp. 1-44
    • Elleman, A.1    Lindo, E.2    Morphy, P.3    Compton, D.4
  • 36
    • 84973207433 scopus 로고
    • The lexical development of kindergartners: Learning from written context
    • Eller, R. G., Pappas, C. C., & Brown, E. (1988). The lexical development of kindergartners: Learning from written context. Journal of Reading Behavior, 20, 5-24.
    • (1988) Journal of Reading Behavior , vol.20 , pp. 5-24
    • Eller, R.G.1    Pappas, C.C.2    Brown, E.3
  • 37
    • 0034662061 scopus 로고    scopus 로고
    • Heterogeneity and statistical significance in meta-analysis: An empirical study of 125 meta-analyses
    • Engel, E., Schmid, C., Terrin, N., Olkin, I., & Lau, J. (2000). Heterogeneity and statistical significance in meta-analysis: An empirical study of 125 meta-analyses. Statistics in Medicine, 19, 1707-1728
    • (2000) Statistics In Medicine , vol.19 , pp. 1707-1728
    • Engel, E.1    Schmid, C.2    Terrin, N.3    Olkin, I.4    Lau, J.5
  • 38
    • 85011227591 scopus 로고    scopus 로고
    • Kindergartners' vocabulary acquisition as a function of active vs. passive storybook reading, prior vocabulary, and working memory
    • Ewers, C. A., & Brownson, S. M. (1999). Kindergartners' vocabulary acquisition as a function of active vs. passive storybook reading, prior vocabulary, and working memory. Reading Psychology, 20, 11-20.
    • (1999) Reading Psychology , vol.20 , pp. 11-20
    • Ewers, C.A.1    Brownson, S.M.2
  • 39
    • 4043131007 scopus 로고    scopus 로고
    • The detailed age trajectory of oral vocabulary knowledge: Differences by class and race
    • Farkas, G., & Beron, K. (2004). The detailed age trajectory of oral vocabulary knowledge: Differences by class and race. Social Science Research, 33, 464-497
    • (2004) Social Science Research , vol.33 , pp. 464-497
    • Farkas, G.1    Beron, K.2
  • 42
    • 0034364810 scopus 로고    scopus 로고
    • A book reading intervention with preschool children who have limited vocabularies: The benefits of regular reading and dialogic reading
    • Hargrave, A. C., & Sénéchal, M. (2000). A book reading intervention with preschool children who have limited vocabularies: The benefits of regular reading and dialogic reading. Early Childhood Research Quarterly, 15, 75-90.
    • (2000) Early Childhood Research Quarterly , vol.15 , pp. 75-90
    • Hargrave, A.C.1    Sénéchal, M.2
  • 44
    • 0346050702 scopus 로고    scopus 로고
    • The early catastrophe: The 30 million word gap
    • Hart, B., & Risley, T. (2003). The early catastrophe: The 30 million word gap. American Educator, 27, 4-9
    • (2003) American Educator , vol.27 , pp. 4-9
    • Hart, B.1    Risley, T.2
  • 47
    • 0142041417 scopus 로고    scopus 로고
    • The specificity of environment influence: Socioeconomic status affects early vocabulary development via maternal speech
    • Hoff, E. (2003). The specificity of environment influence: Socioeconomic status affects early vocabulary development via maternal speech. Child Development, 74, 1368-1378
    • (2003) Child Development , vol.74 , pp. 1368-1378
    • Hoff, E.1
  • 48
    • 0012705024 scopus 로고    scopus 로고
    • Promoting toddlers' language development through communitybased intervention
    • Huebner, C. E. (2000). Promoting toddlers' language development through communitybased intervention. Journal of Applied Developmental Psychology, 21, 513-535
    • (2000) Journal of Applied Developmental Psychology , vol.21 , pp. 513-535
    • Huebner, C.E.1
  • 49
    • 15844393662 scopus 로고    scopus 로고
    • Learning new words from storybooks: An efficacy study with at-risk kindergartners
    • Justice, L. M., Meier, J., & Walpole, S. (2005). Learning new words from storybooks: An efficacy study with at-risk kindergartners. American Speech-Language-Hearing Association, 36, 17-32
    • (2005) American Speech-Language-Hearing Association , vol.36 , pp. 17-32
    • Justice, L.M.1    Meier, J.2    Walpole, S.3
  • 50
    • 0000153282 scopus 로고
    • The effects of a story-reading program on the vocabulary and story comprehension skills of disadvantaged prekindergarten and kindergarten students
    • Karweit, N. (1989). The effects of a story-reading program on the vocabulary and story comprehension skills of disadvantaged prekindergarten and kindergarten students. Early Education and Development, 1, 105-114.
    • (1989) Early Education and Development , vol.1 , pp. 105-114
    • Karweit, N.1
  • 51
    • 7444269930 scopus 로고    scopus 로고
    • The equivalence of learning paths in early science instruction: The effects of direct instruction and discovery learning
    • Klahr, D., & Nigam, M. (2004). The equivalence of learning paths in early science instruction: The effects of direct instruction and discovery learning. Psychological Science, 15, 661-667
    • (2004) Psychological Science , vol.15 , pp. 661-667
    • Klahr, D.1    Nigam, M.2
  • 52
    • 84928451044 scopus 로고
    • (early childhood, preschool children's literature) (Unpublished doctoral dissertation). Florida State University, Tallahassee
    • Lamb, H. A. (1986). The effects of a read-aloud program with language interaction (early childhood, preschool children's literature) (Unpublished doctoral dissertation). Florida State University, Tallahassee.
    • (1986) The Effects of a Read-aloud Program With Language Interaction
    • Lamb, H.A.1
  • 53
    • 0017360990 scopus 로고
    • The measurement of observer agreement for categorical data
    • Landis, J. R., & Koch, G. (1977). The measurement of observer agreement for categorical data. Biometrics, 33, 159-174
    • (1977) Biometrics , vol.33 , pp. 159-174
    • Landis, J.R.1    Koch, G.2
  • 54
    • 42049100102 scopus 로고    scopus 로고
    • Preschoolers' acquisition of scientific vocabulary through repeated read-aloud events, retellings, and hands-on science activities
    • Leung, C. B. (2008). Preschoolers' acquisition of scientific vocabulary through repeated read-aloud events, retellings, and hands-on science activities. Reading Psychology, 29, 165-193
    • (2008) Reading Psychology , vol.29 , pp. 165-193
    • Leung, C.B.1
  • 55
    • 0002558420 scopus 로고
    • Incidental learning of word meanings by kindergarten and first-grade children through repeated read aloud events
    • Leung, C. B., & Pikulski, J. J. (1990). Incidental learning of word meanings by kindergarten and first-grade children through repeated read aloud events. National Reading Conference Yearbook, 39, 231-239.
    • (1990) National Reading Conference Yearbook , vol.39 , pp. 231-239
    • Leung, C.B.1    Pikulski, J.J.2
  • 59
    • 0027738240 scopus 로고
    • The efficacy of psychological, educational, and behavioral treatment: Confirmation from a meta-analysis
    • Lipsey, M. W., & Wilson, D. B. (1993). The efficacy of psychological, educational, and behavioral treatment: Confirmation from a meta-analysis. American Psychologist, 48, 1181-1209.
    • (1993) American Psychologist , vol.48 , pp. 1181-1209
    • Lipsey, M.W.1    Wilson, D.B.2
  • 63
    • 0032332324 scopus 로고    scopus 로고
    • Relative efficacy of parent and teacher involvement in a shared-reading intervention for preschool children from low-income backgrounds
    • Lonigan, C. J., & Whitehurst, G. J. (1998). Relative efficacy of parent and teacher involvement in a shared-reading intervention for preschool children from low-income backgrounds. Early Childhood Research Quarterly, 13, 263-290
    • (1998) Early Childhood Research Quarterly , vol.13 , pp. 263-290
    • Lonigan, C.J.1    Whitehurst, G.J.2
  • 64
    • 0019843950 scopus 로고
    • Effect of small-group instruction on language-delayed preschoolers
    • Lowenthal, B. (1981). Effect of small-group instruction on language-delayed preschoolers. Exceptional Children, 48, 178-179
    • (1981) Exceptional Children , vol.48 , pp. 178-179
    • Lowenthal, B.1
  • 66
    • 84880141915 scopus 로고
    • (Bilingual Education Paper Series 5(8)). Los Angeles: California State University, Evaluation, Dissemination and Assessment Center
    • McConnell, B. B. (1982). Bilingual education: Will the benefits last? (Bilingual Education Paper Series 5(8)). Los Angeles: California State University, Evaluation, Dissemination and Assessment Center
    • (1982) Bilingual Education: Will the Benefits Last?
    • McConnell, B.B.1
  • 68
    • 17744384710 scopus 로고    scopus 로고
    • The impact of a clinic-based literacy intervention on language development in inner-city preschool children
    • Mendelsohn, A. L., Mogilner, L. N., Dreyer, B. P., Forman, J. A., Weinstein, S. C., Broderick, M., & Napier, C. (2001). The impact of a clinic-based literacy intervention on language development in inner-city preschool children. Pediatrics, 107, 130-134.
    • (2001) Pediatrics , vol.107 , pp. 130-134
    • Mendelsohn, A.L.1    Mogilner, L.N.2    Dreyer, B.P.3    Forman, J.A.4    Weinstein, S.C.5    Broderick, M.6    Napier, C.7
  • 70
    • 77950532056 scopus 로고    scopus 로고
    • Interactive book reading in early education: A tool to stimulate print knowledge as well as oral language
    • Mol, S., Bus, A., & deJong, M. (2009). Interactive book reading in early education: A tool to stimulate print knowledge as well as oral language. Review of Educational Research, 79, 979-1007.
    • (2009) Review of Educational Research , vol.79 , pp. 979-1007
    • Mol, S.1    Bus, A.2    Dejong, M.3
  • 71
    • 41449086607 scopus 로고    scopus 로고
    • Added value of dialogic parent-child book readings: A meta-analysis
    • Mol, S., Bus, A., deJong, M., & Smeets, D. (2008). Added value of dialogic parent-child book readings: A meta-analysis. Early Education and Development, 19, 7-26
    • (2008) Early Education and Development , vol.19 , pp. 7-26
    • Mol, S.1    Bus, A.2    Dejong, M.3    Smeets, D.4
  • 73
    • 84880165130 scopus 로고    scopus 로고
    • National Early Literacy Panel, National Reading Panel. (2000). Teaching children to read. Washington, DC: National Institute of Child Health and Development
    • National Early Literacy Panel. (2008). Developing early literacy. Washington, DC: National Institute for Literacy. National Reading Panel. (2000). Teaching children to read. Washington, DC: National Institute of Child Health and Development
    • (2008) Developing Early Literacy. Washington, DC: National Institute For Literacy
  • 74
    • 75149176229 scopus 로고
    • Intervention strategies for Spanish-speaking preschool children
    • Nedler, S., & Sebera, P. (1971). Intervention strategies for Spanish-speaking preschool children. Child Development, 42, 259-267
    • (1971) Child Development , vol.42 , pp. 259-267
    • Nedler, S.1    Sebera, P.2
  • 75
    • 0010562185 scopus 로고    scopus 로고
    • Books make a difference: A study of access to literacy
    • Neuman, S. B. (1999). Books make a difference: A study of access to literacy. Reading Research Quarterly, 34, 286-311.
    • (1999) Reading Research Quarterly , vol.34 , pp. 286-311
    • Neuman, S.B.1
  • 78
    • 84937307829 scopus 로고
    • Joining together in literacy learning: Teenage mothers and children
    • Neuman, S. B., & Gallagher, P. (1994). Joining together in literacy learning: Teenage mothers and children. Reading Research Quarterly, 29, 382-401.
    • (1994) Reading Research Quarterly , vol.29 , pp. 382-401
    • Neuman, S.B.1    Gallagher, P.2
  • 79
    • 84880146593 scopus 로고    scopus 로고
    • Promoting language and literacy development for early childhood educators: A mixed-methods study of coursework and coaching
    • in press
    • Neuman, S. B., & Wright, T. (in press). Promoting language and literacy development for early childhood educators: A mixed-methods study of coursework and coaching. Elementary School Journal
    • Elementary School Journal
    • Neuman, S.B.1    Wright, T.2
  • 82
    • 18844448988 scopus 로고    scopus 로고
    • Reinterpreting the development of reading skills
    • Paris, S. (2005). Reinterpreting the development of reading skills. Reading Research Quarterly, 40, 184-202.
    • (2005) Reading Research Quarterly , vol.40 , pp. 184-202
    • Paris, S.1
  • 83
    • 34247872820 scopus 로고    scopus 로고
    • Theory and research into practice: Vocabulary assessment: What we know and what we need to learn
    • Pearson, P. D., Hiebert, E., & Kamil, M. (2007). Theory and research into practice: Vocabulary assessment: What we know and what we need to learn. Reading Research Quarterly, 42, 282-296
    • (2007) Reading Research Quarterly , vol.42 , pp. 282-296
    • Pearson, P.D.1    Hiebert, E.2    Kamil, M.3
  • 85
    • 37849042502 scopus 로고    scopus 로고
    • An eco-behavioral analysis of children's engagement in urban public school preschool classrooms
    • Powell, D., Burchinal, M., File, N., & Kontos, S. (2008). An eco-behavioral analysis of children's engagement in urban public school preschool classrooms. Early Childhood Research Quarterly, 23, 108-123
    • (2008) Early Childhood Research Quarterly , vol.23 , pp. 108-123
    • Powell, D.1    Burchinal, M.2    File, N.3    Kontos, S.4
  • 87
    • 34548638132 scopus 로고    scopus 로고
    • Early educational interventions: Principles of effective and sustained benefits from targeted early education programs
    • D. Dickinson & S. B. Neuman (Eds.), New York, NY: Guilford
    • Ramey, S. L., & Ramey, C. (2006). Early educational interventions: Principles of effective and sustained benefits from targeted early education programs. In D. Dickinson & S. B. Neuman (Eds.), Handbook of early literacy research (Vol. 2, pp. 445-459). New York, NY: Guilford.
    • (2006) Handbook of Early Literacy Research , vol.2 , pp. 445-459
    • Ramey, S.L.1    Ramey, C.2
  • 88
    • 0002285113 scopus 로고
    • Random effects models
    • H. Cooper & L. Hedges (Eds.), New York, NY: Russell Sage
    • Raudenbush, S. (1994). Random effects models. In H. Cooper & L. Hedges (Eds.), The handbook of research synthesis (pp. 301-322). New York, NY: Russell Sage.
    • (1994) The Handbook of Research Synthesis , pp. 301-322
    • Raudenbush, S.1
  • 89
    • 33644942863 scopus 로고    scopus 로고
    • Promoting transfer: The effects of direct instruction and selfexplanation
    • Rittle-Johnson, B. (2006). Promoting transfer: The effects of direct instruction and selfexplanation. Child Development, 77, 1-15.
    • (2006) Child Development , vol.77 , pp. 1-15
    • Rittle-Johnson, B.1
  • 92
    • 0013289266 scopus 로고    scopus 로고
    • Connecting early language and literacy to later reading (dis) abilities: Evidence, theory, and practice
    • S. B. Neuman & D. Dickinson (Eds.), New York, NY: Guilford
    • Scarborough, H. (2001). Connecting early language and literacy to later reading (dis) abilities: Evidence, theory, and practice. In S. B. Neuman & D. Dickinson (Eds.), Handbook of early literacy research (pp. 97-110). New York, NY: Guilford
    • (2001) Handbook of Early Literacy Research , pp. 97-110
    • Scarborough, H.1
  • 93
    • 84937317264 scopus 로고
    • An examination of software used with enhancement for preschool discourse skill improvement
    • Schetz, K. F. (1994). An examination of software used with enhancement for preschool discourse skill improvement. Journal of Educational Computing Research, 11, 51-71
    • (1994) Journal of Educational Computing Research , vol.11 , pp. 51-71
    • Schetz, K.F.1
  • 94
    • 0031062849 scopus 로고    scopus 로고
    • The differential effect of storybook reading on preschoolers' acquisition of expressive and receptive vocabulary
    • Sénéchal, M. (1997). The differential effect of storybook reading on preschoolers' acquisition of expressive and receptive vocabulary. Journal of Child Language, 24, 123-138.
    • (1997) Journal of Child Language , vol.24 , pp. 123-138
    • Sénéchal, M.1
  • 95
    • 85050715139 scopus 로고
    • Vocabulary acquisition through shared reading experiences
    • Senechal, M., & Cornell, E. (1993). Vocabulary acquisition through shared reading experiences. Reading Research Quarterly, 28, 360-374
    • (1993) Reading Research Quarterly , vol.28 , pp. 360-374
    • Senechal, M.1    Cornell, E.2
  • 96
    • 21844504914 scopus 로고
    • Individual-differences in 4-yearold children's acquisition of vocabulary during storybook reading
    • Senechal, M., Thomas, E., & Monker, J. A. (1995). Individual-differences in 4-yearold children's acquisition of vocabulary during storybook reading. Journal of Educational Psychology, 87, 218-229.
    • (1995) Journal of Educational Psychology , vol.87 , pp. 218-229
    • Senechal, M.1    Thomas, E.2    Monker, J.A.3
  • 97
    • 0001424765 scopus 로고
    • Combining estimates of effect size
    • H. Cooper, & L. Hedges (Eds.), New York, NY: Russell Sage
    • Shadish, W., & Haddock, C. (1994). Combining estimates of effect size. In H. Cooper, & L. Hedges (Eds.), The handbook of research synthesis (pp. 261-281). New York, NY: Russell Sage
    • (1994) The Handbook of Research Synthesis , pp. 261-281
    • Shadish, W.1    Haddock, C.2
  • 98
    • 39449088567 scopus 로고    scopus 로고
    • A comparison of three methods of vocabulary instruction during read-alouds in kindergarten
    • Silverman, R. (2007a). A comparison of three methods of vocabulary instruction during read-alouds in kindergarten. Elementary School Journal, 108, 97-113
    • (2007) Elementary School Journal , vol.108 , pp. 97-113
    • Silverman, R.1
  • 99
    • 34047092722 scopus 로고    scopus 로고
    • Vocabulary development of English-language and English-only learners in kindergarten
    • Silverman, R. (2007b). Vocabulary development of English-language and English-only learners in kindergarten. Elementary School Journal, 107, 365-384
    • (2007) Elementary School Journal , vol.107 , pp. 365-384
    • Silverman, R.1
  • 103
    • 84935412582 scopus 로고
    • The effects of vocabulary instruction: A model-based meta-analysis
    • Stahl, S., & Fairbanks, M. (1986). The effects of vocabulary instruction: A model-based meta-analysis. Review of Educational Research, 56, 72-110.
    • (1986) Review of Educational Research , vol.56 , pp. 72-110
    • Stahl, S.1    Fairbanks, M.2
  • 105
    • 53049092693 scopus 로고    scopus 로고
    • Flexibility in problem solving: The case of equation solving
    • Star, J. R., & Rittle-Johnson, B. (2008). Flexibility in problem solving: The case of equation solving. Learning and Instruction, 18, 565-579
    • (2008) Learning and Instruction , vol.18 , pp. 565-579
    • Star, J.R.1    Rittle-Johnson, B.2
  • 106
    • 1842570724 scopus 로고    scopus 로고
    • Children's word learning using three modes of instruction
    • Terrell, S. L., & Daniloff, R. (1996). Children's word learning using three modes of instruction. Perceptual and Motor Skills, 83, 779-787.
    • (1996) Perceptual and Motor Skills , vol.83 , pp. 779-787
    • Terrell, S.L.1    Daniloff, R.2
  • 108
    • 33745074967 scopus 로고    scopus 로고
    • The effect of questioning style during storybook reading on novel vocabulary acquisition of preschoolers
    • Walsh, B. A., & Blewitt, P. (2006). The effect of questioning style during storybook reading on novel vocabulary acquisition of preschoolers. Early Childhood Education Journal, 33, 273-278
    • (2006) Early Childhood Education Journal , vol.33 , pp. 273-278
    • Walsh, B.A.1    Blewitt, P.2
  • 109
    • 0022521033 scopus 로고
    • Generalization of treatment effects by young language-delayed children: A longitudinal analysis
    • Warren, S. F., & Kaiser, A. P. (1986). Generalization of treatment effects by young language-delayed children: A longitudinal analysis. Journal of Speech and Hearing Disorders, 51, 239-251
    • (1986) Journal of Speech and Hearing Disorders , vol.51 , pp. 239-251
    • Warren, S.F.1    Kaiser, A.P.2
  • 110
    • 85047683737 scopus 로고    scopus 로고
    • Beyond the pages of a book: Interactive book reading and language development in preschool classrooms
    • Wasik, B. A., & Bond, M. A. (2001). Beyond the pages of a book: Interactive book reading and language development in preschool classrooms. Journal of Educational Psychology, 93, 243-250
    • (2001) Journal of Educational Psychology , vol.93 , pp. 243-250
    • Wasik, B.A.1    Bond, M.A.2
  • 111
    • 33645745505 scopus 로고    scopus 로고
    • The effects of a language and literacy intervention on Head Start children and teachers
    • Wasik, B. A., Bond, M. A., & Hindman, A. (2006). The effects of a language and literacy intervention on Head Start children and teachers. Journal of Educational Psychology, 98, 63-74.
    • (2006) Journal of Educational Psychology , vol.98 , pp. 63-74
    • Wasik, B.A.1    Bond, M.A.2    Hindman, A.3
  • 112
    • 84993024750 scopus 로고
    • Preventing early reading failure with one-to-one tutoring: A review of five programs
    • Wasik, B., & Slavin, R. (1993). Preventing early reading failure with one-to-one tutoring: A review of five programs. Reading Research Quarterly, 28, 178-200
    • (1993) Reading Research Quarterly , vol.28 , pp. 178-200
    • Wasik, B.1    Slavin, R.2
  • 116
    • 0035748271 scopus 로고    scopus 로고
    • The role of method in treatment effectiveness research: Evidence from meta-analysis
    • Wilson, D., & Lipsey, M. (2001). The role of method in treatment effectiveness research: Evidence from meta-analysis. Psychological Methods, 6, 413-429.
    • (2001) Psychological Methods , vol.6 , pp. 413-429
    • Wilson, D.1    Lipsey, M.2
  • 117
    • 84902754037 scopus 로고    scopus 로고
    • Advantages of certainty and uncertainty
    • H. Cooper, L. Hedges, & J. Valentine (Eds.), New York, NY: Russell Sage
    • Wood, W., & Eagly, A. (2009). Advantages of certainty and uncertainty. In H. Cooper, L. Hedges, & J. Valentine (Eds.), Handbook of research synthesis and meta-analysis (pp. 456-471). New York, NY: Russell Sage.
    • (2009) Handbook of Research Synthesis and Meta-analysis , pp. 456-471
    • Wood, W.1    Eagly, A.2


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.