The role of frequent, interactive prekindergarten shared reading in the longitudinal development of language and literacy skills

Developmental Psychology

Volumn 49, Issue 8, 2013, Pages 1425-1439

  Zucker, Tricia A ^a   Cabell, Sonia Q ^b   Justice, Laura M ^c   Pentimonti, Jill M ^c   Kaderavek, Joan N ^d  

^a UNIVERSITY OF TEXAS   (United States)

^b UNIVERSITY OF VIRGINIA   (United States)

^c OHIO STATE UNIVERSITY   (United States)

^d UNIVERSITY OF TOLEDO   (United States)

Author keywords

Features extratextual talk; Frequency; Language; Literacy; Shared book reading

Indexed keywords

ARTICLE; COHORT ANALYSIS; EDUCATIONAL STATUS; FEMALE; HUMAN; LANGUAGE DEVELOPMENT; LINGUISTICS; LITERATURE; MALE; PRESCHOOL CHILD; READING; STATISTICS; UNIVERSITY;

CHILD LANGUAGE; CHILD, PRESCHOOL; COHORT STUDIES; EDUCATIONAL STATUS; FACULTY; FEMALE; HUMANS; LITERATURE; MALE; READING; STATISTICS AS TOPIC; VOCABULARY;

EID: 84881517235     PISSN: 00121649     EISSN: None     Source Type: Journal    
DOI: 10.1037/a0030347     Document Type: Article

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