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Volumn 25, Issue 3, 2008, Pages 70-82

Off to a good start? Vocabulary development and differences in early family and classroom experiences of children from native-dutch and immigrant families in the Netherlands

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EID: 84963920053     PISSN: 02671611     EISSN: 23968702     Source Type: Book Series    
DOI: None     Document Type: Article
Times cited : (14)

References (18)
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    • Alexander Pan, B.1    Rowe, M.L.2    Singer, J.D.3    Snow, C.E.4
  • 2
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    • Turkish as an immigrant language in Europe
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    • Backus, A.1
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    • Joint book reading makes for success in learning to read. A meta-analysis of intergenera-tional transmission of literacy
    • Bus, A.G., van IJzendoorn, M.H. & Pellegrini, A.D. (1995). Joint book reading makes for success in learning to read. A meta-analysis of intergenera-tional transmission of literacy. Review of Educational Research, 65, 1–21.
    • (1995) Review of Educational Research , vol.65 , pp. 1-21
    • Bus, A.G.1    van IJzendoorn, M.H.2    Pellegrini, A.D.3
  • 6
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    • The role of home literacy and language environment on bilinguals’ English and Spanish vocabulary development
    • Duursma, E., Romero-Contreras, S., Szuber, A., Proctor, P. & Snow, C.E. (2007). The role of home literacy and language environment on bilinguals’ English and Spanish vocabulary development. Applied Psycholinguistics, 28, 171–190.
    • (2007) Applied Psycholinguistics , vol.28 , pp. 171-190
    • Duursma, E.1    Romero-Contreras, S.2    Szuber, A.3    Proctor, P.4    Snow, C.E.5
  • 7
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    • A book reading intervention with preschool children who have limited vocabularies: The benefits of regular reading and dialogical reading
    • Hargrave, A.C. & Sénéchal, M. (2000). A book reading intervention with preschool children who have limited vocabularies: The benefits of regular reading and dialogical reading. Early Childhood Research Quarterly, 15(1), 75–90.
    • (2000) Early Childhood Research Quarterly , vol.15 , Issue.1 , pp. 75-90
    • Hargrave, A.C.1    Sénéchal, M.2
  • 8
    • 33644798072 scopus 로고    scopus 로고
    • How social contexts support and shape language development
    • Hoff, E. (2006). How social contexts support and shape language development. Developmental Review, 26, 55–88.
    • (2006) Developmental Review , vol.26 , pp. 55-88
    • Hoff, E.1
  • 10
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    • An ecobehavioral analysis of early childhood classrooms
    • Kontos, S. & Keyes, L. (1999). An ecobehavioral analysis of early childhood classrooms. Early Childhood Research Quarterly, 14(1), 35–50.
    • (1999) Early Childhood Research Quarterly , vol.14 , Issue.1 , pp. 35-50
    • Kontos, S.1    Keyes, L.2
  • 11
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    • Bilingual vocabulary development of Turkish preschoolers in the Netherlands
    • Leseman, P.P.M. (2000). Bilingual vocabulary development of Turkish preschoolers in the Netherlands. Journal of Multilingual and Multicultural Development, 21 (2), 93–112.
    • (2000) Journal of Multilingual and Multicultural Development , vol.21 , Issue.2 , pp. 93-112
    • Leseman, P.P.M.1
  • 14
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    • The relation of kindergarten classroom environment to teacher, family, and school characteristics, and child outcomes
    • Pianta, R.C., La Paro, K.M., Payne, C., Cox, M.J. & Bradley, R. (2002). The relation of kindergarten classroom environment to teacher, family, and school characteristics, and child outcomes. The Elementary School Journal, 102(3), 226–238.
    • (2002) The Elementary School Journal , vol.102 , Issue.3 , pp. 226-238
    • Pianta, R.C.1    la Paro, K.M.2    Payne, C.3    Cox, M.J.4    Bradley, R.5
  • 15
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    • Describing oral language opportunities and environments in Head Start and other preschool classrooms
    • Smith, M.W. & Dickinson, D.K. (1994). Describing oral language opportunities and environments in Head Start and other preschool classrooms. Early Childhood Research Quarterly, 9, 345–366.
    • (1994) Early Childhood Research Quarterly , vol.9 , pp. 345-366
    • Smith, M.W.1    Dickinson, D.K.2
  • 16
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    • A. Bohart & D. Stipek (Eds.), Washington, DC: American Psychological Association
    • Stipek, D.J. (2001). Pathways to constructive lives: The importance of early school success. In A. Bohart & D. Stipek (Eds.) Constructive and destructive behavior: Implications for family, school, and society (pp. 291–316). Washington, DC: American Psychological Association.
    • (2001) Constructive and Destructive Behavior: Implications for Family, School, and Society , pp. 291-316
    • Stipek, D.J.1
  • 17
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    • Relations between the everyday activities of preschoolers and their teachers’ perceptions of their competence in the first year of school
    • Tudge, J.R.H., Odero, D.A., Hogan, D.M. & Etz, K.E. (2003). Relations between the everyday activities of preschoolers and their teachers’ perceptions of their competence in the first year of school. Early Childhood Research Quarterly, 18, 42–64.
    • (2003) Early Childhood Research Quarterly , vol.18 , pp. 42-64
    • Tudge, J.R.H.1    Odero, D.A.2    Hogan, D.M.3    Etz, K.E.4
  • 18
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    • Lexical input as related to children’s vocabulary acquisition: Effects of sophisticated exposure and support for meaning
    • Weizman, Z.O. & Snow, C.E. (2001). Lexical input as related to children’s vocabulary acquisition: Effects of sophisticated exposure and support for meaning. Developmental Psychology, 37(2), 265–279.
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    • Weizman, Z.O.1    Snow, C.E.2


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.