Relations Among the Frequency of Shared Reading and 4-Year-Old Children's Vocabulary, Morphological and Syntax Comprehension, and Narrative Skills
- 5 February 2008
- journal article
- Published by Informa UK Limited in Early Education and Development
- Vol. 19 (1), 27-44
- https://doi.org/10.1080/10409280701838710
Abstract
No abstract availableThis publication has 29 references indexed in Scilit:
- Early literacy interventions: The relative roles of storybook reading, alphabetic activities, and their combinationReading and Writing, 2006
- How social contexts support and shape language development☆Developmental Review, 2006
- Child and maternal contributions to shared reading: Effects on language and literacy developmentJournal of Applied Developmental Psychology, 2006
- Text comprehension and its relation to coherence and cohesion in children's fictional narrativesBritish Journal of Developmental Psychology, 2003
- Direct and mediated influences of home literacy and literacy interest on prereaders' oral vocabulary and early written language skill.Journal of Educational Psychology, 2000
- The relation of birth order and socioeconomic status to children's language experience and language developmentApplied Psycholinguistics, 1998
- Joint Book Reading Makes for Success in Learning to Read: A Meta-Analysis on Intergenerational Transmission of LiteracyReview of Educational Research, 1995
- Listening to Maternal Story Telling Affects Narrative Skill of 5-Year-Old ChildrenThe Journal of Genetic Psychology, 1994
- Do early talkers become early readers? Linguistic precocity, preschool language, and emergent literacy.Developmental Psychology, 1992
- Vocabulary simplification for children: a special case of ‘motherese’?Journal of Child Language, 1988