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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 11 of 11 1 Reading Analyses with Chilean Children Cubillos Guzman, Montserrat. - 2021 BASE Show details 2 The Association Between Parental Executive Function and Children’s Language Skills at 18 Months McKee, Kelsey. - 2021 BASE Show details 3 De Facto Bilingual Education: The Role of Home Language Support in the Academic Achievement of Dual Language Learners Guzman, Natalia. - 2020 BASE Show details 4 How Pre-K Teachers Support the Language and Literacy Development of Young Dual Language Learners: A Multi-Case Study of Four Exemplary Teachers Budde, Christina Marie. - 2020 BASE Show details 5 The Effects of With-Text and Without-Text Song Presentation Styles on Preschoolers' Singing Voice Use and Pitch Accuracy Kendal, Jessica Leigh. - 2018 BASE Show details 6 Home Literacy Activities in Latino Immigrant Families: Contributions to Toddlers’ Expressive and Receptive Language Skills Malin, Jenessa Laura. - 2016 BASE Show details 7 PRESCHOOLERS' WORD LEARNING DURING SHARED STORYBOOK READING INTERACTIONS AND CLINICAL IMPLICATIONS FOR EARLY INTERVENTION O'Fallon, Maura Kathleen. - 2014 Abstract: Previous research shows that shared storybook reading interactions can function as effective speech and language interventions for young children, helping to improve a variety of skills--including word learning. This study sought to investigate the potential benefits of elaboration of new words during a single storybook reading with preschoolers. Children were read a storybook containing novel words that were either elaborated with a definition, repeated twice, or only said once. Their word learning for these novel words was then evaluated, and compared across levels of elaboration. Results showed that preschoolers could successfully learn new words during a single storybook reading interaction with an adult. Further analyses found that their learning was most robust when words were repeated twice, rather than elaborated or only said once. These results support the use of storybook reading with children during language interventions, and highlight the importance of repeated exposure to novel material. Keyword: Early childhood education; preschoolers; Speech therapy; storybook; word-learning URL: https://doi.org/10.13016/M29C7W http://hdl.handle.net/1903/15808 BASE Hide details 8 Preschool Teachers' Beliefs, Knowledge, and Practices Related to Classroom Management Drang, Debra Michal. - 2011 BASE Show details 9 Beyond Storytime: Whole Class Interactive Reading Aloud in Kindergarten Christenson, Lea Ann. - 2009 BASE Show details 10 Illustrated Conversations: A Phenomenological Study of Listening to the Voices of Kindergartners Dean, Michele Ann. - 2009 BASE Show details 11 Making the Most of Extra Time: The Role of Classroom Factors and Family Socioeconomic Status on Full-Day Kindergartners' Reading Achievement and Academic Engagement Rathbun, Amy Hanley. - 2007 BASE Show details

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