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1
Mother-child talk during joint book reading in low-income American and Taiwanese families
In: First language. - London [u.a.] : SAGE Publ. 32 (2012) 4, 494-511
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2
Language proficiency, home-language status, and English vocabulary development: a longitudinal follow-up of the Word Generation program
In: Bilingualism. - Cambridge : Univ. Press 15 (2012) 3, 437-451
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3
Spanish-speaking students' use of cognate knowledge to infer the meaning of English words
In: Bilingualism. - Cambridge : Univ. Press 14 (2011) 2, 243-255
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4
Investigating English reading comprehension growth in adolescent language minority learners: some insights from the simple view
In: Reading and writing. - New York, NY : Springer Science+Business Media 24 (2011) 3, 339-354
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5
Improving comprehension online: effects of deep vocabulary instruction with bilingual and monolingual fifth graders
In: Reading and writing. - New York, NY : Springer Science+Business Media 24 (2011) 5, 517-544
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6
Vocabulary skills of Spanish-English bilinguals: impact of mother-child language interactions and home language and literacy support
In: International journal of bilingualism. - London [u.a.] : Sage Publ. 14 (2010) 4, 379-399
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7
The interdependence continuum: a perspective on the nature of Spanish-English bilingual reading comprehension
In: Bilingual research journal. - Washington, DC : NABE 33 (2010) 1, 5-20
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8
The role of home literacy and language environment on bilinguals' English and Spanish vocabulary development
In: Applied psycholinguistics. - Cambridge [u.a.] : Cambridge Univ. Press 28 (2007) 1, 171-190
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9
The role of language of instruction and vocabulary in the English phonological awareness of Spanish-English bilingual children
In: Applied psycholinguistics. - Cambridge [u.a.] : Cambridge Univ. Press 27 (2006) 2, 229-246
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10
The influences of language of literacy instruction and vocabulary on the spelling of Spanish-English bilinguals
In: Reading and writing. - New York, NY : Springer Science+Business Media 19 (2006) 6, 627-642
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11
The development of language
Gleason, Jean Berko (Hrsg.); Sachs, Jacqueline (Mitarb.); Menn, Lise (Mitarb.). - Boston, Mass. : Pearson, 2005
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12
Teaching children to read : what do we know about how to do it?
In: The science of reading. - Malden [u.a.] : Blackwell (2005), 501-520
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13
Closing the gap : addressing the vocabulary needs of English-language learners in bilingual and mainstream classrooms
In: Reading research quarterly. - Hoboken, NJ : Wiley Subscription Services 39 (2004) 2, 188-215
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14
Talking to adults : the contribution of multiparty discourse to language acquisition
Snow, Catherine E. (Hrsg.); Fasulo, Alessandra (Mitarb.); Pontecorvo, Clotilde (Mitarb.). - Mahwah, NJ [u.a.] : Erlbaum, 2002
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15
Lexical input as related to children's vocabulary acquisition : effects of sophisticated exposure and support for meaning
In: Developmental psychology. - Richmond, Va. [u.a.] : American Psychological Association 37 (2001) 2, 265-279
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16
The development of conversational and discourse skills
In: The development of language. - Hove : Psychology Press (1999), 229-249
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17
Narratives and explanations during mealtime conversations in Norway and the U.S.
In: Language in society. - London [u.a.] : Cambridge Univ. Press 27 (1998) 2, 221-246
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18
Shared attention and grammatical development in typical children and children with autism
In: Journal of child language. - Cambridge [u.a.] : Cambridge Univ. Press 25 (1998) 3, 653-673
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19
Learning to talk about time and space : proceedings from the 3rd NELAS Conference, Reykjavík, 1994
Plunkett, Kim (Mitarb.); Snow, Catherine E. (Mitarb.); Nordqvist, Åsa (Mitarb.). - Göteborg : Univ., Dep. of Linguistics, 1998
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20
Pragmatic development
Ninio, ʿAnāt; Snow, Catherine E.. - Boulder, Colo. : Westview Press, 1996
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