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Teachers' Language Practices and Academic Outcomes of Preschool Children

Science (American Association for the Advancement of Science), 2011-08, Vol.333 (6045), p.964-967

Dickinson, David K.

2011

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Building support for language and early literacy in preschool classrooms through in-service professional development: Effects of the Literacy Environment Enrichment Program (LEEP)

Early childhood research quarterly, 2007-01, Vol.22 (2), p.243-260

2007

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Relation Between Language Experiences in Preschool Classrooms and Children's Kindergarten and Fourth-Grade Language and Reading Abilities

Child development, 2011-05, Vol.82 (3), p.870-886

2011

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Speaking Out for Language: Why Language Is Central to Reading Development

Educational researcher, 2010-05, Vol.39 (4), p.305-310

2010

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Measuring young children’s word knowledge: A conceptual review

Journal of early childhood literacy, 2020-06, Vol.20 (2), p.223-251

2020

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Building Lexical Representations With Nonverbal Supports

Reading research quarterly, 2021-07, Vol.56 (3), p.603-622

2021

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The role of teachers' comments during book reading in children's vocabulary growth

The Journal of educational research (Washington, D.C.), 2017-09, Vol.110 (5), p.515-527

2017

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Cues for word-learning during shared book-reading and guided play in preschool

Journal of child language, 2019-11, Vol.46 (6), p.1202-1227

2019

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Building Semantic Networks: The Impact of a Vocabulary Intervention on Preschoolers’ Depth of Word Knowledge

Reading research quarterly, 2019-01, Vol.54 (1), p.41-61

2019

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Sound Stories: Using Nonverbal Sound Effects to Support English Word Learning in First-Grade Music Classrooms

Reading research quarterly, 2020-07, Vol.55 (3), p.419-441

2020

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Examining teachers’ language in Head Start classrooms from a Systemic Linguistics Approach

Early childhood research quarterly, 2014, Vol.29 (3), p.231-244

2014

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Exploring the relations between child and word characteristics and preschoolers' word-learning

Journal of applied developmental psychology, 2021-11, Vol.77, p.101332, Article 101332

2021

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Mealtimes in Head Start Pre-K Classrooms: Examining Language-Promoting Opportunities in a Hybrid Space

Journal of child language, 2020-03, Vol.47 (2), p.337-357

2020

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Teaching for breadth and depth of vocabulary knowledge: Learning from explicit and implicit instruction and the storybook texts

Early childhood research quarterly, 2019-01, Vol.47, p.341-356

2019

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Preparing Pre-Service Early Childhood Teachers to Support Child Language Development

Journal of early childhood teacher education, 2023-01, Vol.44 (1), p.95-117

2023

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Relationships Among Teachers' Use of Mental State Verbs and Children's Vocabulary Growth

Early education and development, 2018-04, Vol.29 (3), p.307-323

2018

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Effects of Teacher-Delivered Book Reading and Play on Vocabulary Learning and Self-Regulation among Low-Income Preschool Children

Journal of cognition and development, 2019-03, Vol.20 (2), p.136-164

2019

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Examining the Acquisition of Vocabulary Knowledge Depth Among Preschool Students

Reading research quarterly, 2016-04, Vol.51 (2), p.181-198

2016

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The Relationship of Head Start Teachers' Academic Language Use and Children's Receptive Vocabulary

Early education and development, 2017-10, Vol.28 (7), p.794-809

2017

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Promoting Language and Literacy in Young Dual Language Learners: Research, Practice, and Policy

Child development perspectives, 2011-03, Vol.5 (1), p.15-21

2011

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The Comprehensive Language Approach to Early Literacy: The Interrelationships Among Vocabulary, Phonological Sensitivity, and Print Knowledge Among Preschool-Aged Children

Journal of educational psychology, 2003-09, Vol.95 (3), p.465-481

2003

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Preschool Teachers' Fidelity in Implementing a Vocabulary Intervention: Variation across Settings and Strategies

Topics in language disorders, 2022-10, Vol.42 (4), p.319-335

2022

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Effects of a kindergarten phonological awareness intervention on grade one reading achievement among Spanish-speaking children from low-income families

Revista signos, 2021-08, Vol.54 (106), p.409-437

2021

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Handbook of early literacy research

2001

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Building Vocabulary Knowledge in Preschoolers Through Shared Book Reading and Gameplay

Mind, brain and education, 2016-06, Vol.10 (2), p.71-80

2016

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Teachers' Language Practices and Academic Outcomes of Preschool Children

Building support for language and early literacy in preschool classrooms through in-service professional development: Effects of the Literacy Environment Enrichment Program (LEEP)

Relation Between Language Experiences in Preschool Classrooms and Children's Kindergarten and Fourth-Grade Language and Reading Abilities

Speaking Out for Language: Why Language Is Central to Reading Development

Measuring young children’s word knowledge: A conceptual review

Building Lexical Representations With Nonverbal Supports

The role of teachers' comments during book reading in children's vocabulary growth

Cues for word-learning during shared book-reading and guided play in preschool

Building Semantic Networks: The Impact of a Vocabulary Intervention on Preschoolers’ Depth of Word Knowledge

Sound Stories: Using Nonverbal Sound Effects to Support English Word Learning in First-Grade Music Classrooms

Examining teachers’ language in Head Start classrooms from a Systemic Linguistics Approach

Exploring the relations between child and word characteristics and preschoolers' word-learning

Mealtimes in Head Start Pre-K Classrooms: Examining Language-Promoting Opportunities in a Hybrid Space

Teaching for breadth and depth of vocabulary knowledge: Learning from explicit and implicit instruction and the storybook texts

Preparing Pre-Service Early Childhood Teachers to Support Child Language Development

Relationships Among Teachers' Use of Mental State Verbs and Children's Vocabulary Growth

Effects of Teacher-Delivered Book Reading and Play on Vocabulary Learning and Self-Regulation among Low-Income Preschool Children

Examining the Acquisition of Vocabulary Knowledge Depth Among Preschool Students

The Relationship of Head Start Teachers' Academic Language Use and Children's Receptive Vocabulary

Promoting Language and Literacy in Young Dual Language Learners: Research, Practice, and Policy

The Comprehensive Language Approach to Early Literacy: The Interrelationships Among Vocabulary, Phonological Sensitivity, and Print Knowledge Among Preschool-Aged Children

Preschool Teachers' Fidelity in Implementing a Vocabulary Intervention: Variation across Settings and Strategies

Effects of a kindergarten phonological awareness intervention on grade one reading achievement among Spanish-speaking children from low-income families

Handbook of early literacy research

Building Vocabulary Knowledge in Preschoolers Through Shared Book Reading and Gameplay

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