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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 Page: 1 2 3 Hits 1 – 20 of 44 1 Social isolation and vocabulary development: Insights from 8-18-month-old infants from families with varying socioeconomic backgrounds (United Kingdom) ... Aussems, Suzanne. - : Open Science Framework, 2021 BASE Show details 2 Social isolation and vocabulary development: Insights from families with varying SES in Saudi Arabia ... Alroqi, Haifa. - : Open Science Framework, 2021 BASE Show details 3 Effects of lexical richness in storybooks on children’s narrative retellings and word knowledge ... Dawson, Nicola. - : Open Science Framework, 2021 BASE Show details 4 Effectiveness of an Early Literacy Intervention for Increasing Teen Parents' Child-Directed Speech and Conversational Turns Christie, Deborah H.. - : Digital Commons @ University of South Florida, 2021 In: Graduate Theses and Dissertations (2021) BASE Show details 5 Let's talk: Investigating adult-child interactions within the home-literacy environment to better support children's developing oral language and early-literacy skills Riordan, Jessica Kate. - : University of Otago, 2021 BASE Show details 6 Shared reading practices between parents and young children with Down syndrome in Ireland Lusby, Sinead; Heinz, Manuela. - : Taylor & Francis (Routledge), 2020 BASE Show details 7 Shared Storybook Reading and the Development of Oral Language Skills ... : Das gemeinsame Lesen von Kinderbüchern und die Entwicklung frühkindlicher Sprachfähigkeiten ... Grolig, Lorenz. - : Freie Universität Berlin, 2020 BASE Show details 8 Interactive Elaborative Storytelling: Engaging Children as Storytellers to Foster Vocabulary ... Vaahtoranta, Enni; Lenhart, Jan; Suggate, Sebastian. - : Universität Regensburg, 2019 BASE Show details 9 Developing Language and (Pre)literacySkills in Deaf Preschoolers through Shared Reading Activities with Bimodal-Bilingual eBooks Napoli, Donna Jo; Mirus, Gene In: Journal of Multilingual Education Research (2019) BASE Show details 10 Bringing science to life: the benefits of storytelling in non-linguistic disciplines Eisenrich, Cristin Tina. - 2019 BASE Show details 11 Efeitos de intervenções em letramento emergente: uma revisão bibliográfica na base SciELO ; Effects of emergent literacy interventions: a literature review in the Scielo database Barrera, Sylvia Domingues; Ribeiro, Iolanda; Viana, Fernanda Leopoldina. - : Universidade de Brasília. Instituto de Psicologia, 2019 BASE Show details 12 Múltiples ventajas de la lectura compartida en el hogar: el caso del inglés como lengua extranjera ; Multiple benefits of Home Shared Reading: the case of English as a Foreign Language Pérez Infante, Cinta. - : Universidad de Extremadura, 2018 BASE Show details 13 Tutor Language Use During Interactive Book Reading Sessions Gasamis, Colin Timothy. - 2018 BASE Show details 14 Vocabulary Development through Shared Storybook Reading with Preschool Parents Requa, Mary Kathryn. - : eScholarship, University of California, 2017 Abstract: AbstractVocabulary Development through Shared Storybook Reading with Preschool Parents byMary Kathryn RequaDoctor of Philosophy in Special EducationUniversity of California, BerkeleyProfessor Anne E. Cunningham, ChairThe goal of this study was to examine the efficacy of an intervention designed to teach parents vocabulary learning strategies to incorporate into their storybook reading with their preschool children. The group differences between children whose parents participated in the intervention (treatment group) and children whose parents who did not attend the intervention (comparison group) were tested. Additionally, within the treatment group, parents provided both elaborated and non-elaborated vocabulary instruction to their children. The impact of each type of instruction was examined. Twenty-four target words were selected from four storybooks. Within the treatment group, 12 words were taught using the elaborated technique and 12 words were taught using the non-elaborated method. Word-level analysis was employed to compare differences in treatment children’s acquisition of elaborated (n = 12) and non-elaborated (n = 12) conditions. Finally, the effect of frequency of vocabulary learning (reading storybooks two or four times each week) was also compared between the treatment and comparison groups. Participants in each condition were randomly assigned to read four designated storybooks two or four times each week over the course of four weeks. Participants included 69 parents and their three- to four-year-old children who attended Head Start preschools. Children were initially matched on pretest measures of verbal ability using the Expressive One-Word Picture Vocabulary Test-4th Edition (EOWPVT – 4; Gardner, 2010), a measure of single-word expressive vocabulary, and the Peabody Picture Vocabulary Test–Fourth Edition (PPVT – 4; Dunn & Dunn, 2012), a measure of single-word receptive vocabulary, and then randomly assigned to a treatment or comparison group. To measure children’s knowledge of 24 target words presented in four pre-selected storybooks, a researcher-designed assessment, Big Words for Little People (BWLP), was used at three different time points; before the intervention, after the intervention, and 14 days following the intervention. Across three one-hour workshops, parents in the treatment group were taught to implement elaborated vocabulary instruction that emphasized precise definitions, synonyms, and examples of word meanings and non-elaborated vocabulary instruction that emphasized simple, incidental definitions of words during shared storybook reading. Families in the treatment group received four books (one each week) with scripted adhesive labels pasted onto pages of the text where the targeted words first appeared. Six target words appeared in each storybook; parents presented three words in the elaborated instructional method and three words in the non-elaborated method during shared storybook reading interactions. Families in the comparison group received the same storybooks but without adhesive labels, they had no knowledge of the targeted words, and they received no instruction regarding the word learning strategies. The findings of this research suggest that parents’ participation in the treatment intervention positively enhanced the vocabulary growth of their children compared to the comparison group. Fourteen days following intervention, children of treatment parents demonstrated sustained targeted vocabulary knowledge. No significant differences in the acquisition of targeted vocabulary words between the elaborated and non-elaborated instructional techniques were observed for children of treatment parents. Also, no significant differences were observed between frequency of repeated text exposure (two versus four readings). In short, results of this efficacy study suggest that an intervention teaching parents to use elaborated and non-elaborated instruction of unfamiliar words during shared storybook interactions with their children is a viable mechanism for fostering vocabulary learning at home in preschool aged children. Key words: Shared storybook reading, emergent literacy, elaborated and non-elaborated vocabulary instruction, frequency Keyword: Elaborated vocabulary instruction; Emergent Literacy; Frequency; Non-elaborated vocabulary instruction; Shared storybook reading; Special education URL: https://escholarship.org/uc/item/2ss8x5xq BASE Hide details 15 Representation of picture books and book reading on children's television: a social semiotic study with implications for early literacy learning Zhang, Kunkun. - : Sydney, Australia : Macquarie University, 2017 BASE Show details 16 A Meta-Analysis on the Variables of Storybook Reading Relative to Emergent Literacy Skill Development Allen, Amy C. - : eScholarship, University of California, 2016 In: Allen, Amy C. (2016). A Meta-Analysis on the Variables of Storybook Reading Relative to Emergent Literacy Skill Development. UC Riverside: Education. Retrieved from: http://www.escholarship.org/uc/item/23d2s69j (2016) BASE Show details 17 Language Development in Preschoolers at Risk: Linguistic Input among Head Start Parents and Oral Narrative Performance of Deaf and Hard-of-Hearing Children Goldberg, Hanah In: Communication Sciences and Disorders Dissertations (2016) BASE Show details 18 The Effects of Content-Related Shared Book Reading on the Language Development of Preschool Dual-Language Learners Pollard-Durodola, Sharolyn D; Gonzalez, Jorge E.; Saenz, Laura... In: Educational & Clinical Studies Faculty Publications (2016) BASE Show details 19 Reading and Spelling Intervention in Singaporean Children with Down syndrome Lim, Lisa Su Li. - : The University of Sydney, 2016. : Faculty of Health Sciences, 2016 BASE Show details 20 Effects of ePALS on Latino/Hispanic mother-child interactions and shared book reading Batz Herrera, Silvia. - : University of Oregon, 2016 BASE Show details Page: 1 2 3

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