SEARCH

SEARCH BY CITATION

References

  • Beck, I.L., McKeown, M.G., & Kucan, L. (2002). Bringing words to life: Robust vocabulary instruction. New York: Guilford.
  • Biemiller, A. (2009). Words worth teaching: Closing the vocabulary gap. Columbus, OH: SRA/McGraw-Hill.
  • Blanton, W., & Moorman, G. (1990). The presentation of reading lessons. Reading Research and Instruction, 29(3), 3555. doi:10.1080/19388079009558015
  • Chall, J.S., & Jacobs, V.A. (2003). The classic study on poor children's fourth grade slump. American Educator, 27(1), 1415.
  • Christian, K., Morrison, F.J., Frazier, J.A., & Massetti, G. (2000). Specificity in the nature and timing of cognitive growth in kindergarten and first grade. Journal of Cognition and Development, 1(4), 429448. doi:10.1207/S15327647JCD0104_04
  • Cunningham, A.E., & Stanovich, K. (1997). Early reading acquisition and its relation to reading experience and ability 10 years later. Developmental Psychology, 33(6), 934945. doi:10.1037/0012-1649.33.6.934
  • Durkin, D. (1978). What classroom observations reveal about reading comprehension instruction. Reading Research Quarterly, 14(4), 481533.
  • Hart, B., & Risley, T.R. (1995). Meaningful differences. Baltimore: Paul H. Brookes.
  • Hoff, E. (2003). The specificity of environment influence: Socioeconomic status affects early vocabulary development via maternal speech. Child Development, 74(5), 13681378. doi:10.1111/1467-8624.00612
  • Marulis, L., & Neuman, S.B. (2010). The effects of vocabulary intervention on young children's word learning: A meta-analysis. Review of Educational Research, 80(3), 300335. doi:10.3102/0034654310377087
  • National Early Literacy Panel. (2008). Developing early literacy: Report of the National Early Literacy Panel. Jessup, MD: National Institute for Literacy.
  • National Governors Association Center for Best Practices & Council of Chief State School Officers. (2010). Common Core State Standards for English language arts and literacy in history/social studies, science, and technical subjects. Washington, DC: Authors.
  • National Institute of Child Health and Development. (2000). Report of the National Reading Panel. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction (NIH Publication No. 00-4769). Washington, DC: U.S. Government Printing Office.
  • NICHD Early Child Care Research Network. (2005). Pathways to reading: The role of oral language in the transition to reading. Developmental Psychology, 41(2), 428442. doi:10.1037/0012-1649.41.2.428
  • Neuman, S.B., Newman, E.H., & Dwyer, J. (2011). Educational effects of a vocabulary intervention on preschoolers’ word knowledge and conceptual development: A cluster-randomized trial. Reading Research Quarterly, 46(3), 249272.
  • Ricketts, J., Nation, K., & Bishop, D. (2007). Vocabulary is important for some but not all reading skills. Scientific Studies of Reading, 11(3), 235257. doi:10.1080/10888430701344306
  • Scott, J.A., Jamieson-Noel, D., & Asselin, M. (2003). Vocabulary instruction throughout the day in twenty-three Canadian upper elementary classrooms. The Elementary School Journal, 103(3), 269286. doi:10.1086/499726
  • Sénéchal, M., Ouellette, G., & Rodney, D. (2006). The misunderstood giant: On the predictive role of early vocabulary to future reading. In D.K. Dickinson & S.B. Neuman (Eds.), Handbook of early literacy (Vol. 2, pp. 173182). New York: Guilford.
  • Skibbe, L., Connor, C., Morrison, F., & Jewkes, A. (2011). Schooling effects on preschoolers’ self-regulation, early literacy, and language growth. Early Childhood Research Quarterly, 26(1), 4249. doi:10.1016/j.ecresq.2010.05.001
  • Snow, C.E., Burns, M.S., & Griffin, P. (Eds.). (1998). Preventing reading difficulties in young children. Washington, DC: National Academy Press.
  • Stahl, S.A., & Fairbanks, M.M. (1986). The effects of vocabulary instruction: A model-based meta-analysis. Review of Educational Research, 56(1), 72110.
  • Stanovich, K.E. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21(4), 360407.
  • Storch, S.A., & Whitehurst, G.J. (2002). Oral language and code-related precursors to reading: Evidence from a longitudinal structural model. Developmental Psychology, 38(6), 934947. doi:10.1037/0012-1649.38.6.934
  • Watts, S. (1995). Vocabulary instruction during reading lessons in six classrooms. Journal of Reading Behavior, 27(3), 399424.
  • Weizman, Z.O., & Snow, C.E. (2001). Lexical input as related to children's vocabulary acquisition: Effects of sophisticated exposure and support for its meaning. Developmental Psychology, 37(2), 265279. doi:10.1037/0012-1649.37.2.265