Quantity, Quality, Children's Characteristics, And Vocabulary Learning (Review of Research) Quantity, Quality, Children's Characteristics, And Vocabulary Learning (Review of Research)

Quantity, Quality, Children's Characteristics, And Vocabulary Learning (Review of Research‪)‬

Childhood Education 2008, Spring, 84, 3

Childhood Education
    • 12,99 zł
    • 12,99 zł

Publisher Description

Reading books to children provides the opportunity for learning new vocabulary. The specific effect of reading to children appears to depend upon how often the child is read to (Beals, DeTemple, & Dickinson, 1994; Burns & Blewitt, 2000; Neuman, 1999; Robbins & Ehri, 1994; Senechal, 1997) or the style of reading by the parent, such as the cognitive demand level of questions asked of the child (Guthridge, 2002; Haden, Reese, & Fivush, 1996; Justice, 2002; Leseman & de Jong, 1998; Reese & Cox, 1999; van Kleeck & Beckley-McCall, 2002; van Kleeck, Gillam, Hamilton, & McGrath, 1997). Children's characteristics, such as current level of vocabulary skill, socioeconomic status (SES), and age, also may moderate the impact of adult-child storybook reading on vocabulary learning. Quantity and Vocabulary Learning

GENRE
Professional & Technical
RELEASED
2008
22 March
LANGUAGE
EN
English
LENGTH
13
Pages
PUBLISHER
Association for Childhood Education International
SIZE
195.7
KB

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