The DOI matches its Crossref record; 47 of the 47 references it cites were found in a registry or an index.
The effects of a language and literacy intervention on Head Start children and teachers.
Abstract
A language and literacy intervention was implemented in 10 Head Start classrooms. Teachers were trained in specific book reading and conversation strategies. The focus of the intervention was to train teachers how to increase opportunities for language and vocabulary development in young children. At the end of the year, children in the intervention classrooms performed significantly better than children in the control classrooms on the Peabody Picture Vocabulary Test-III and the Expressive One-Word Vocabulary Test (3rd ed.). In addition, teachers in the intervention classrooms used strategies that promoted language development during book reading and other classroom activities. Head Start teachers can be trained to implement strategies that have positive effects on children's language and literacy development.
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Citations
Cites
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Bloom, P. (2000) · The MIT Press eBooks · doi:10.7551/mitpress/3577.001.0001 · Cited by 1,922
Oral language and code-related precursors to reading: Evidence from a longitudinal structural model.
Bracken, S. S., & Whitehurst, G. J. “. (2002) · Developmental Psychology · doi:10.1037//0012-1649.38.6.934 · Cited by 1,692
Accelerating language development through picture book reading
Whitehurst, G. J., Falco, F. L., Lonigan, C. J., Fischel, J. E., DeBaryshe, B. D., Valdez-Menchaca, M. C., & Caulfield, M. (1988) · Developmental Psychology · doi:10.1037/0012-1649.24.4.552 · Cited by 1,456
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Cited by
School Readiness and Self-Regulation: A Developmental Psychobiological Approach
Blair, C., & Raver, C. C. (2015) · Annual Review of Psychology · doi:10.1146/annurev-psych-010814-015221 · Cited by 1,240
Kraft, M. A., Blazar, D., & Hogan, D. (2018) · Review of Educational Research · doi:10.3102/0034654318759268 · Cited by 1,202
Promoting Academic and Social-Emotional School Readiness: The Head Start REDI Program
Bierman, K. L., Domitrovich, C. E., Nix, R. L., Gest, S. D., Welsh, J. A., Greenberg, M. T., Blair, C., Nelson, K. E., & Gill, S. (2008) · Child Development · doi:10.1111/j.1467-8624.2008.01227.x · Cited by 884
Bierman, K. L., Nix, R. L., Greenberg, M. T., Blair, C., & Domitrovich, C. E. (2008) · Development and Psychopathology · doi:10.1017/s0954579408000394 · Cited by 720
Pianta, R. C., Mashburn, A. J., Downer, J. T., Hamre, B. K., & Justice, L. (2008) · Early Childhood Research Quarterly · doi:10.1016/j.ecresq.2008.02.001 · Cited by 688
Metadata
- Authors
- Wasik, B. A., Bond, M. A., & Hindman, A.
- Venue
- Journal of Educational Psychology
- Published
- 2006-02
- Volume
- 98
- Issue
- 1
- Pages
- 63-74
- ISSN
- 0022-0663 (ISSN-L)
- 1939-2176
- OpenAlex
- W2063469343
- Cited by
- 674
- References
- 47
- FWCI
- 81.50
- Type
- journal article
- Language
- en
- Open access
- closed
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- Wasik, B. A., Bond, M. A., & Hindman, A. (2006). The effects of a language and literacy intervention on Head Start children and teachers. Journal of Educational Psychology. https://doi.org/10.1037/0022-0663.98.1.63
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Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
