The DOI matches its Crossref record; 44 of the 44 references it cites were found in a registry or an index.
Teaching Vocabulary During Shared Storybook Readings: An Examination of Differential Effects
Abstract
A storybook intervention for kindergarten children that integrates principles of explicit vocabulary instruction within the shared storybook reading experience is described with findings from an experimental study demonstrating the effects of this intervention on the vocabulary development of kindergarten students at risk of reading difficulty. Results indicated that in comparison to students in the control group, students in the intervention with lower receptive vocabulary skills demonstrated greater gains in explicitly taught vocabulary than did students with higher receptive vocabulary. Findings suggest that the explicit teaching of word meanings within storybook readings may help to narrow, or at least halt, the widening vocabulary gap among students.
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Citations
Cites
Preventing Reading Difficulties in Young Children
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Meaningful Differences in the Everyday Experience of Young American Children
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Journal on Educational Psychology
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Bringing Words to Life : Robust Vocabulary Instruction
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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
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Cited by
Swanson, E., Vaughn, S., Wanzek, J., Petscher, Y., Heckert, J., Cavanaugh, C., Kraft, G., & Tackett, K. (2011) · Journal of Learning Disabilities · doi:10.1177/0022219410378444 · Cited by 199
Metadata
- Authors
- Coyne, M. D., Simmons, D. C., Kame'enui, E. J., & Stoolmiller, M.
- Venue
- Exceptionality
- Publisher
- Informa UK Limited
- Published
- 2004-09
- Volume
- 12
- Issue
- 3
- Pages
- 145-162
- ISSN
- 0936-2835 (ISSN-L)
- 1532-7035
- OpenAlex
- W1989700199
- Cited by
- 278
- References
- 44
- FWCI
- 5.82
- Type
- journal article
- Language
- en
- Open access
- closed
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- Coyne, M. D., Simmons, D. C., Kame'enui, E. J., & Stoolmiller, M. (2004). Teaching Vocabulary During Shared Storybook Readings: An Examination of Differential Effects. Exceptionality. https://doi.org/10.1207/s15327035ex1203_3
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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
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