FACILITATING QUALITY READ-ALOUDS (OF STORYBOOKS)
Brannon, D., Dauksas, L., Coleman, N., Israelson, L., & Williams, T. (2013). Measuring the Effect That the Partners ’ Dialogic Reading Program Has on Preschool Children ’s Expressive Language. Creative Education, 4(9), 14–17.
Coyne, M. D., Capozzoli-Oldham, A. & Simmons, D. C. (2012). Vocabulary instruction for young children at risk of reading difficulties: teaching word meanings during shared storybook readings. In E. J. Kame’enui & J. F. Baumann, Vocabulary instruction: research to practice (2nd edition). New York: Guilford Press.
Ezell, H. K. & Justice, L. M. (2005) Shared storybook reading: building young children’s language and emergent literacy skills. Baltimore: Brookes.
Fulton, J. M. (2006). Talking About Wordless Picture Books: A Tutor Strategy Supporting English Language Learners. Louisville, KY: National Centre for Family Literacy.
Justice, L. (2013). Promoting Young Children’s Knowledge about Print: Designing Systematic Early Literacy Interventions. Presented to the University of Washington College of Education. Retrieved on 4 May 2015 from https://youtu.be/jROaG8NtusA
Justice, L. M., Meier, J., & Walpole, S. (2005). Learning new words from storybooks: an efficacy study with at-risk kindergartners. Language, Speech, and Hearing Services in Schools, 36(January), 17–33. doi:10.1044/0161-1461(2005/003)
Justice, L. M., Pence, K. L., Beckman, A. R., Skibbe, L. E. & Wiggins, A. K. (2005). Scaffolding with storybooks: a guide for enhancing young children’s language and literacy achievement. Newark, DE: International Reading Association.
Louie, B., & Sierschynski, J. (2015). Enhancing English Learners’ Language Development Using Wordless Picture Books. The Reading Teacher, 69(1), 103-111.
Morrow, L. M., Freitag, E. & Gambrell, L. B. (2009) Using children’s literature in preschool to develop comprehension: understanding and enjoying books (2nd edition). Newark, DE: International Reading Association.
Opel, A., Ameer, S. S., & Aboud, F. E. (2009). The effect of preschool dialogic reading on vocabulary among rural Bangladeshi children. International Journal of Educational Research, 48(1), 12–20. doi:10.1016/j.ijer.2009.02.008
Robbins, C., & Ehri, L. C. (1994). Reading storybooks to kindergartners helps them learn new vocabulary words. Journal of Educational Psychology, 86(1), 54–64. doi:10.1037/0022-0618.104.22.168
Sénéchal, M. (1997). The differential effect of storybook reading on preschoolers’ acquisition of expressive and receptive vocabulary. Journal of Child Language, 24(1), 123–138. doi:10.1017/S0305000996003005
Senechal, M. (2006). Testing the Home Literacy Model: Parent Involvement in Kindergarten Is Differentially Related to Grade 4 Reading Comprehension, Fluency, Spelling, and Reading for Pleasure. Scientific Studies of Reading, 10(1), 59–87. doi:10.1207/s1532799xssr1001_4
Snell, E. K., Handyman, A. H., & Wasik, B. A. (2015). How Can Book Reading Close the Word Gap? Five Key Practices From Research. The Reading Teacher, 68(7), 560-571.
Stadler, M. A., & Ward, G. C. (2005). Supporting the narrative development of young children. Early Childhood Education Journal, 33(2), 73-80.
Stahl, S., Richek, M. A., & Vandevier, R. J. (1990). Learning meaning vocabulary through listening: A sixth-grade replication. Paper presented at the National Reading Conference, Miami, FL.
van Kleeck, A., Stahl, S. A., & Bauer, E.B. (2003). On reading books to children: parents and teachers. Yahweh, NJ: Erlbaum.
Zucker, T. A. & Landry, S. H. (2010). Improving the quality of preschool read-alouds: professional development and coaching that targets book-reading practices. In M.C. McKenna, S. Walpole, & K. Conradi (Eds) Promoting early reading: research, resources and best practices. New York: Guilford Press.