A Framework for Examining Book Reading in Early Childhood Classrooms. CIERA Report.

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Cross-language transfer of phonological awareness in low-income Spanish and English bilingual preschool children (2004, background): “…letter names or sound–symbol relationships was not seen in groups and rare in one–one interactions, and book reading was seldom seen in small groups and often was not found at all in large group settings (Dickinson & McCabe, 2003; Dickinson, McCabe, Anastasopoulos, Peisner–Feinberg, & Poe, 2003).”
The Development of Children's Oral Narratives Across Contexts (2010, background): “Nevertheless, some researchers have found that preschool teachers' talk during book-sharing interactions is low in cognitive demand and that there is little scaffolding of inferential thinking ( Dickinson, McCabe, & Anastasopoulos, 2003 ).”
Maximizing the effectiveness of reading aloud (2007, background): “Dickinson et al. (2003) suggested that it is important for teachers to examine their own book reading in the classroom.”
What are Preschool Teachers Reading in Their Classrooms? (2011, background): “Nonetheless, observational studies indicate that read-alouds are not always a regular part of the curriculum in preschools that serve children from low-income homes (Dickinson et al., 2003; S. Neuman, 1999).”
The Impact of a Mentor-coaching Model on Teacher Professional Development (2008, background): “Dickinson et al. (2002) argue that reading activities in preschool programs are determined by children’s current interest or needs.”