Promoting Toddlers' Language Development Through Community-Based Intervention

By C. Huebner. 2000

150 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/050e71b4da1a4a27d68971d5bdd0ac7c0df21ca0

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In Developmental and Educational Psychology

In Education

Citations in the corpus

The effects of parent-implemented language interventions on child linguistic outcomes: A meta-analysis (2020, background): “Negativity Demonstrating/physical teaching Quality of verbal stimulation Verbal scaffolding Huebner (2000) Dialogic reading Observational Parent–child interaction”
How Reading Books Fosters Language Development around the World (2012, background): “In the first such endeavor, children’s librarians were taught to introduce dialogic reading to parents of 28-month-old children either in one-hour sessions in the library or by viewing a training video [115].”
Maternal Elaborative Reminiscing Increases Low-Income Children's Narrative Skills Relative to Dialogic Reading (2010, methodology): “Christopher Lonigan, one of the creators of the dialogic reading technique (Whitehurst et al., 1988), trained two of the primary researchers in dialogic reading prior to the study (adapted from Whitehurst, Arnold, et al., 1994; Huebner, 2000).”
A Review of parent interventions for preschool children’s language and emergent literacy (2010, background): “Another study with parents that adapted dialogic reading for an urban library program with a sample of families from both low- and middleincome families also produced gains in children’s expressive language skills after a six-week program (Huebner, 2000).”
Once upon a Time: Parent-Child Dialogue and Storybook Reading in the Electronic Era. (2013, unknown): “206 Volume 7—Number 3 2000; Huebner, 2000a, 2000b; Huebner & Meltzoff, 2005).”
Promoting Language and Literacy Development through Parent–Child Reading in Hong Kong Preschoolers (2003, background): “…the effectiveness of dialogic reading interventions for children from upper-, middle- and lowersocioeconomic status groups (e.g. Hargrave & Senechal, 2000; Huebner, 2000; ValdezMenchaca & Whitehurst, 1992; Whitehurst & Lonigan, 1998; Whitehurst, et al., 1988; Whitehurst, Arnold, et al., 1994).”
Enhancing vocabulary, print awareness and phonological awareness through shared storybook reading with low-income preschoolers (2011, background): “…when provided by a variety of interveners (e.g. parents, teachers, speech therapists) and in diverse settings such as childcare centres, preschools and homes (e.g. Huebner, 2000; Justice and Ezell, 2002; Lonigan and Whitehurst, 1998; Whitehurst, Arnold, Epstein, Angell, Smith and Fischel, 1994).”
Intervention to Change Parent-Child Reading Style: A Comparison of Instructional Methods. (2005, methodology): “In a study of 129 parents and their 2- and 3-year-old children, Huebner (2000a) reported parents’ baseline reading style included few dialogic reading behaviors.”
Parent–child reading in English as a second language: Effects on language and literacy development of Chinese kindergarteners (2009, background): “…attain significantly better performance on English receptive vocabulary in the intervention, which is inconsistent with past dialogic reading findings on native English-speaking children (e.g. Hargrave & Sénéchal, 2000; Huebner, 2000; Valdez-Menchaca & Whitehurst, 1992; Whitehurst et al., 1988).”
Added Value of Dialogic Parent–Child Book Readings: A Meta-Analysis (2008, background): “…income (Whitehurst et al., 1988) and mothers were educated at the tertiary (Arnold et al., DIALOGIC PARENT–CHILD BOOK READING META-ANALYSIS 19 1994; Huebner, 2000b) or secondary level (Blom-Hoffman, O’Neill-Pirozzi, Volpe, Cutting, & Bissinger, 2006; Chow & McBride-Chang, 2003; Chow et al., 2007).”