Book access, shared reading, and audio models: The effects of supporting the literacy learning of linguistically diverse students in school and at home.

By Patricia S. Koskinen, Irene H. Blum, Stephanie A. Bisson, S. Phillips, Terry S. Creamer, T. K. Baker. 2000

112 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/089e992299da93d46cc8f49725e170b63f503f4d

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. A. Chang
2. Stuart Webb
3. Lisa Fitton
4. Carla L. Wood
5. A. McIlraith
6. M. Pressley
7. P. McCardle
8. D. August

In Education

1. A. Chang
2. Alyssa R. Gonzalez-DeHass
3. Stuart Webb
4. Lisa Fitton
5. Carla L. Wood
6. A. McIlraith
7. M. Pressley
8. P. McCardle

Citations in the corpus

• Developing Literacy in English Language Learners: Findings From a Review of the Experimental Research (2014, background): “This point is highlighted by the differential effects of instruction on students of different ages with differing degrees of English proficiency (Neuman & Koskinen, 1992) and with varied abilities to read (Koskinen et al., 2000).”
• THE ROLE OF PARENTS IN MOTIVATING STRUGGLING READERS (2003, background): “Listening to audiotaped stories helps maintain students’ attention and increases their motivation, as shown by Koskinen et al. (2000).”
• Effective Beginning Reading Instruction (2002, background): “When books are made available to young children---for example, through community efforts such as Reading is Fundamental---children are more likely to engage in literacy-promoting activities, with the result enhanced language and literacy skills (Koskinen et al., 2000; Neuman, 1999).”
• Shared Book Reading Interventions With English Learners: A Meta-Analysis (2018, background): “The same set of books may be read repeatedly with positive impacts on children (Koskinen et al., 2000).”
• Examining the Relationship Between Parental Involvement and Student Motivation (2005, background): “Koskinen et al. (2000) explored the impact of using book-rich classroom environments and home rereading on the reading motivation, comprehension, and fluency of elementary school children.”
• HOW DOES PRIOR WORD KNOWLEDGE AFFECT VOCABULARY LEARNING PROGRESS IN AN EXTENSIVE READING PROGRAM? (2015, background): “First language research has indicated that reading while listening, compared to reading alone, may lead to superior comprehension and increased motivation to read (Koskinen et al., 2000 ).”