Learning Words From Books

By Jeanne M. De Temple, Catherine E. Snow. 2003

208 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/0aa4049c2f3e6948834ce6eccf003f68fa15de89

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

In Sociology and Political Science

Citations in the corpus

Maximizing the effectiveness of reading aloud (2007, background): “…the child to become an active learner during book reading, (b) providing feedback that models more sophisticated language, and (c) challenging the child’s knowledge and skills by raising the complexity of the conversation to a level just above his current ability (De Temple & Snow, 2003).”
Vocabulary Development of English‐Language and English‐Only Learners in Kindergarten (2007, background): “Researchers have begun to identify characteristics of effective early vocabulary intervention (Beck et al., 2002; Coyne et al., 2004; De Temple & Snow, 2003).”
Added Value of Dialogic Parent–Child Book Readings: A Meta-Analysis (2008, background): “It is assumed that children benefit most from book reading designed to increase child responding at the expense of simply listening to parents read (e.g., DeTemple & Snow, 2003; Raikes et al., 2006).”
A Systematic Review of Teacher–Child Interactions With Multilingual Young Children (2019, background): “More cognitively challenging conversations, making use of abstract, decontextualized talk, are considered to promote child language, cognitive, and—depending on the topic— social-emotional development (De Temple & Snow, 2003; Gonzalez et al., 2014; Mascareño, Snow, Deunk, & Bosker, 2016).”
Mother-child bookreading in low-income families: correlates and outcomes during the first three years of life. (2006, background): “…because these activities provide children with focused language experiences that tend to be similar in quality to those routinely experienced by children from more advantaged homes (De Temple & Snow, 2003; Snow, 1998; Snow, Burns, & Griffi n, 1998, Snow et al., 1976; Whitehurst et al., 1994).”
Vocabulary skills of Spanish—English bilinguals: impact of mother—child language interactions and home language and literacy support (2010, background): “…has repeatedly demonstrated that vocabulary knowledge is one of the basic building blocks of language and literacy acquisition (August, Carlo, Dressler, & Snow, 2005; De Temple & Snow, 2003) and that vocabulary development is closely associated with reading achievement (Freebody & Anderson, 1983).”