On refining theoretical models of emergent literacy: The role of empirical evidence.

By M. Sénéchal, Jo-Anne LeFevre, Brenda L. Smith-Chant, Karen V Colton. 2001

241 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/0accd28b6c6b6c1888a0ddc7360340a306b9fbff

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. Leigh Rohde
2. J. R. García
3. K. Cain

In Education

1. Leigh Rohde
2. Nele McElvany
3. Roel van Steensel
4. Stephanie Herppich
5. J. Kurvers
6. J. R. García
7. K. Cain

Citations in the corpus

• How Effective Are Family Literacy Programs? (2011, result): “Sénéchal and Young (2008) compared the effect sizes of 12 randomized studies to those of 4 nonrandomized studies but found no differences.”
• The Comprehensive Emergent Literacy Model (2015, methodology): “EL has been referred to as a developmental continuum (Sénéchal et al., 2001; Teale & Sulzby, 1987; Whitehurst & Lonigan, 2001) but research suggests that, additionally, each component of EL is on its own trajectory of development and the components are not strictly related to one another as part of…”