Effects of teachers' reading-aloud styles on vocabulary acquisition and comprehension of students in the early elementary grades.

By E. G. Brabham, Carol Lynch-Brown. 2002

232 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/16715a7d29d6a4463583b493d9569460101ba27a

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In Developmental and Educational Psychology

In Language and Linguistics

Citations in the corpus

Interactive Book Reading in Early Education: A Tool to Stimulate Print Knowledge as Well as Oral Language (2009, methodology): “…scripted questions or comments were added to storybooks in order to promote the use of similar interactive prompts and responses in each classroom (Brabham & Lynch-Brown, 2002; Kertoy, 1994; Mautte, 1990; van Kleeck, Vander Interactive Reading in Early Education Woude, & Hammett, 2006).”
Interactive Read Alouds: Teachers and Students Constructing Knowledge and Literacy Together (2011, background): “in read alouds that are interactive benefit both in their understanding of texts and in their attitudes towards learning (Greene Brabham and Lynch-Brown 2002). 432 Early Childhood Educ J (2011) 38:431–438”
Teacher Education, Book-Reading Practices, and Children's Language Growth Across One Year of Head Start (2009, background): “Research on teacher-led book reading has consistently shown that reading to young children in an interactive way contributes significantly to language development ( Brabham & Lynch-Brown, 2002 ; DeBaryshe, 1993 ; Karweit & Wasik, 1996 ; Whitehurst & Lonigan, 1998 ).”
A Comparison of Three Methods of Vocabulary Instruction during Read‐Alouds in Kindergarten (2007, background): “Differences in the way words are taught through storybook reading may affect children’s word learning (Brabham & Lynch-Brown, 2002; Dickinson & Smith, 1994; Teale & Martinez, 1993).”
Supporting Young Children’s Vocabulary Growth: The Challenges, the Benefits, and Evidence-Based Strategies (2011, background): “• Target vocabulary in multiple ways to make significant gains in word knowledge rather than straight-through reading (Brabham and Lynch-Brown 2002).”
Essential Elements of Fostering and Teaching Reading Comprehension (2011, background): “Brophy, J. (2004). Motivating students to learn (2nd ed.). Mahwah, NJ: Erlbaum. Brown, R. (2008). The road not yet taken: A transactional strategies approach to comprehension instruction. The Reading Teacher, 61(7), 538–547. doi:10.1598/RT.61.7.3 Buly, M.R., & Valencia, S.W. (2002). Below the bar: P”
Direct and Extended Vocabulary Instruction in Kindergarten: Investigating Transfer Effects (2010, background): “…et al., of the two studies that included custom comprehension measures, one found a statistically significant effect size of .59 with first grade students (Brabham & Lynch-Brown, 2002) and the other found a nonstatistically significant effect of .02 with preschool students (Kimer-Simon, 2003).”
Fostering the Development of Vocabulary Knowledge and Reading Comprehension Though Contextually-Based Multiple Meaning Vocabulary Instruction (2007, unknown): “Thus, the more children participate in rich oral and reading vocabulary experiences, the greater their vocabulary knowledge and reading comprehension (Greene & Lynch-Brown, 2002; Robbins & Ehri, 1994; Stahl, Richek, & Vandevier, 1991).”