Use of storybook reading to increase print awareness in at-risk children.

By Laura M. Justice, H. Ezell. 2002

401 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Human Factors and Ergonomics

View Paper: https://www.semanticscholar.org/paper/267a7f8239c36c1c0651542fa7cb6878cdd1fee8

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In Developmental and Educational Psychology

In Education

In Human Factors and Ergonomics

Citations in the corpus

Enhancing Phonological Awareness, Print Awareness, and Oral Language Skills in Preschool Children (2003, background): “Children benefit in many ways from daily doses of such opportunities (Justice & Ezell, 2002; Neuman & Roskos, 1990; Whitehurst et al., 1988); in addition, these interactions can be explicitly structured to accelerate children’s print awareness.”
Effects of Home Literacy, Parents' Beliefs, and Children's Task-Focused Behavior on Emergent Literacy and Word Reading Skills (2008, background): “Justice and Ezell (2002) , in turn, trained parents to engage in more print referencing behaviors (verbal and nonverbal cues to encourage children's attention to and interactions with print) during shared book reading and found that after controlling for children's expressive vocabulary, children's ”
Enhancing vocabulary, print awareness and phonological awareness through shared storybook reading with low-income preschoolers (2011, background): “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).”
Eye movements in shared book reading with children from kindergarten to Grade 4 (2007, background): “In addition it is the case that parents rarely comment on or draw attention to the print, although they can be trained to do so with resultant gains in children’s print awareness ( Justice & Ezell, 2002 ).”
Children's Preliteracy Skills: Influence of Mothers' Education and Beliefs About Shared-Reading Interactions (2008, background): “Extratextual conversations that focus on print and features of print or reading have consistently been found to positively affect children’s preliteracy skills (Justice & Ezell, 2000, 2002).”
Why is letter-name knowledge such a good predictor of learning to read? (2005, background): “Accordingly, another practical task facing educational research is to design such intervention programs and test their relative effectiveness ( Justice & Ezell, 2002 ).”
What are Preschool Teachers Reading in Their Classrooms? (2011, background): “…development of preschool children, particularly those attending needbased programs that serve students who may have limited home literacy experiences (Aram & Biron, 2004; Justice & Ezell, 2002; van Kleeck, Vander Woude, & Hammett, 2006; Whitehurst et al., 1999; Zevenbergen & Whitehurst, 2003).”
Transfer between Picture Books and the Real World by Very Young Children (2008, background): “Furthermore, picture book reading has served as the basis for effective intervention programs with educationally at-risk young children with many positive cognitive and behavioral outcomes (e.g., Justice & Ezell, 2002; Whitehurst et al., 1994; Whitehurst & Lonigan, 1998).”
Increasing Higher Level Language Skills to Improve Reading Comprehension (2011, background): “…large research base showing that shared-reading activities present a salient opportunity to systematically and explicitly boost children’s skills in a variety of language and literacy domains, including vocabulary (e.g., Penno, Wilkinson, & Moore, 2002) and print awareness (Justice & Ezell, 2002).”
A Course on Effective Teacher-Child Interactions (2012, background): “Three targets (phonological awareness, alphabet knowledge, print awareness) are ‘‘code-based’’ literacy skills (e.g., Justice & Ezell, 2002; Ukrainetz, Cooney, Dyer, Kysar, & Harris, 2000; van Kleeck et al., Hamre et al. 1998), whereas the others (vocabulary/linguistic concepts, narrative, social…”