Increasing the Print Focus of Adult-Child Shared Book Reading Through Observational Learning

By H. Ezell, Laura M. Justice. 2000

169 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/369d274066a8b3befbbe719897f9bcb99920f898

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Preschoolers' Attention to Print During Shared Book Reading (2008, background): “…have shown that adults do not typically reference print when they read storybooks to children (Baker, Mackler, Sonnenschein, & Serpell, 2001; Ezell & Justice, 1998, 2000; Phillips & McNaughton, 1990; Shapiro et al., 1997; van Kleeck, 1995), a series of studies by Justice and Ezell (Justice…”
Using Shared Storybook Reading to Promote Emergent Literacy (2002, background): “Also, embedded print appears particularly powerful for encouraging children’s spontaneous verbalizations about print (Ezell & Justice, 2000).”
Word and print awareness in 4-year-old children (2001, methodology): “Variations of both PWPA measures have been used in a number of studies by the present authors (Ezell and Justice, 1998, 2000; Ezell et al., 2000; Justice and Ezell, 2000, in press).”
Promising Interventions for Promoting Emergent Literacy Skills (2003, background): “Ask questions about print (Ezell & Justice, 2000) 2.”
Maximizing the effectiveness of reading aloud (2007, methodology): “Three methods that have emerged as particularly compelling approaches to reading aloud are dialogic reading (Whitehurst, Arnold, Epstein, & Angell, 1994), text talk (Beck & McKeown, 2001), and print referencing (Ezell & Justice, 2000).”
Enhancing Phonological Awareness, Print Awareness, and Oral Language Skills in Preschool Children (2003, background): “However, despite the benefits of doing so, adults are unlikely to reference print, verbally or nonverbally, when reading with children (Ezell & Justice, 2000); therefore, teachers and parents may need instruction in structuring book reading interactions to include an explicit focus on print.”
Effects of Home Literacy, Parents' Beliefs, and Children's Task-Focused Behavior on Emergent Literacy and Word Reading Skills (2008, background): “Ezell and Justice (2000) showed further that little print referencing occurs during shared book reading to preschoolers.”
Enhancing vocabulary, print awareness and phonological awareness through shared storybook reading with low-income preschoolers (2011, methodology): “, 1994; Huebner, 2000; Lonigan and Whitehurst, 1998) or print referencing strategies (Ezell and Justice, 2000; Justice and Ezell, 2000), using observational learning through a videotape training format combined with face-to-face expert demonstration.”
The Simple View of Reading: Assessment and Intervention (2006, background): “Print awareness skills have also been emphasized in the context of joint book reading (Ezell & Justice, 2000).”
Applying a Response-to-Intervention Model for Early Literacy Development in Low-Income Children (2008, background): “…answers with additional questions, repeating and expanding what children say, and following children’s leads and interests and (b) print referencing (Ezell & Justice, 2000), which includes talking about print (e.g., “Where is the letter A on this page?”) and pointing to print during reading.”
Getting the point: Tracing worked examples enhances learning (2015, background): “…by making verbal and nonverbal cues to increase children’s attention and contact with print during shared storybook reading has been validated as an effective strategy for learning to read (Evans, Williamson, & Pursoo, 2008; Ezell & Justice, 2000; Justice, Kaderavek, Fan, Sofka, & Hunt, 2009).”
An investigation into teaching phonemic awareness through shared reading and writing (2000, unknown): “More specifically, parents and other adults provide little interpretive commenting on print concepts during shared reading (Ezell & Justice, 1998, 2000; Phillips & McNaughton, 1990).”
Enhancing Phonological Awareness and Letter Knowledge in Preschool Children with Down Syndrome (2006, methodology): “The intervention was delivered by the participants’ parents and was designed to enhance Initial Phoneme Awareness, Letter Name and Sound Knowledge, and Concepts of Print using print referencing techniques (Ezell & Justice, 2000; Justice & Ezell, 2000; Justice & Kaderavek, 2002).”