Preschool Word Learning During Joint Book Reading

By Lisa M. Ard, Brenda L. Beverly. 2004

130 citations recorded by the source corpus.

Subfields: Artificial Intelligence, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/475a730b04c12f7b6a31809a3655a7030d7313bc

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Artificial Intelligence

1. M. T. de Jong
2. Jessica S. Horst
3. Suzanne E. Mol
4. A. Bus

In Developmental and Educational Psychology

1. A. Bus
2. Suzanne E. Mol
3. M. T. de Jong
4. Michael C. Hout
5. Jessica S. Horst
6. S. Neuman
7. L. Marulis
8. James S. Kim

Citations in the corpus

• Interactive Book Reading in Early Education: A Tool to Stimulate Print Knowledge as Well as Oral Language (2009, background): “Studies were excluded when the reading sessions were not the main focus, but book reading motivated teaching vocabulary (e.g., Ard & Beverly, 2004; Beck & McKeown, 2007; Biemiller & Boote, 2006; Collins, 2005; Elley, 1989; Justice, Meier, & Walpole, 2005; Penno, Wilkinson, & Moore, 2002; Sénéchal,…”
• The Novel Object and Unusual Name (NOUN) Database: A collection of novel images for use in experimental research (2016, background): “Specifically, the use of such novel stimuli can help ensure observed effects are due to the experimental manipulation and not a priori knowledge (see also, Ard & Beverly, 2004; Bornstein & Mash, 2010).”