Text Talk: Capturing the Benefits of Read-Aloud Experiences for Young Children.

By Isabel L. Beck, Margaret G. McKeown. 2001

474 citations recorded by the source corpus.

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Citations in the corpus

Low-Income Immigrant Pupils Learning Vocabulary through Digital Picture Storybooks. (2010, background): “Most studies of storybook reading (e.g., Beck & McKeown, 2001; Biemiller & Boote, 2006; Frijters, Barron, & Brunello, 2000; Hargrave & Sénéchal, 2000; Raikes et al., 2006; Sénéchal, LeFevre, Thomas, & Daley, 1998; Wasik & Bond, 2001) have included interaction with an adult as an incentive for…”
The Promise of Multimedia Stories for Kindergarten Children At Risk (2006, background): “Multimedia representations, particularly those commensurate with the events of the story (Beck & McKeown, 2001), may add new content to messages that help children to construct meaning and Maria J. A. J. Verhallen, Adriana G. Bus, and Maria T. de Jong, Leiden University, The Netherlands.”
Making the Very Most of Classroom Read‐Alouds to Promote Comprehension and Vocabulary (2008, background): “Most recently, Beck and McKeown (2001) explored the use of “text talk” in first-grade classrooms.”
Increasing Young Low‐Income Children’s Oral Vocabulary Repertoires through Rich and Focused Instruction (2007, methodology): “Materials The vocabulary instruction used was part of Text Talk, a research and development project based on read-alouds (Beck & McKeown, 2001; McKeown & Beck, 2003).”
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).”
Repeated Interactive Read‐Alouds in Preschool and Kindergarten (2007, methodology): “Beck and McKeown (2001) developed a similar technique, called Text Talk, to help kindergarten and primary-grade children expand vocabulary.”
A Comparison of Three Methods of Vocabulary Instruction during Read‐Alouds in Kindergarten (2007, methodology): “My findings corroborate those of Beck and McKeown (2001) and Dickinson and Smith (1994) that engaging children in active analysis of word meanings is more effective at promoting their learning of new words than instruction that merely has children relate words to the context of a story and to…”
Enhancing Social Studies Vocabulary and Comprehension for Seventh-Grade English Language Learners: Findings From Two Experimental Studies (2009, background): “…vocabulary strategies such as providing definitional and contextual information about each word’s meaning and actively involving students in word learning through talking about, comparing, analyzing, and using targeted words (Beck & McKeown, 2001; Beck, McKeown, & Kucan, 2002; Stahl, 1999).”
The Critical Role of Vocabulary Development for English Language Learners (2005, methodology): “…instructional practices used in the cited studies build on a number of vocabulary instructional practices that have been effective with EO learners (Beck & McKewon, 2001; Beck, McKeown, & Kucan, 2002; Beck, McKeown, & Omanson, 1987; Beck, Perfetti, McKeown, 1982; Craik & Tulving, 1975; Stahl,…”
Relations Between Teacher Questioning and Student Talk in One Elementary ELL Classroom (2015, background): “However, sometimes an open question alone is not enough (Beck & McKeown, 2001; Purdy, 2008), and students need support of closed questions to guide further articulation.”
Vocabulary Development of English‐Language and English‐Only Learners in Kindergarten (2007, background): “Research on vocabulary instruction during read-alouds has converged on a set of characteristics that define effective vocabulary instruction (Beck & McKeown, 2001; Beck, McKeown, & Kucan, 2002; Biemiller & Boote, 2006; Coyne, Simmons, & Kame’enui, 2004; Dickinson & Smith, 1994).”