Picture book reading with young children: A conceptual framework

By K. Fletcher, Elaine Reese. 2005

444 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/57f4741575c665b307d0bc6cc8e51e563ddbeb49

How researchers see this paper

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

In Developmental and Educational Psychology

1. Annemarie H. Hindman
2. B. Wasik
3. Joy C. Polignano
4. Amber C. Erhart
5. Helen Lynn Columba
6. Thea Cameron-Faulkner
7. Mary L. Courage
8. Anna Richter

In Education

1. Annemarie H. Hindman
2. B. Wasik
3. Joy C. Polignano
4. Amber C. Erhart
5. Helen Lynn Columba
6. Mary L. Courage
7. Anna Richter
8. E. Hoff

In Literature and Literary Theory

1. Amber C. Erhart
2. B. Wasik
3. Mary L. Courage
4. Anna Richter
5. E. Hoff
6. Annemarie H. Hindman

Citations in the corpus

• A comparison of book text and Child Directed Speech (2013, background): “Studies indicate the benefits of repeated book reading (Fletcher & Reese, 2005; Morrow, 1988; Snow & Goldfield, 1983) and this could be of particular value when considering the acquisition and development of more complicated constructions.”
• Embedding Mathematical Dialogue in Parent–Child Shared Book Reading: A Preliminary Investigation (2014, background): “…shared book reading provides a meaningful context for rich conversations to occur between a child and an adult (Wasik & Bond, 2001) and offers opportunities for children to be exposed to a range of vocabulary and concepts that often extend beyond their everyday experiences (Fletcher & Reese, 2005).”
• Comparing electronic and paper storybooks for preschoolers: Attention, engagement, and recall (2017, background): “…acquisition, letter knowledge, phonological awareness) that are fundamental to learning to read, engagement in reading, and achievement in school (Bus, van Ijzendoorn, & Pellegrini, 1995; Fletcher & Reese, 2005; Mol & Bus, 2011; Mol, Bus, de Jong, & Smeets, 2008; Whitehurst & Lonigan, 1998).”
• Shared Book Reading and Head Start Preschoolers' Vocabulary Learning: The Role of Book-Related Discussion and Curricular Connections (2012, methodology): “Anderson, Anderson, & Shapiro, 2004 ; Fletcher & Reese, 2004 ; Ganea et al, 2008 ) has shown that questions and comments involving labeling and describing illustrations can be successfully used to introduce and check comprehension of new words and ideas.”
• How social contexts support and shape language development (2006, background): “Because children in higher SES families are read to more than children in lower SES families (Fletcher & Reese, 2005; U.S. Department of Education, 2001), the characteristic SES-related differences in mothers’ language use are augmented by differences in the activities parents choose to engage in…”