Providing preschool foundations for later reading comprehension: The importance of and ideas for targeting inferencing in storybook‐sharing interventions

By A. Kleeck. 2008

312 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/5eba9742980852afc1b4817ca516e260002a8f10

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In Developmental and Educational Psychology

In Education

Citations in the corpus

How Classroom Conversations Unfold: Exploring Teacher–Child Exchanges During Shared Book Reading (2019, background): “Responses can offer children models of language, information about the content of what they have said, and opportunities to say more (Crain-Thoreson & Dale, 1999; Van Kleeck, 2008).”
The Effects of an Intensive Shared Book-Reading Intervention for Preschool Children at Risk for Vocabulary Delay (2011, background): “For many children, these disparities transcend time and can have a lasting effect on academic achievement (Catts, Hogan, & Fey, 2003; Hart & Risley, 1995; Snow, Burns, & Griffin, 1998; Van Kleeck, 2008).”
Developing Low-Income Preschoolers’ Social Studies and Science Vocabulary Knowledge Through Content-Focused Shared Book Reading (2010, background): “We know that “the gap attributed to cultural and economic differences has not closed appreciably in the past 12 or 13 years” (Taylor & Pearson, as cited in van Kleeck, 2008, p. 628) and is unlikely to close without intentional intensive intervention (van Kleeck, 2008).”
Once upon a Time: Parent-Child Dialogue and Storybook Reading in the Electronic Era. (2013, background): “These utterances enable 3-yearolds to relate story content to their own experiences and engage in inferencing, a crucial skill needed for later reading comprehension (Van Kleeck, 2008).”
Mother–child joint writing and storybook reading and their effects on kindergartners’ literacy: an intervention study (2012, background): “The limited value of interactive reading to kindergartners from poor families is disappointing, because these children are in special need of linguistic enrichment as a major asset preparing them for the subsequent first grade of school ( van Kleeck, 2008 ).”
Effects of an Individualized Narrative Intervention on Children’s Storytelling and Comprehension Skills (2013, background): “…although many young children attending preschools (e.g., Head Start income-based prekindergarten) can benefit from explicit language instruction (Storch & Whitehurst, 2002; van Kleeck, 2008), children with language disabilities have amplified intervention needs (Catts, Fey, Tomblin, & Zhang, 2002).”
Increasing Higher Level Language Skills to Improve Reading Comprehension (2011, background): “…and reading comprehension, coupled with findings showing that children who are poor comprehenders have difficulty making inferences when reading (Cain & Oakhill, 1999), have drawn attention to the importance of supporting inference development even among very young children (see van Kleeck, 2008).”