WORD EXPOSURE CONDITIONS AND PRESCHOOLERS' NOVEL WORD LEARNING DURING SHARED STORYBOOK READING

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The Effect of Questioning Style During Storybook Reading on Novel Vocabulary Acquisition of Preschoolers (2006, background): “In two studies ( Justice, 2002; Rump, Walsh, & Blewitt, 2005), researchers asked children either high or low cognitive demand questions containing novel vocabulary from storybooks during reading sessions.”
Using Read-Alouds of Grade-Level Biographies and Systematic Prompting to Promote Comprehension for Students With Moderate and Severe Developmental Disabilities (2012, background): “Shared story reading is a broad instructional approach used to promote young children’s emergent literacy (Justice & Lankford, 2002), vocabulary development (Blewitt, Rump, Shealy, & Cook, 2009), print awareness (Pullen & Justice, 2003), and receptive word learning (Justice, 2002).”
Evaluating the Evidence Base of Shared Story Reading to Promote Literacy for Students with Extensive Support Needs (2011, background): “…in typically developing children by systematically engaging them in the reading process (Whitehurst et al., 1988), increasing vocabulary development (Blewitt, Rump, Shealy, & Cook, 2009), increasing print awareness (Pullen & Justice, 2003), and increasing receptive word learning (Justice, 2002).”