Promoting Language and Literacy Development through Parent–Child Reading in Hong Kong Preschoolers

By Bonnie Wing-Yin Chow, C. McBride-Chang. 2003

167 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/6ec46fa89744732a9171890dce047e22c41bb779

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In Developmental and Educational Psychology

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Citations in the corpus

Added Value of Dialogic Parent–Child Book Readings: A Meta-Analysis (2008, background): “…income (Whitehurst et al., 1988) and mothers were educated at the tertiary (Arnold et al., DIALOGIC PARENT–CHILD BOOK READING META-ANALYSIS 19 1994; Huebner, 2000b) or secondary level (Blom-Hoffman, O’Neill-Pirozzi, Volpe, Cutting, & Bissinger, 2006; Chow & McBride-Chang, 2003; Chow et al., 2007).”
What is Pre-Kindergarten? Characteristics of Public Pre-Kindergarten Programs (2005, background): “The PPVT–III is an achievement test of receptive vocabulary that relates to other measures of language, literacy, and academic achievement ( Chow & McBride-Chang, 2003; Dunn & Dunn, 1997).”
Predicting Child Outcomes at the End of Kindergarten from the Quality of Pre-Kindergarten Teacher–Child Interactions and Instruction (2008, background): “@The PPVT-III is a test of receptive vocabulary and has been shown to relate other measures of language, literacy, and academic achievement (Chow & McBride-Chang, 2003 ; Dunn & Dunn, 1997 ).”
The role of attribution beliefs, motivation and strategy use in Chinese fifth-graders' reading comprehension (2009, background): “The study by Chow and McBride-Chang (2003) on Hong Kong Chinese kindergarten students also found that Hong Kong Chinese children are more likely to put more effort into reading when their parents know how to interact with them at home and cultivate their reading motivation and ability.”
Promising Interventions for Promoting Emergent Literacy Skills (2003, background): “For the most part, dialogic-reading research has not examined its effects on emergent literacy, the exceptions being Chow and McBride-Chang (2003), Lonigan, Anthony, Bloomfield, Dyer, and Samwel (1999), Whitehurst, Epstein, et al. (1994), and Whitehurst et al. (1999).”
Teacher and Classroom Characteristics Associated With Teachers’ Ratings of Prekindergartners’ Relationships and Behaviors (2006, background): “The PPVT-III is a test of receptive vocabulary and has been shown to relate to other measures of language, literacy, and academic achievement (Chow & McBride-Chang, 2003; Dunn & Dunn, 1997).”
The Relations of Observed Pre-K Classroom Quality Profiles to Children's Achievement and Social Competence (2009, background): “The PPVT-III ( Dunn & Dunn, 1997 ) is a test of receptive vocabulary and has been shown to predict other measures of language, literacy, and academic achievement ( Chow & McBride-Chang, 2003 ; Dunn & Dunn, 1997 ).”
The effect of preschool dialogic reading on vocabulary among rural Bangladeshi children (2009, background): “Other published studies have used 4–6 weeks (e.g., Hargrave & Senechal, 2000; Heubner, 2000; Valdez-Menchaca & Whitehurst, 1992) or 8–12 weeks (Chow & McBride-Chang, 2003; Wasik et al., 2006).”
A Review of parent interventions for preschool children’s language and emergent literacy (2010, background): “Parent training in dialogic reading took place in a 20minute telephone call training format and via instructions that came in books that children brought home from school during an eight-week intervention (Chow and McBride-Chang, 2003).”
Dialogic Reading in Early Childhood Settings: A Summary of the Evidence Base (2017, background): “Researchers in three studies (Chow & McBride-Chang, 2003; FieldingBarnsley & Purdie, 2003; Huennekens & Xu, 2010) did not specifically report use of any CROWD strategy.”