Language Impairment, Parent—Child Shared Reading, and Phonological Awareness

By Laura M. Justice, J. Kaderavek, R. Bowles, K. Grimm. 2005

132 citations recorded by the source corpus.

Subfields: Clinical Psychology, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/7f5847d3710c06be3a56d4f50c0ed8e6c1f5807e

How researchers see this paper

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

In Clinical Psychology

1. Laura M. Justice
2. D. Browder
3. F. Spooner

In Developmental and Educational Psychology

1. D. Browder
2. F. Spooner
3. Pamela J. Mims
4. L. Ahlgrim-Delzell
5. J. Pentimonti
6. Tricia A. Zucker
7. Laura M. Justice
8. M. Hudson

Citations in the corpus

• What are Preschool Teachers Reading in Their Classrooms? (2011, result): “This is a positive finding, because previous research indicates that consistent exposure to language play such as rhyming during the preschool years enhances early reading skills ( Hayes, 2001 ; Justice, Kaderavek, Bowles, & Grimm, 2005 ; Ukrainetz et al, 2000 ).”
• Teaching Elementary Students with Multiple Disabilities to Participate in Shared Stories (2008, background): “, 2006), including those with language impairments (Crowe et al., 2004; Justice et al., 2005; Justice & Kaderavek, 2002, 2003; Justice & Pullen, 2003).”