A book reading intervention with preschool children who have limited vocabularies: the benefits of regular reading and dialogic reading

By Anne C. Hargrave, M. Sénéchal. 2000

727 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/865862954c848b31ad7f4f6ee5a331390840a53c

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Preschoolers' Exposure to Language Stimulation in Classrooms Serving At-Risk Children: The Contribution of Group Size and Activity Context (2009, background): “Although research has not established a suggested threshold of use for child-dependent LSTs, there is evidence that conversational responsiveness characterized by educator use of recasts and expansions and prompted initiations and redirects is particularly influential to children's language learning”
Testing the Home Literacy Model: Parent Involvement in Kindergarten Is Differentially Related to Grade 4 Reading Comprehension, Fluency, Spelling, and Reading for Pleasure (2006, background): “First, parents can promote their young child’s vocabulary when they read books to their child (e.g., Hargrave & Sénéchal, 2000; Jordan, Snow, & Porche, 2000; Lonigan & Whitehurst, 1998; Sénéchal, 1997; Whitehurst et al., 1988), and, in time, children’s vocabulary skills will facilitate their…”
Repeated Interactive Read‐Alouds in Preschool and Kindergarten (2007, background): “Studies have shown that preschoolers make gains in expressive language even when the duration of story reading interventions are short (e.g., Hargrave & Sénéchal, 2000).”
The Effect of Family Literacy Interventions on Children’s Acquisition of Reading From Kindergarten to Grade 3: A Meta-Analytic Review (2008, background): “Certainly, the intervention research conducted by Whitehurst and his colleagues (e.g., Whitehurst et al., 1988) and that of others (Hargrave & Sénéchal, 2000; Robbins & Ehri, 1994; Sénéchal, Thomas, & Monker, 1995) provides clear evidence that shared reading can enhance children’s vocabulary…”
Preschoolers' Acquisition of Scientific Vocabulary Through Repeated Read-Aloud Events, Retellings, and Hands-On Science Activities (2008, background): “This recommendation is supported by a number of research studies that have shown that young children learn words incidentally from listening to books read aloud by parents and child care providers (e.g., Hargrave & Sénéchal, 2000; Sénéchal & Cornell, 1993; Whitehurst et al., 1988).”
Added Value of Dialogic Parent–Child Book Readings: A Meta-Analysis (2008, background): “In the context of these findings, we wonder whether the technique of dialogic reading works for both children developing typically and those children at risk for language and literacy impairments (Hargrave & Sénéchal, 2000).”
The effect of teacher’s storytelling aloud on the reading comprehension of Saudi elementary stage students (2011, background): “Along the same lines, Hargrave and Sénéchal (2000) examined whether economically disadvantaged children who participated orally during storybook reading made gains in language.”
Developing Low-Income Preschoolers’ Social Studies and Science Vocabulary Knowledge Through Content-Focused Shared Book Reading (2010, methodology): “These outcomes extend previous findings (e.g., Hargrave & Sénéchal, 2000; Sénéchal, 1997) showing that custom measures of vocabulary are more sensitive to growth for taught words than global, norm-referenced standardized measures.”
Educators' Use of Cognitively Challenging Questions in Economically Disadvantaged Preschool Classroom Contexts (2008, unknown): “…children’s language development is in the area of dialogic storybook reading (e.g., Arnold, Lonigan, Whitehurst, & Epstein, 1994; Dale, Crain-Thoreson, Notari-Syverson, & Cole, 1996; Hargrave & Sénéchal, 2000; Huebner & Meltzoff, 2005; Valdez-Menchaca & Whitehurst, 1992; Whitehurst et al., 1988).”
The Effects of an Intensive Shared Book-Reading Intervention for Preschool Children at Risk for Vocabulary Delay (2011, background): “…most at risk of early oral language and vocabulary delay come from lower-income homes in which socioeconomics may disadvantage children’s educational and experiential opportunities before they enter school (Farkas & Beron, 2004; Hargrave & Sénéchal, 2000; Hart & Risley, 1995; McLoyd, 1998).”
Dialogic Reading in Early Childhood Settings: A Summary of the Evidence Base (2017, methodology): “The fidelity assessment methods varied significantly, including unobtrusive observations by the researchers to ensure strategy use (Hargrave & Sénéchal, 2000; Lever & Sénéchal, 2011; Tsybina & Eriks-Brophy, 2010), interactive observations during which researchers offered feedback (Fleury &…”
The Effects of a Language and Literacy Intervention on Head Start Children and Teachers (2006, background): “Neuman and Celano (2001) argued that inadequate access to books and other literacy opportunities contributed to children in poverty not acquiring the language and literacy skills needed to succeed in school.”