Beginning Literacy with Language: Young Children Learning at Home and School.

By David K. Dickinson, Patton O. Tabors. 2001

959 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/8bd7b7e4be8e76c087bd6ba1b49ae879aa5eeff1

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In Education

Citations in the corpus

Early Parent—Child Interactions and Early Literacy Development (2003, background): “Other researchers have linked the amount of time children engage in conversations with adults to later skill development (DeTemple, 2001; Rush, 1999).”
Closing the 30 Million Word Gap: Next Steps in Designing Research to Inform Practice (2016, background): “referred to as rare words (18), tier 2 or 3 words (19), or academic vocabulary (20).”
Core academic language skills: An expanded operational construct and a novel instrument to chart school-relevant language proficiency in preadolescent and adolescent learners (2014, background): “…Fillmore, 2012); however, there is also evidence to suggest that participation in certain oral exchanges, such as debates and text-based discussions, might support the expansion of school-relevant oral and written language proficiency (Dickinson & Tabors, 2001; Reznistkaya, Anderson, & Kuo, 2007).”
Language- and literacy-learning opportunities in early childhood classrooms: Children's typical experiences and within-classroom variability (2014, background): “However, given the complexity and ongoing and overlapping nature of development in the area of vocabulary, for example (Dickinson & Tabors, 2001), learning in this domain ought to be a central focus of every early childhood classroom environments (Wasik & Bond, 2001; Wasik et al., 2006; Whitehurst…”
Vocabulary skills of Spanish—English bilinguals: impact of mother—child language interactions and home language and literacy support (2010, background): “During mother–child book-sharing, maternal use of elaborations and explanations has shown a positive effect on vocabulary knowledge among children in low-income families in particular (Jordan, Snow, & Porche, 2000; Snow, 1991; Tabors et al., 2001; Tabors & Snow, 2001).”
How Classroom Conversations Unfold: Exploring Teacher–Child Exchanges During Shared Book Reading (2019, methodology): “For example, the Harvard Home-School Study found that children in classrooms with more open prompts (including during shared book reading) built stronger vocabulary skills over the course of the year (Dickinson & Tabors, 2001) and beyond (Dickinson & Porche, 2011).”
Guided Play: Where Curricular Goals Meet a Playful Pedagogy (2013, background): “…made gains in their expressive vocabulary, but the group who had received the play intervention gained significantly more than children in the no-play group (see also Bellin & Singer, 2006; Christie & Enz, 1992; Dickinson & Tabors, 2001; Pellegrini & Galda, 1990; Roskos, Tabors, & Lenhart, 2009).”