Does Play Make a Difference? How Play Intervention Affects the Vocabulary Learning of At-Risk Preschoolers.

By Myae Han, Noreen S. Moore, Carol Vukelich, Martha J. Buell. 2010

125 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/8c5f545c98ed82c0e96c206b111dc6fadc1fde8d

How researchers see this paper

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

1. A. Pyle
2. Erica Danniels
3. Michael Robb
4. Jennifer M. Zosh
5. Jordy Kaufman
6. James H. Gray

Citations in the corpus

• Putting Education in “Educational” Apps (2015, background): “In another study, this time focusing on reading outcomes, at-risk preschoolers showed greater literacy gains when their instruction was paired with guided play (Han, Moore, Vukelich, & Buell, 2010).”
• A Continuum of Play-Based Learning: The Role of the Teacher in Play-Based Pedagogy and the Fear of Hijacking Play (2017, background): “…children’s reading and math scores (Marcon, 2002; Stipek et al., 1998), and evidence suggests that overall this type of learning tends to be more effective than direct instruction (Han et al., 2010; Stipek, Feiler, Daniels, & Milburn, 1995) or free play (Chien et al., 2010; Honomichl & Chen, 2012).”