Handbook of language and literacy : development and disorders

By C. Stone. 2014

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How Vocabulary Interventions Affect Young Children at Risk: A Meta-Analytic Review (2013, background): “Stone et al. (2004) have described two forms of scaffolding: one type involves careful sequencing of activities so that skills build gradually, which would likely be more evident in systematic programs than in storybook reading activities where words unfamiliar to children are often selected.”
Using Multiple Measures of Morphological Awareness to Assess its Relation to Reading (2013, methodology): “…to understand the abilities of this student population and to address their need because of their at-risk nature for literacy difficulties (e.g., Craig & Washington, 2004), we are uncertain whether students from other socioeconomic backgrounds would perform similarly on our tasks as our study…”