Developing Low-Income Preschoolers’ Social Studies and Science Vocabulary Knowledge Through Content-Focused Shared Book Reading

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Building Content Knowledge to Boost Comprehension in the Primary Grades (2020, unknown): “Some intervention studies have explicitly taught meanings of words connected to concepts, as well as relations among the words, and have demonstrated positive effects on vocabulary outcomes in early grades (e.g., Gonzalez et al., 2011; Kim et al., 2020; Neuman et al., 2011; Neuman & Kaefer, 2018).”
Book reading and vocabulary development: A systematic review (2016, background): “Gonzalez et al. (2010) No Yes – # UtbD Yes – 2X per word No Yes – 2X Yes – picture cards Yes”
Language- and literacy-learning opportunities in early childhood classrooms: Children's typical experiences and within-classroom variability (2014, background): “…common instructional activity hat is often used in home and early childhood education environ- ents for targeting and teaching the critical language and literacy kills discussed above (Beck & McKeown, 2007; Biemiller & Boote, 006; Gonzalez et al., 2011; Justice, Meier, & Walpole, 2005; NELP, 008).”