Enhancing preschool children's vocabulary: Effects of teacher talk before, during and after shared reading

By Jorge E. Gonzalez, Sharolyn D. Pollard-Durodola, Deborah C. Simmons, Aaron B. Taylor, Matthew J. Davis, Melissa Fogarty, L. Simmons. 2014

133 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/9e7042ebbb8707e1eb7f702a1f314b23e963fdc2

How researchers see this paper

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In Developmental and Educational Psychology

1. Jan-Willem Strijbos

In Education

1. Jan-Willem Strijbos

Citations in the corpus

• A Systematic Review of Teacher–Child Interactions With Multilingual Young Children (2019, background): “More cognitively challenging conversations, making use of abstract, decontextualized talk, are considered to promote child language, cognitive, and—depending on the topic— social-emotional development (De Temple & Snow, 2003; Gonzalez et al., 2014; Mascareño, Snow, Deunk, & Bosker, 2016).”