The Relation between Teacher Input and Lexical Growth of Preschoolers.

By Edmond Bowers, Marina Vasilyeva. 2011

166 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/a3fddf9cfae5614640a56f4762484f6cfbf0724d

How researchers see this paper

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

In Developmental and Educational Psychology

1. Emily Phillips Galloway
2. C. Dobbs
3. C. Barr
4. Alejandra Meneses
5. P. Uccelli
6. Emilio Sanchez
7. E. Hoff
8. C. Hammer

Citations in the corpus

• Core academic language skills: An expanded operational construct and a novel instrument to chart school-relevant language proficiency in preadolescent and adolescent learners (2014, result): “In addition, while individual differences in language skills have been documented mostly during the early years (Bowers & Vasilyeva, 2011; Hart & Risley, 1995), our results indicate that even during the middle school years students are differentially equipped to face the language demands of school.”
• The Language and Literacy Development of Young Dual Language Learners: A Critical Review (2014, background): “Another study investigated the relation between children’s exposure to English by their preschool teacher and children’s vocabulary development (Bowers & Vasilyeva, 2011).”