Fostering Language and Literacy in Classrooms and Homes. Supporting Language Learning.

By David K. Dickinson, Patton O. Tabors. 2002

115 citations recorded by the source corpus.

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Teacher–Child Conversation in the Preschool Classroom (2003, background): “Pretend talk can be predictive ofImmediate and nonimmediate talk during book reading benefit a child’s oral language development strong language and literacy development (Dickinson & Tabors, 2002).”
Beyond Vocabulary: Exploring Cross-Disciplinary Academic-Language Proficiency and Its Association With Reading Comprehension (2015, background): “Prior studies have repeatedly shown that after the early elementary school grades, language skills become the primary source of variability in predicting reading comprehension for native English speakers and English learners, and across socio-economic levels (Dickinson & Tabors, 2002; Lesaux, 2006).”
Preschool Teachers' Beliefs About Appropriate Early Literacy and Mathematics Education for Low- and Middle-Socioeconomic Status Children (2007, background): “…students’ parents may not be able to provide the material advantages that the children’s middle-SES peers enjoy, teachers should nevertheless encourage and assist the parents to work with their children to sustain academics learning at home (Dickinson & Tabors, 2002; Starkey & Klein, 2000).”