Enhancing Children’s Print and Word Awareness Through Home-Based Parent Intervention

By Laura M. Justice, H. Ezell. 2000

348 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/afc6b663e07c318c0835d3926f22f9396298915f

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Preschoolers' Attention to Print During Shared Book Reading (2008, background): “…2001; Ezell & Justice, 1998, 2000; Phillips & McNaughton, 1990; Shapiro et al., 1997; van Kleeck, 1995), a series of studies by Justice and Ezell (Justice & Ezell, 2000; Justice & Ezell, 2002; Justice, Weber, Ezell, & Bakeman, 2002) has shown that parents can be trained to increase print…”
Enhancing vocabulary, print awareness and phonological awareness through shared storybook reading with low-income preschoolers (2011, background): “, 1994; Huebner, 2000; Lonigan and Whitehurst, 1998) or print referencing strategies (Ezell and Justice, 2000; Justice and Ezell, 2000), using observational learning through a videotape training format combined with face-to-face expert demonstration.”
Enhancing Phonological Awareness, Print Awareness, and Oral Language Skills in Preschool Children (2003, background): “Accelerated growth in print awareness has also been observed when parents use these print-referencing strategies during home-based reading interactions (Justice & Ezell, 2000).”
Enhancing Phonological Awareness and Letter Knowledge in Preschool Children with Down Syndrome (2006, methodology): “Interventions to enhance early literacy through parent–child reading activities provide encouraging results (e.g., Justice & Ezell, 2000, 2004; Stadler & McEvoy, 2003).”
A Review of parent interventions for preschool children’s language and emergent literacy (2010, background): “Even stronger evidence for the importance of the role of parents in their children’s early learning comes from another study with a low-income sample by Lonigan and Whitehurst (1998) in which they contrasted four conditions, a home-based model, a school-based model, and a combined condition in which”
Promising Interventions for Promoting Emergent Literacy Skills (2003, background): “Several studies have shown print referencing to be a promising intervention with probable efficacy for encouraging emergent literacy development in typically developing and at-risk preschoolers (e.g., Ezell et al., 2000; Justice & Ezell, 2000, 2002).”
Using Shared Storybook Reading to Promote Emergent Literacy (2002, background): “Recent studies have suggested that books featuring large, bold narrative print can encourage children to attend to and interact with print during bookreading interactions (Ezell & Justice, 2000; Justice & Ezell, 2000).”
Transfer between Picture Books and the Real World by Very Young Children (2008, background): “Early experience with picture books is also related to emergent literacy (Adams, 1990; Bialystok, 1995; Justice & Ezell, 2000; Mason, 1980; Sénéchal & LeFevre, 2001; Sulzby, 1985; Teale & Sulzby, 1986; Whitehurst & Lonigan, 1998), as well as oral and written skills (e.g., Bus, van IJzendoorn, &…”
Parent–child reading in English as a second language: Effects on language and literacy development of Chinese kindergarteners (2009, positive): “…language complexity (e.g. Crain-Thoreson & Dale, 1999), narrative skills (e.g. Harkins, Koch & Michel, 1994), phonological awareness (e.g. Burgess, 1997), print awareness (e.g. Justice & Ezell, 2000), letter awareness (e.g. Mason, Kerr, Sinha & McCormick, 1990) and reading skills (e.g. Wood, 2002).”
Effects of an Embedded Phonological Awareness Intervention During Repeated Book Reading on Preschool Children With Language Delays (2008, background): “Previous studies have shown that using an interactive reading style during joint book reading facilitates changes in child language (e.g., Whitehurst et al., 1988) and print awareness (e.g., Justice & Ezell, 2000).”
Children's Preliteracy Skills: Influence of Mothers' Education and Beliefs About Shared-Reading Interactions (2008, background): “…events in which young children participate that are associated with preliteracy development, perhaps none has been more studied than parent–child shared reading (e.g., Fisch, Shulman, Akerman, & Levin, 2002; Justice & Ezell, 2000; Senechal, LeFevre, Hudson, & Lawson, 1996; Whitehurst et al., 1994).”