How Vocabulary Interventions Affect Young Children at Risk: A Meta-Analytic Review
By L. Marulis, S. Neuman. 2013
149 citations recorded by the source corpus.
Subfields: Developmental and Educational Psychology, Education
View Paper: https://www.semanticscholar.org/paper/bd49120390881ea3abbb39525b4be77938e63e3f
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
- Annemarie H. Hindman
- Tanya S. Wright
- B. Wasik
- S. Neuman
- Emily K. Snell
- Laura M. Justice
- L. Marulis
- R. Schachter
In Education
- S. Neuman
- Annemarie H. Hindman
- Tanya S. Wright
- B. Wasik
- Laura M. Justice
- R. Schachter
- Shayne B. Piasta
- Christine M. Neumerski
Citations in the corpus
- Paucity and Disparity in Kindergarten Oral Vocabulary Instruction (2014, background): “The type of vocabulary instruction observed in kindergarten classrooms stands in contrast to more systematic instruction provided in effective vocabulary interventions for young children (Marulis & Neuman 2010, 2013).”
- Book reading and vocabulary development: A systematic review (2016, background): “To date, several meta-analyses have provided much insight nto the role that book reading plays in vocabulary develop- ent (Marulis & Neuman, 2010, 2013; Mol et al., 2008, 2009; carborough & Dobrich, 1994).”