The Comprehensive Language Approach to Early Literacy: The Interrelationships Among Vocabulary, Phonological Sensitivity, and Print Knowledge Among Preschool-Aged Children

By David K. Dickinson, A. McCabe, L. Anastasopoulos, Ellen Peisner-Feinberg, M. Poe. 2003

608 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/dfc2a83634644267a68338e24434d95a75ea934e

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In Developmental and Educational Psychology

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Citations in the corpus

Maternal Elaborative Reminiscing Increases Low-Income Children's Narrative Skills Relative to Dialogic Reading (2010, background): “This pattern is apparent in the early stages of learning to read ( Dickinson, McCabe, Anastasopoulos, Peisner-Feinberg, & Poe, 2003 ; NICHD, 2005) as well as in the later elementary years when vocabulary and oral narrative skills aid in fluent reading for understanding ( Dickinson & Tabors, 2001 ; ”
How Reading Books Fosters Language Development around the World (2012, background): “Important as vocabulary is, a singular focus on it risks reifying one element of a complex system and overlooks the contributions of the full language system [1].”
Teacher Education, Book-Reading Practices, and Children's Language Growth Across One Year of Head Start (2009, background): “Recent longitudinal studies provide evidence that oral language—including receptive vocabulary—is an important component of reading achievement ( Dickinson & McCabe, 2001 ; Dickinson, McCabe, & Sprague, 2003 ; Storch & Whitehurst, 2002 ).”
What's Meaning Got to Do With It: The Role of Vocabulary in Word Reading and Reading Comprehension (2006, background): “This is compounded by the fact that its influence is often removed from analyses of reading by controlling for vocabulary and verbal IQ, thus obscuring any independent contribution of this potentially important language area (Dickinson et al., 2003; Nation, 2005; Snowling, 2002).”
The Precursors of Reading Ability in Young Readers: Evidence From a Four-Year Longitudinal Study (2012, background): “There is a strong relation between phonological skills and word reading development and also word reading disorders (for a review, see Dickinson, McCabe, Anastasopoulous, Peisner-Feinberg & Poe, 2003 ).”
Continuity in children’s literacy achievements: A longitudinal perspective from kindergarten to school (2005, background): “My findings offer some support for the comprehension language approach that views literacy development as a complex process in which various language skills are critical in emergent literacy and continue to play vital roles in subsequent reading achievement (Dickinson et al., 2003).”
The Importance of Early Vocabulary for Literacy Achievement in High-Poverty Schools (2008, background): “Recent empirical studies, on the other hand, emphasize that a broad range of early language and literacy skills undergirds later reading success, including oral discourse skills, syntactic abilities, and vocabulary knowledge (deJong & van der Leij, 2002 ; Dickinson, McCabe, Anastasopoulos, Peisner-”
Mother-child conversations at 36 months and at pre-kindergarten: Relations to children's school readiness (2012, background): “For example, children’s language skills during the preschool years predict later reading and spelling competence (e.g. Aram and Levin, 2001; Dickinson and Tabors, 2001; Dickinson et al., 2003; Shatil et al., 2000).”
A Window Into Early Literacy: Exploring the Cognitive and Linguistic Underpinnings of Invented Spelling (2008, background): “, Whitehurst & Lonigan, 1998) as well as through a less specified complex relation between oral and written language (Dickinson et al., 2003; Ouellette, 2006).”