Interactive Book Reading in Early Education: A Tool to Stimulate Print Knowledge as Well as Oral Language

By Suzanne E. Mol, A. Bus, M. T. de Jong. 2009

622 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/e429d2722bb33d36c85b529a20a56e3e87443121

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Developing Low-Income Preschoolers’ Social Studies and Science Vocabulary Knowledge Through Content-Focused Shared Book Reading (2010, background): “Although shared book reading has been documented to produce moderate effects on vocabulary learning, disaggregated findings indicated that children with lower entry-vocabulary scores benefit less than students with higher entry-level vocabulary (Mol et al., 2009).”
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).”
Language- and literacy-learning opportunities in early childhood classrooms: Children's typical experiences and within-classroom variability (2014, background): “Young children benefit from opportunities that promote freuent exposure to books (Mol et al., 2009), which may include ndependent or shared book-reading experiences.”
Dialogic Reading in Early Childhood Settings: A Summary of the Evidence Base (2017, background): “Child outcome data most often related to some aspects of language and literacy, which DR is most known for impacting (Mol et al., 2009), however, the measurement of these outcomes was also variable.”
The Effects of Vocabulary Intervention on Young Children’s Word Learning (2010, methodology): “Mol, Bus, and deJong (2009) avoided this potential confound by separating oral language outcomes and print-related skills.”
The language of play: developing preschool vocabulary through play following shared book-reading (2018, background): “These large effect sizes are particularly compelling given that most studies of vocabulary interventions using book-reading report effect sizes closer to 0.45 or 0.66 (Mol et al., 2009; National Early Literacy Panel, 2008 .”