Using Shared Storybook Reading to Promote Emergent Literacy

By Laura M. Justice, J. Kaderavek. 2002

174 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/e482c40d91e768aa4e005d4a3aeb8e333dc44063

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

1. M. Hudson
2. D. Browder
3. Pamela J. Mims
4. Paige C. Pullen
5. Claudia Flowers
6. G. Gillon
7. Catherine Moran
8. Anne van Bysterveldt

In Education

1. Paige C. Pullen
2. D. Browder
3. Catherine Moran
4. Anne van Bysterveldt
5. G. Gillon
6. M. Hudson
7. M. Gettinger
8. Karen C. Stoiber

In Literature and Literary Theory

1. Catherine Moran
2. Anne van Bysterveldt
3. G. Gillon

Citations in the corpus

• Applying a Response-to-Intervention Model for Early Literacy Development in Low-Income Children (2008, background): “Adult–child interactions during book reading have a significant positive impact on children’s emergent literacy (Justice & Kaderavek, 2002).”
• Enhancing Phonological Awareness, Print Awareness, and Oral Language Skills in Preschool Children (2003, background): “Salient print features include large narrative print, redundant text, and contextualized print embedded within the illustrations (Justice & Kaderavek, 2002).”
• Using Read-Alouds of Grade-Level Biographies and Systematic Prompting to Promote Comprehension for Students With Moderate and Severe Developmental Disabilities (2012, background): “…in young children with specific language impairments (Justice, Kaderavek, Bowles, & Grimm, 2005), emergent literacy skills in at-risk preschoolers (Justice & Kaderavek, 2002), young children with visual impairments (Erickson & Hatton, 2007), and students with mild disabilities (Katims, 1991).”
• Enhancing Phonological Awareness and Letter Knowledge in Preschool Children with Down Syndrome (2006, methodology): “The intervention was delivered by the participants’ parents and was designed to enhance Initial Phoneme Awareness, Letter Name and Sound Knowledge, and Concepts of Print using print referencing techniques (Ezell & Justice, 2000; Justice & Ezell, 2000; Justice & Kaderavek, 2002).”
• An Evaluation of a Multicomponent Early Literacy Program for Students With Severe Developmental Disabilities (2012, background): “There is growing evidence that read alouds promote early reading skills for young students (Coyne, Simmons, Kame’enui, & Stoolmiller, 2004; Justice & Kaderavek, 2002; van Kleeck, 2006) and for students with severe developmental disabilities (Browder, Trela, et al., 2007; Mims, Browder, Baker, Lee,…”