Book reading and vocabulary development: A systematic review

By B. Wasik, Annemarie H. Hindman, Emily K. Snell. 2016

303 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/f624b9281bfa87a9f675b8f2ab24ae9757f9f472

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. Kathy Hirsh-Pasek
2. E. Hoff
3. Roberta Michnick Golinkoff 
4. Meredith Rowe
5. Deena Skolnick Weisberg
6. H. Ilgaz
7. David K. Dickinson
8. Dale Walker

In Education

1. E. Hoff
2. Kathy Hirsh-Pasek
3. Meredith Rowe
4. Roberta Michnick Golinkoff 
5. David K. Dickinson
6. Dale Walker
7. S. Goldin‐Meadow
8. K. Diamond

Citations in the corpus

• Language intervention research in early childhood care and education: A systematic survey of the literature (2020, background): “Vocabulary development is incremental, requiring repeated exposure and multiple interactions with words (e.g., Marulis & Neuman, 2010; Wasik et al., 2016).”
• The language of play: developing preschool vocabulary through play following shared book-reading (2018, background): “Although a recent systematic review of book-reading interventions (Wasik et al., 2016) noted that gains are typically modest in terms of the proportion of words that are learned, the authors also argue that book-reading lends itself to the types of opportunities for exposure to and engagement with…”