Children engaging in storybook reading: The influence of access to print resources, opportunity, and parental interaction☆
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Cited by (143)
Reach Out and Read Implementation in a Pediatric Down Syndrome Clinic
2022, Journal of Pediatric Health CareCitation Excerpt :Mothers with a lower education level often read less frequently to their children (Curenton & Justice, 2008; Foster, Lambert, Abbott-Shim, McCarty, & Franze, 2005; Roberts, Jurgens, & Burchinal, 2005; Yarosz & Barnett, 2001). Neuman (1996) found that parents who are proficient readers, which is correlated with education level, are more likely to engage in higher-order conversation with their children during reading, such as linking the text events to children's lives. Our results support the current literature: mothers with a college degree read significantly more per week to their child than mothers who had less education regardless of both groups participating in ROR.
Improving parent–child interactions through interactive reading workshops
2021, Revue Europeenne de Psychologie AppliqueeHome-literacy environments and language development in toddlers with Down syndrome
2023, Frontiers in PsychologyThe Use of Teachers’ Repetitions in One-on-one EFL Tutoring Interactions: A Case Study of a Korean English Learner
2023, English Teaching(South Korea)
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The activity that is the subject of this report was supported in part by the U.S. Department of Education. However, the opinions expressed herein do not necessarily reflect the position or policy of the U.S. Department of Education or the Pennsylvania Department of Education, and no official endorsement should be inferred.
The author wishes to thank Lynanne Black and Maura Moran for their assistance on this project.