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Direct linkZucker, Tricia A.; Ward, Allison E.; Justice, Laura M. – Reading Teacher, 2009
This article describes how educators can readily increase emergent readers' print knowledge by using an evidence-based technique called print referencing to ensure that classroom read-alouds include not only a comprehension focus, but also a complementary focus on print. Print referencing was recently described in "The Reading Teacher" as an…
Descriptors: Reading Aloud to Others, Reading Teachers, Emergent Literacy, Classroom Environment
