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Text Features and Preschool Teachers' Use of Print Referencing
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Dynia, Jaclyn M.; Justice, Laura M.; Pentimonti, Jill M.; Piasta, Shayne B.; Kaderavek, Joan N. – Journal of Research in Reading, 2013
Storybook features, such as linguistic richness and print salience, potentially influence how a teacher references print. This study addressed two research questions: (1) to what extent does the linguistic richness and print salience of children's storybooks relate to teachers' use of print referencing? and (2) to what extent is there an interplay…
Descriptors: Preschool Teachers, Reading Instruction, Story Reading, Childrens Literature
The Instructional and Emotional Quality of Parent-Child Book Reading and Early Head Start Children's Learning Outcomes
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Cline, Keely Dyan; Edwards, Carolyn Pope – Early Education and Development, 2013
Research Findings: The objective of this study was to understand how two dimensions of parent-child book-reading quality--instructional and emotional--interact and relate to learning in a sample of low-income infants and toddlers. Participants included 81 parents and their children from Early Head Start programs in the rural Midwest. Correlation…
Descriptors: Low Income Groups, Rural Areas, Parents, Correlation