Book Reading and Vocabulary Development: A Systematic Review
This paper reviews high-quality empirical studies on book reading practices in early childhood that have resulted in increases in child vocabulary. The overarching purpose of this work is twofold: first, to tease apart the myriad ways in which effective book readings can be delivered; and second, to identify questions that remain about book reading and vocabulary learning.
Understanding the Active Ingredients in an Effective Preschool Vocabulary Intervention: An Exploratory Study
This study examines the frequency with which teachers and children discussed theme-related vocabulary words during shared book reading and the vocabulary gains that were achieved
Phonemic Awareness and Young Children
This article discusses the importance of phonological awareness and describes ways to integrate these auditory activities across the literacy curriculum.
The Morning message in Early Childhood Classrooms: Guidelines for Best Practices
The purpose of this paper is to clarify the goals of the Morning Message, review research on print and writing that is relevant to the Morning Message, and present guidelines to support the effective use of the Morning Message in classrooms serving young children.
The Effects of a Language and Literacy Intervention of Head Start Children and Teachers
This paper describes a language and literacy intervention that was implemented in 10 Head Start classrooms. Teachers were trained in specific book reading and conversation strategies. The focus of the intervention was to train teachers how to increase opportunities for language and vocabulary development in young children. At the end of the year, children in the intervention classrooms performed significantly better than children in the control classrooms on the Peabody Picture Vocabulary Test-III and the Expressive One-Word Vocabulary Test (3rd ed.).
Beyond the Pages of a Book: Interactive Book Reading and Language Development in Preschool Classrooms
Barbara Wasik and Mary Alice Bond
This article details the effects of a book reading technique called interactive book reading on the language and literacy development of 4-year-olds from low-income families. Teachers read books to children and reinforced the vocabulary in the books by presenting concrete objects that represented the words and by providing children with multiple opportunities to use the book-related words. Children who were in the interactive book reading intervention group scored significantly better than children in the comparison group on Peabody Picture Vocabulary Test-III and other measures of receptive and expressive language.