Creating Language-Rich Preschool Classroom Environments

Akhtar N. Jipson J. Callanan M. (2001). Learning words through overhearing. Child Development, 72, 416–430.

Baumwell L. Tamis-LeMonda C. S. Bornstein M. H. (1997). Maternal verbal sensitivity and child language comprehension. Infant Behavior and Development, 20, 247–258.

Bunce B. H. (1995). Building a language-focused curriculum for the preschool classroom (Vol. 2). Baltimore: Paul H. Brookes.

Chapman R. (2000). Children's language learning: An interactionist perspective. Journal of Child Psychology and Psychiatry, 41, 33–54.

Dowhower S. L. Beagle K. G. (1998). The print environment in kindergartens: A study of conventional and holistic teachers and their classrooms in three settings. Reading Research and Instruction, 37, 161–190.

Ezell H. K. Justice L. M. (2000). Increasing the print focus of shared reading interactions through observational learning. American Journal of Speech-Language Pathology, 9, 36–47.

Girolametto L. Hoaken L. Weitzman E. van Leishout R. (2000). Patterns of adult-child linguistic interaction in integrated day care groups. Language, Speech, and Hearing Services in Schools, 31, 155–168.

Girolametto L. Weitzman E. (2002). Responsiveness of child care providers in interactions with toddlers and preschoolers. Language, Speech, and Hearing Services in Schools, 33, 268–281.

Girolametto L. Weitzman E. Greenberg J. (2003). Training day care staff to facilitate children's language. American Journal of Speech-Language Pathology, 12, 299–311.

Hallahan D. P. Kaufman J. M. (2003). Exceptional learners (9th ed.). Boston, MA: Allyn and Bacon.

Hart B. Risley T. R. (1995). Meaningful differences in the everyday experience of young American children. Baltimore: Paul Brookes.

Hoff E. (2003). The specificity of environmental influence: Socioeconomic status affects early vocabulary development via maternal speech. Child Development, 74, 1368–1378.

Justice L. M. Ezell H. K. (1999). Vygotskian theory and its application to language assessment: An overview for speech-language pathologists. Contemporary Issues in Communication Science and Disorders, 26, 111–118.

Justice L. M. Kaderavek L. M. (2002). Using shared book reading to promote emergent literacy. TEACHING Exceptional Children, 34, 8–13.

Landry S. H. Miller-Loncar C. L. Smith K. E. Swank P. R. (1997). Predicting cognitive-language and social growth curves from early maternal behaviors in children at varying degrees of biological risk. Developmental Psychology, 33, 1040–1053.

Penno J. F. Wilkinson I. A. Moore D. W. (2002). Vocabulary acquisition from teacher explanation and repeated listening to stories: Do they overcome the Matthew effect? Journal of Educational Psychology, 94, 23–33.

Rice M. L. Hadley P. (1995). Language outcomes of the language-focused curriculum. In Rice M. L. Wilcox K. A. . (Eds.), Building a language-focused curriculum for the preschool classroom (Vol. 1; pp. 155–169), Baltimore, MD: Paul. H. Brookes.

Robbins C. Ehri L. C. (1994). Reading storybooks to kindergarteners helps them learn new vocabulary words. Journal of Educational Psychology, 86, 54–64.

Roskos K. Neuman S. B. (2002). Environment and its influences for early literacy teaching and learning. In Neuman S. B. Dickinson D. K. (Eds.), Handbook of early literacy research (pp. 281–294). New York: The Guilford Press.

Rush K. L. (1999). Caregiver-child interactions and early literacy development of preschool children from low-income environments. Topics in Early Childhood Special Education, 19, 3–14.

Smith M. Dickinson D. (2002). Early language and literacy classroom observation toolkit. Baltimore, MD: Paul H. Brookes.

Snow C. Burns M. S. Griffin P. (Eds.). (1998). Preventing reading difficulties in young children. Washington, DC: National Academy Press.

Taylor N. E. Blum I. H. Logsdon D. M. (1986). The development of written language awareness: Environmental aspects and program characteristics. Reading Research Quarterly, 21, 132–149.

van Kleeck A. Gillam R. B. Hamilton L. McGrath C. (1997). The relationship between middle-class parents' book-sharing discussion and their preschoolers' abstract language development. Journal of Speech, Language, and Hearing Research, 40, 1261–1271.