Effects of reading to infants and toddlers on their early language development

Author(s): Dunst, Carl J.; Simkus, Andrew; Hamby, Deborah W.;
Date Issued: 2012
Publisher(s): Orelena Hawks Puckett Institute. Center for Early Literacy Learning
Description: A synthesis of 5 research studies on the relationship of shared reading interventions for infants and toddlers to their early language development
show entire record ↓
Source: (CELLreviews Vol. 5, No. 4). Asheville, NC: Orelena Hawks Puckett Institute, Center for Early Literacy Learning. Retrieved July 24, 2012, from http://www.earlyliteracylearning.org/cellreviews/cellreviews_v5_n4.pdf
Topics: Children & Child Development > Child Development & School Readiness > Cognitive Development

Parents & Families > Involvement In Child Care & Early Education > Parent-Child

Programs, Interventions & Curricula > Interventions/Curricula > Early Literacy
hide record ↑


More Like This

what is this? These resources were found by comparing the title, description, and topics of the currently selected resource to the rest of the Research Connections holdings.

Effects of parent-mediated joint book reading on the early literacy development of toddlers and preschoolers Literature Review
Relationship between age of onset and frequency of reading and infants' and toddlers' early language and literacy development Literature Review
Relationships between inferential book reading strategies and young children's language and literacy competence Literature Review
Repeated book reading and preschoolers' early literacy development Literature Review
Effects of two shared-reading interventions on emergent literacy skills of at-risk preschoolers Reports & Papers

Disclaimer: Use of the above resource is governed by Research Connections' Terms of Use.

Research Connections is supported by grant #90YE0104 from the Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services. The contents are solely the responsibility of the National Center for Children in Poverty and the Inter-university Consortium for Political and Social Research and do not necessarily represent the official views of the Office of Planning, Research and Evaluation, the Administration for Children and Families, or the U.S. Department of Health and Human Services.

Google Translate