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After-school talk: The effects of materials sent home from preschool
Marvin, Christine A., 1999
American Journal of Speech-Language Pathology, 8(3), 231-240

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Children's responses to educators' questions in day care play groups
de Rivera, Christina, 2005
American Journal of Speech-Language Pathology, 14(1), 14-27

A study examining whether the type and frequency of questions posed by teachers of young children are related to child age and whether preschool children's replies to questions are more frequent and complex than toddlers'

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Emergent literacy intervention for vulnerable preschoolers
Justice, Laura M., 2003
American Journal of Speech-Language Pathology, 12(3), 320-332

A study of the effects of an emergent literacy program on preschoolers’ reading and writing foundations, based on a sample of 18 at-risk preschoolers in Virginia

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Enhancing children's print and word awareness through home-based parent intervention
Justice, Laura M., 2000
American Journal of Speech-Language Pathology, 9(3), 257-269

An examination of the efficacy of a home-based shared reading program for enhancing parents' use of verbal and nonverbal references to print and for stimulating children's early literacy skills

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Facilitating emergent literacy: Efficacy of a model that partners speech-language pathologists and educators
Girolametto, Luigi, February, 2012
American Journal of Speech-Language Pathology, 21(1), 47-63

A study of the impact of the ABC and Beyond: The Hanen Program for Building Emergent Literacy in Early Childhood Settings professional development program for early childhood educators on both child and educator decontextualized language use and utterances containing print or sound references during shared storybook reading and a post-story writing activity, based on data from 20 educators and 3 to 4 children from each of their classrooms

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The impact of teacher responsivity education on preschoolers' language and literacy skills
Cabell, Sonia Q., November, 2011
American Journal of Speech-Language Pathology, 20(4), 315-330

A study of the effects of teacher conversational responsivity training on preschoolers' language and literacy development over an academic year, with additional analyses of the relationship between language development and both entry level language skills and teachers' frequency of use of specific responsivity strategies, based on data from 230 children and their 49 teachers in 38 diverse early care and education centers

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Increasing the print focus of adult-child shared book reading through observational learning
Ezell, Helen K., 2000
American Journal of Speech-Language Pathology, 9(1), 36-47

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Parent-child joint book reading: An observational protocol for young children
Kaderavek, Joan N., 1998
American Journal of Speech-Language Pathology, 7(1), 33-47

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Quantitative and qualitative documentation of early literacy instruction
Culatta, Barbara, 2003
American Journal of Speech-Language Pathology, 12(2), 172-188

An evaluation of the effectiveness of naturalistic, systematic, and hybrid approaches to language and literacy instruction techniques for children with special needs, based on a sample of 31 children from two Head Start classrooms in Rhode Island

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Risk for poor performance on a language screening measure for bilingual preschoolers and kindergarteners
Pena, Elizabeth D., November, 2011
American Journal of Speech-Language Pathology, 20(4), 302-314

A documentation of the risk for language impairment in Latino children with different levels of exposure to English and Spanish, with comparisons by language group, year of first English exposure, child age, and mother's education, based on data from 1,029 preschool- and kindergarten-age children and their parents in 12 schools across three school districts in Central Texas and Northern Utah

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Shared storybook reading as an intervention context: Practices and potential pitfalls
Kaderavek, Joan N., 2002
American Journal of Speech-Language Pathology, 11(4), 395-406

A description of therapeutic uses of shared storybook reading by speech-language pathologists in the United States

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A study of classroom-based phonological awareness training for preschoolers with speech and/or language disorders
van Kleeck, Anne E., 1998
American Journal of Speech-Language Pathology, 7(3), 65-76

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Training day care staff to facilitate children's language
Girolametto, Luigi, 2003
American Journal of Speech-Language Pathology, 12(3), 299-311

A study of the effects of in-service training on caregivers’ use of language stimulation techniques, based on a sample of 16 early childhood educators from four child care centers in Toronto, Canada

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Use of storybook reading to increase print awareness in at-risk children
Justice, Laura M., 2002
American Journal of Speech-Language Pathology, 11(1), 17-29

An article on the effects of an book-reading intervention on Head Start children's print awareness

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Using the Preschool Language Scale, Fourth Edition to characterize language in preschoolers with autism spectrum disorders
Volden, Joanne, August, 2011
American Journal of Speech-Language Pathology, 20(3), 200-208

A psychometric validation of the Preschool Language Scale, Fourth Edition (PLS-4), a test used to identify children with a language disorder, for children with autism spectrum disorders (ASD), based on data from 294 newly diagnosed preschool children with ASD

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Validity of the Spanish Preschool Language Scale-3 for use with bilingual children
Restrepo, M. Adelaida, 2001
American Journal of Speech-Language Pathology, 10(4), 382-393

An investigation into the effectiveness of the Spanish Preschool Language Scale-3 in identifying bilingual preschoolers with language disorders, based on a sample of 37 children aged 4 to 6 years old

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