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Shared book reading and Head Start preschoolers' vocabulary learning: The role of book-related discussion and curricular connections

A study of the relationship between Head Start children's vocabulary development and language use by Head Start teachers during book reading, the extent to which teachers made explicit connections between book reading and other instructional activities before and after readings, and if initial vocabulary moderates relationships between spring vocabulary outcomes and both teachers' book-related talk and connection activities, based on data from 10 Head Start teachers and 153 children in their classrooms in an urban city in the northeast
Resource Type:
Reports & Papers
United States

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