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How can book reading close the word gap?: Five key practices from research

Description:
This paper distills from the sizable research literature the evidence-based strategies that improve early vocabulary development in the context of book reading. We focus specifically on effective strategies for children ages 3-6 because this time is critical for developing foundational vocabulary (Snow, Burns, & Griffin, 1998). The core strategies are not unique to a specific curriculum but instead can be implemented during book reading, a common activity in preschool and kindergarten classrooms regardless of the particular curriculum in use. (author abstract)
Resource Type:
Literature Review

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