Session Information
Contribution
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Expected Outcomes
References
Fang, Z. (2001). The development of schooled narrative competence among second graders. Reading Psychology. 22, 205-223. Fiore, C. D. (2007). Summer library reading programs. New Directions for Youth Development, 114, 58-98. Fletcher, K. L., & Reese, E. (2005). Picture book reading with young children: A conceptual framework. Developmental Review, 25, 64–103 Hoff-Ginsberg, E. (1997a). Language development. Pacific Grove: Brooks/Cole Publishing. Jarvis, C. A. (2003). Desirable reading: The relationship between women students’ lives and their reading practices. Adult Education Quarterly, 53(4), 261-276. Karweit, N. (1989). The effects of a story-reading program on the vocabulary and story comprehension skills of disadvantaged preschool and kindergarten students. Early Education and Development, 1, 105-114. Mautte, L. A. (1990). The effects of adult-interactive behaviours within the context of repeated storybook reading upon the language development and selected pre-reading skills of pre-kindergarten at-risk students. Florida Education Research Council Research Bulletin, 22(3), 1-31 Mooney, C. G. (2000). Teories of childhood: An introduction to Dewey, Montessori, Erikson, Piaget and Vygotsky. St. Paul, MN: Readleaf Pres. Morrow, L. M. (1987). Promoting inner-city children’s recreational reading. Reading Teacher, 41(3), 266–274. Namy, L. L., Acredolo, L., & Goodwin, S. (2000). Verbal labels and gestural routines in parental communication with young children. Journal of Nonverbal Behavior, 24, 63–79. Raban, B., & Nolan, A. (2006). Preschool children’s reading experiences. Literacy Today, 26-27. Rogoff, B. (1991). Apprenticeship in thinking: Cognitive development in social context. New York: Oxford University Press. .
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