|aOn reading books to children :|bparents and teachers /|cedited by Anne van Kleeck, Steven A. Stahl, Eurydice B. Bauer
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|aNew York, NY :|bRoutledge,|c2003.
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|axiii, 403 pages :|billustrations ;|c23 cm
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|atext|btxt|2rdacontent
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|aunmediated|bn|2rdamedia
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|avolume|bnc|2rdacarrier
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|aCenter for Improvement of Early Reading Achievement
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|areprinted 2009 by routledge
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|aIncludes bibliographical references and indexes
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|tSocial-emotional requisites for learning to read /|rAdriana G. Bus --|tLearning words from books /|rJeanne De Temple,|rCatherine E. Snow --|tDiversity in adults' styles of reading books to children /|rElaine Reese,|rAdell Cox,|rDiana Harte,|rHelena McAnally --|tBook sharing with preschoolers with language delays /|rAnne van Kleeck,|rJudith Vander Woude --|tA framework for examining book reading in early childhood classrooms /|tDavid K. Dickinson,|rAllyssa McCabe,|rLouisa Anastasopoulos --|tReading aloud to young children as a classroom instructional activity : insights from research and practice /|rWilliam H. Teale --|tThe nature of storybook reading in the elementary school : current practices /|rLesley Mandel Morrow,|rRebecca Brittain --|tTaking advantage of read-alouds to help children make sense of decontextualized language /|rMargaret G. McKeown,|rIsabel L. Beck --|tDialogic reading : a shared picture book reading intervention for preschoolers /|rAndrea A. Zevenbergen,|rGrover J. Whitehurst --|tStorybook reading in a multicultural society : critical perspectives /|rJim Anderson,|rAnn Anderson,|rJacqueline Lynch,|rJon Shapiro --|tReading, homes, and families : from postmodern to modern? /|rVictoria Carrington,|rAllan Luke --|tStorybook reading and young bilingual children : a review of the literature /|rRosalinda B. Barrera,|rEurydice Bouchereau Bauer --|tResearch on book sharing : another critical look /|rAnne van Kleeck --|tJoint reading as a context : explicating the ways context is created by participants /|rA.D. Pellegrini,|rLee Galda --|tParent-child storybook reading as a complex adaptive system : or "an igloo is a house for bears" /|rDavid B. Yaden, Jr. --|tWhat do we expect storybook reading to do? : how storybook reading impacts word recognition /|rSteven A. Stahl
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|aPublisher's description: On Reading Books to Children: Parents and Teachers brings together in one volume current research on adult book reading to children. The authors, drawn from around the world, are key researchers and eminent scholars from the fields of reading and literacy, child language, speech pathology, and psychology, representing multiple perspectives within these disciplines. Chapters on the effects and limitations of book sharing are integrated with chapters discussing promising programs on storybook research. The reality of reading to children is more complex than it appears on the surface. The authors discuss some effects of and suggestions for reading to children that have emerged from the research. The ideas set forth in this volume will stimulate new lines of research on the effects of storybook reading, as well as refinements of current methods, yielding findings that enrich our understanding of this important arena of literacy development
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|aOral reading
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|aStorytelling
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|aChildren|xBooks and reading
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|aVan Kleeck, Anne
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|aStahl, Steven A
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|aBauer, Eurydice B.|q(Eurydice Bouchereau)
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|aCenter for the Improvement of Early Reading Achievement.
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|iOnline version:|tOn reading books to children.|dMahwah, N.J. : L. Erlbaum Associates, 2003|w(OCoLC)607071255
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|aCenter for Improvement of Early Reading Achievement
On Reading Books to Children: Parents and Teachers brings together in one volume current research on adult book reading to children. The authors, drawn from around the world, are key researchers and eminent scholars from the fields of reading and literacy, child language, speech pathology, and psychology, representing multiple perspectives within these disciplines. Chapters on the effects and limitations of book sharing are integrated with chapters discussing promising programs on storybook research. The reality of reading to children is more complex than it appears on the surface. The authors discuss some effects of and suggestions for reading to children that have emerged from the research. The ideas set forth in this volume will stimulate new lines of research on the effects of storybook reading, as well as refinements of current methods, yielding findings that enrich our understanding of this important arena of literacy development.
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