Below is a list of the references used in developing the four language and vocabulary strategies.
A printable document is available that does a
cross-walk with each of the strategies and the resources.
Baumann, J. & Kame’enui. (2004). Vocabulary instruction: Research to practice. New York: Guilford Press.
Beals, D. E., DeTemple, J. M., & Dickinson, D. K. (1994). Talking and listening that support early literacy development of children from low-income families. In D. K. Dickinson (Ed.), Bridges to literacy: Children, families, and schools. Cambridge, MA: Blackwell.
Beck, I., McKeown, M. & Kucan, L. (2002). Bringing words to life: Robust vocabulary instruction. New York: Guilford Press.
Biemiller, A. (2003). Vocabulary: Needed if more children are to read well. Reading Psychology, 24, 323-335.
Biemiller, A. (2006). Vocabulary development and instruction: A prerequisite for school learning. In Neuman, S. & Dickinson, D., Handbook of early literacy research (pp.41-51). New York: Guilford Press.
Biemiller, A. & Slonim, N. (2001). Estimating Root Word Vocabulary Growth in Normative and Advantaged Populations: Evidence for a Common Sequence of Vocabulary Acquisition. Journal of Educational Psychology, 93(3), 498-520.
Burton, V. J. & Watkins, R. V. (2007). Measuring word learning: Dynamic versus static assessment of kindergarten vocabulary. Journal of Communication Disorders, 40, 335-356.
Catts, Fey, Zhang & Tomblin. (1999). Language Basis of Reading and Reading Disabilities: Evidence From a Longitudinal Investigation.
Committee on the Prevention of Reading Difficulties in Young Children, Burns, M. S., Griffin, P., NetLibrary, I., & Snow, C. E. (1998). Preventing reading difficulties in young children [electronic resource]. Washington, DC: National Academy Press.
Coyne, M. D., Simmons, D. C., Kame'enui, E. J., & Stoolmiller, M. (2004). Teaching vocabulary during shared storybook readings: An examination of differential effects. Exceptionality, 12, 145-162.
Coyne, M. D., McCoach, B., & Kapp, S. (2007). Vocabulary intervention for kindergarten students: Comparing extended instruction to embedded instruction and incidental exposure. Learning Disability Quarterly, 30, 74-88.
Dickinson, D.K. (2001). Large-group and free-play times: Conversational settings supporting language and literacy development. In Dickinson, D. & Tabors, P., Beginning literacy with language: Young children learning at home and school (pp.223-255). Baltimore, MD: Paul H Brookes Publishing.
Elley, W. B. (1989). Vocabulary acquisition from listening to stories. Reading Research Quarterly, 24, 174–186.
Hart, B., & Risley, T. R. (1992). American parenting of language-learning children: Persisting differences in family-child interactions observed in natural home environments. Developmental Psychology, 28, 1096-1105.
Hart, B., & Risley, T. R. (2003). The early catastrophe: The 30 million word gap by age 3. American Educator, Spring. Retrieved September 12, 2007 from http://www.aft.org/pubs-reports/american_educator.
Heibeck, T.H. & Markman, E.M. (1987). Word learning in children: An examination of fast mapping. Child Development, 58, 1021-1034.
Huttenlocher, J., Haight, W., Bryk, A., Seltzer, M., & Lyons, T. (1991). Early vocabulary growth: Relation to language input and gender. Developmental Psychology, 27, 236-248.
Huttenlocher, J.,Vasilyeva, M., Cymerman, E., & Levine, S. (2002).Language input and child syntax. Cognitive Psychology, 45, 337-374.
Lonigan, C. J. (1994). Reading to preschoolers exposed: Is the emperor really naked? Developmental Review, 14, 303-323.
Lonigan, C.J., Anthony, J.L, Bloomfield, B.G., Dyer, S.M. & Samwel, C.S. (1999). Effects of two shared-reading interventions on emergent literacy skills of at-risk preschoolers. Journal of Early Intervention, 22, 306-322.
National Research Council (U.S.) Committee on Early Childhood Pedagogy, Bowman, B. T., Burns, M. S., & Donovan, S. (2001). Eager to learn : Educating our preschoolers. Washington, DC: National Academy Press.
Owens, R.E.
(2005). Language Development: An Introduction (6th ed.).
Allyn & Bacon.
Penno, J.F., Wilkinson, I.A.G., & Moore, D.W. (2002). Vocabulary acquisition
from teacher explanation and repeated listening to stories: Do they overcome
the Matthew effect? Journal of Educational Psychology, 94 (1), 23-33.
Raz, I.S. & Bryant, P. (1990). Social background, phonological awareness and children’s reading. Journal of Developmental Psychology, 8, 209-225.
Saracho, O. & Spodek, B. (2004). Contemporary perspectives on language policy and literacy instruction in early childhood education. Greenwich, CT: Information Age Publishing.
Sénéchal, M. & Cornell, E. H. (1993). Vocabulary acquisition through shared reading experiences. Reading Research Quarterly, 28, 360-375.
Shany, M. T. & Biemiller, A. (1995). Assisted reading practice: Effects on performance for poor readers in grades 3 and 4. Reading Research Quarterly, 30(3), 382-395.
Storch & Whitehurst. (2002).Oral Language and Code-Related Precursors to Reading: Evidence from a Longitudinal Structural Model.
Valian, V. & Casey, L. (2003). Young children’s acquisition of wh-questions: The role of structured input. Journal of Child Language, 30(1), 117-143.
Valdez-Menchaca, M.C., & Whitehurst, G.J. (1988). The Effects of incidental teaching on vocabulary acquisition by young children. Child Development, 59(6), 1451-1459
Vaughn, S., Linan-Thompson, S., Pollard-Durodola, S., Mathes, P. & Hagan, E.C. (2006). Effective interventions for English language learners (Spanish—English) at risk for reading difficulties. In Neuman, S. & Dickinson, D., Handbook of early literacy research (pp.41-51). New York: Guilford Press.
Wagner, R., Muse, A. & Tannenbaum, K. (2007). Vocabulary acquisition: Implications for reading comprehension. New York: Guilford Press. See chapters 1, 2, 3, 7, and 10.
Wasik, B.A.; Bond, M. A. (2001). Beyond the pages of a book: Interactive book reading and language development in preschool classrooms. Journal of Education Psychology, 93(2), 243-250.
Wasik, B. A., Bond, M. A., & Hindman, A. (2006). The effects of a language and literacy intervention on Head Start children and teachers. Journal of Educational Psychology, 98, 63-74.
Weizman, Z. O., & Snow, C. E. (2001). Lexical input as related to children’s vocabulary acquisition: Effects of sophisticated exposure and support for meaning. Developmental Psychology, 37, 265-279.
Whitehurst, G. J. (1996). Language
processes in context: Language learning in children reared in
poverty. In L. B. Adamson & M. A. Romski (Eds.), Research on communication
and language disorders: Contribution to theories of language development.
Baltimore, MD: Brookes.
Whitehurst, G. J., Arnold, D. H., Epstein, J. N., Angell, A. L., Smith, M., & Fischel, J. E. (1994). A picture book reading intervention in daycare and home for children from low-income families. Developmental Psychology, 30, 679-689.
Whitehurst, G. J., Falco, F., Lonigan, C. J., Fischel, J. E., DeBaryshe, B. D., Valdez-Menchaca, M. C., & Caulfield, M. (1988). Accelerating language development through picture-book reading. Developmental Psychology, 24, 552-558.
Whitehurst, Grover J., & Lonigan, Christopher J. (2001-). Emergent literacy: development from prereaders to readers. In Neuman, Susan B. & Dickinson, David K. (Eds.), Handbook of early literacy research (11-29). New York : Guilford Press
Wilkinson, K.M., Ross, E. & Diamond, A. (2003). Fast mapping of multiple words: Insights into when “the information provided” does and does not equal “the information perceived.” Applied Developmental Psychology, 24, 739–762.
