Author: |
陳欣希 Hsin-Hsi Chen |
---|---|
Thesis Title: |
家庭語文經驗對幼兒詞彙表達能力影響之研究-生態系統理論PPCT的應用- Effect of home literacy experience on toddlers’expressive vocabulary skill-- Application of Ecological model |
Advisor: |
張鑑如
Chang, Chien-Ju 廖鳳瑞 Liaw, Fong-Ruey |
Degree: |
博士 Doctor |
Department: |
人類發展與家庭學系 Department of Human Development and Family Studies |
Thesis Publication Year: | 2011 |
Academic Year: | 99 |
Language: | 中文 |
Number of pages: | 210 |
Keywords (in Chinese): | 生態系統模式 、詞彙表達能力 、家庭語文經驗 、2歲幼兒 |
Keywords (in English): | Ecological model, expressive vocabularyskills, family literacy experience, home literacy experiences, 2-year-old toddlers |
Thesis Type: | Academic thesis/ dissertation |
Reference times: | Clicks: 279 Downloads: 71 |
Share: |
School Collection Retrieve National Library Collection Retrieve Error Report |
本研究以Bronfenbrenner之生態系統理論及其提出的PPCT模式(process-person-context-time model)為基礎,採方便取樣(convenience sampling)找尋台灣地區家中有2008年出生之2歲幼兒的家庭,探討幼兒的家庭語文經驗及其對詞彙表達能力的影響。調查幼兒家庭語文經驗的工具為研究者自編的「2歲幼兒家庭語文活動調查問卷」,調查範圍包含幼兒與母親互動、與父親互動、及幼兒獨自探索的活動;評估幼兒的詞彙表達能力的工具則是「華語嬰幼兒溝通發展問卷(臺灣版)」(劉惠美、曹峰銘編製,2010)。
本研究包含兩個子研究。研究一為幼兒家庭語文經驗及詞彙表達能力之探索性研究,瞭解207名2歲幼兒(2;0~2;11)的家庭語文經驗,並探索家庭語文經驗、詞彙表達能力與重要變項(家長學歴、幼兒手足、幼兒性別)的關係。研究二為幼兒家庭語文經驗及詞彙表達能力變化之追蹤性研究,此部分以研究一的結果為基礎,僅瞭解66名2.0歲組幼兒(2;0~2;2)的家庭語文經驗和詞彙表達能力在三個月後的變化,並探討家庭語文經驗與重要變項對兩個時間點詞彙表達能力的影響是否有變化。研究中用的統計軟體為SPSS17.0版,方法包含:逐步迴歸分析、變異數分析、卡方考驗。本研究主要結果如下:
一、問卷方面
1. 自編問卷測得近側歷程(proximal Process)部份概念、信效度尚可。效度方面,經過兩次專家效度評估,認為本問卷問項之相關性和可讀性算良好;信度方面,語文活動問卷中的Cronbach’s α值介於.82~.92之間,總問卷α值為.918,代表無論是各分問卷或總問卷皆有很好的內在一致性信度。
二、研究一的結果
1.國內幼兒在家庭中有與人互動和獨自探索的語文經驗。雖然與幼兒互動的家庭成員多元,但仍是以幼兒雙親為主,其中又以母親為主。幼兒獨自探索語文經驗的人數比例雖然低於母親、但卻是高於父親(與母親互動>幼兒獨自探索>與父親互動)。
2.幼兒與母親、與父親以及獨自進行的語文經驗有相似的趨勢。國內幼兒多數有看書、聊天、唱兒歌、認知教學等經驗,少數有說故事、聽故事CD、看廣告單、做家事等經驗。
3.幼兒的語文經驗投入度偏高但少有規律性。品質類型大多屬於D類型(彈性計畫投入度高)和E類型(伺機而動投入度高)。但幼兒與母親、與父親、獨自探索的「看書」、「看電視」和「看DVD」經驗,以及幼兒與母親互動的「聊天」、「唱兒歌」和「看廣告單」,其經驗品質才有一定人數比例屬於F類型(照計畫走投入度高)。
4.與幼兒語言發展有關的語文經驗為:「幼兒與母親想像遊戲」、「幼兒與母親聊天」、「幼兒與父親說故事」、「幼兒與父親看電視」、「幼兒獨自想像遊戲」、「幼兒獨自看書」等經驗對幼兒詞彙表達能力具有解釋力。
5.國內幼兒語文經驗的影響因素不一。因變項(家長學歷、幼兒手足、幼兒性別)而有較大影響的是幼兒與父親進行的「說故事」語文經驗,而且,三個變項之間有顯著的交互作用效果。最沒有影響的是幼兒與父親進行的「看電視」活動。而幼兒與母親進行的語文經驗均會因母親學歷而異,幼兒獨自探索的語文經驗則均會因幼兒性別而異。
6.「幼兒與母親想像遊戲」、「幼兒與母親聊天」、「幼兒與父親說故事」、「幼兒獨自想像遊戲」、「幼兒獨自看書」這幾個語文經驗會在不同條件下對幼兒詞彙表達能力有影響。
(1)有想像遊戲經驗的男生,其語言能力顯著優於無此經驗者;有無此經驗對女生則沒有影響。同樣有想像遊戲的男、女生,其詞彙表達能力則是男生優於女生。女生方面,想像遊戲的經驗品質對語言能力有影響,即,「彈性計畫投入度高」(D類)、「伺機而動投入度高」(E類)、「照計畫走投入度高」(F類)幼兒的能力顯優於「彈性計畫投入度低」(A類)。
(2)與母親有「聊天」經驗的幼兒其詞彙能力顯著優於無此經驗者。聊天經驗品質對幼兒能力的影響,則是有「伺機而動投入度高」(E類)、「照計畫走投入度高」(F類)之聊天經驗的幼兒,其詞彙能力顯著大於有「彈性計畫投入度低」(A類)、「伺機而動投入度低」(B類)的幼兒。而有E類經驗的幼兒的詞彙能力又高於有F類經驗者。
(3)幼兒有手足時,有與父親說故事經驗幼兒的詞彙表達能力顯著優於無此經驗者。
(4)幼兒有獨自想像遊戲經驗幼兒的詞彙表達能力顯著優於無此經驗者。
(5)當幼兒父親學歷為高職或專科,有無獨自看書經驗的幼兒,其詞彙表達能力沒有差異;當幼兒父親學歷為大學二技和研究所時,有獨自看書經驗幼兒的詞彙表達能力顯著優於無此經驗者。此外,當幼兒父親學歷為研究所,其看書品質對幼兒詞彙表達能力有顯著影響,經事後比較為經驗「伺機而動投入度高」(E類)幼兒的能力顯優於「彈性計畫投入度低」(A類)的幼兒。
三、研究二的結果
1. 在「幼兒與母親想像遊戲」、「幼兒與母親聊天」、「幼兒與父親說故事」、「幼兒與父親看電視」、「幼兒獨自想像遊戲」、「幼兒獨自看書」這些語文經驗,隨著幼兒年齡的成長,有此經驗的人數比例均有提升。
2.幼兒(2;0~2;2)詞彙表達能力卻未必因「幼兒與母親想像遊戲」、「幼兒與母親聊天」、「幼兒與父親說故事」、「幼兒與父親看電視」、「幼兒獨自想像遊戲」、「幼兒獨自看書」這些語文經驗而異。
(1)幼兒與父親互動的經驗對其T1和T2的詞彙表達能力沒有影響;「幼兒與母親聊天」、「幼兒獨自想像遊戲」這兩者經驗僅對T1有影響、卻未持續到T2;而「幼兒與母親想像遊戲」和「幼兒獨自看書」則T1和T2的能力均有影響。
(2)在「幼兒與母親想像遊戲」方面,幼兒在T1、T2的語言詞彙能力都會因此經驗而異,有此經驗幼兒的能力會優於無經驗者,且對小男生的影響較大。除此,幼兒T2的語言能力,更會受到此經驗與幼兒性別交互作用的影響,有與母親想像遊戲經驗的小男生,其能力則有大幅的成長,更是顯著優於小女生。
(3)在「幼兒獨自看書」方面,幼兒在T1、T2的語言詞彙能力都會因「幼兒獨自看書」而異,且對T2影響較多。在T1,有此經驗幼兒的能力會優於無經驗的幼兒。在T2,「幼兒獨自看書」對高職學歷母親組的幼兒和研究所學歷母親組的幼兒有不同的影響,前者是無此經驗較好、後者是有此經驗較好。另外,當幼兒有獨自看書的經驗時,研究所學歷母親組的幼兒之能力會顯著優於大學學歷組。
研究結果以作為未來提升幼兒語言發展的相關問題及活動推廣之參考。
Based on Bronfenbrenner’s ecological model and his process-person-context-time model, this research aimed to investigate home literacy experiences and their effects on expressive vocabulary skills in two-year-old toddlers. The two-year-old toddlers and their families who participated in this research were recruited by convenience sampling. The two-year-old toddlers’home literacy experience questionnaire edited by the author was used to investigate toddlers’home literacy experiences including toddler-mother interaction, toddler-father interaction, and the toddlers’self-exploration activities. The Mandarin-Chinese Communication Development Inventory (Taiwan) (Liu & Tsou, 2010) was used to assess toddlers’expressive vocabulary skills.
This research included two studies. Study 1 investigated the relationship between 207 two year-old toddlers’home literacy experience, their expressive vocabulary skill, their parents’education level, their siblings and their gender. Study 2 was a follow-up study of study 1. It aimed to find the change of toddlers’home literacy experience and their vocabulary skill after 3 months. It also investigated the effect of home literacy experience, parent’s education level, their siblings and their gender on their expressive vocabulary skill in two differenttimes. Subjects in study 2 were the 66 toddlers among the 207 toddlers in study 1 and their age was between 2;0 to 2;2. The research methods used to do the quantitative analysis included stepwise regression, ANOVA, and chi-square with SPSS17.0. The major findings are in the following:
1.results of questionnaire
The validity and reliability of the proximal process of the questionnaireedited by the author were acceptable. According to the evaluation of validity from experts for two times, validity of the questionnaire edited by the author is good in terms of relevance of questionsand readability. The Cronbach’s alpha for the literacy activities in the questionnaire was betweeb .82 and .92, and the Cronbach’s alpha for the whole questionnaire was .918, which indicated that the intra-reliability for secions of the questionnaire and the whole questionnaire was good.
2. Results of Study 1
(1) Toddlers in Taiwan had the home literacy experience by interacting with familymembers and by exploringthemselves.
(2) The toddlers had similar literacy experience when interacting with their mothers or fathers.
(3) The toddlers were highly involved in the home literacy activity, but did not do it regularly.
(4)The home literacy activities relevant to the toddlers’expressive vocabulary skill included pretend play between toddlers and mothers, joint anecdote between toddlers and mothers, story-telling between toddlers and fathers, toddlers watching TV with fathers, toddlers’self pretend play, and book reading by toddlers themselves.
(5) The factors that influence toddlers’literacy experience were variable.
(6) The literacy activities influence toddlers’expressive vocabulary under different conditions include pretend play between toddlers and mothers, joint anecdote between toddlers and mothers, story-telling between toddlers and fathers, toddlers’self pretend play, and book readingby toddlers themselves.
3. Results of Study 2
(1)As the growth of toddlers, the number of toddlers who had the following literacy activities was raised. The literacy activities were pretend play between toddlers and mothers, joint anecdote between toddlers and mothers, story-telling between toddlers and fathers, toddlers watching TV with fathers and toddlers’self pretend play, and book reading by toddlers themselves.
(2) The toddlers’expressive vocabulary skill was not affected significantlyby the following literacy activities: pretend play between toddlers and mothers, joint anecdote between toddlers and mothers, story-telling between toddlers and fathers, toddlers watching TV with fathers, toddlers’self pretend play and book reading by toddlers themselves.
The results of the researchcan be reference for relevant issues and developing activities to promote toddlers’language development
方金雅、蘇姿云(2005)。童謠教學對幼兒聲韻覺識能力影響之研究。高雄師範大學學報,19,1-22。
王玉真(1996)。幼兒的個人式語言發展與功能之研究。未出版碩士,國立臺灣師範大學家政教育學系,台北市
王曉萍(2005)。已婚男性的性別角色態度、婚姻滿意度及父職參與之研究-以國中學生父親為例。國立臺灣師範大學人類發展與家庭學系碩士論文,未出版,台北市。
包美伶 (1989)。學前幼兒語言表達能力與有關因素之研究。國立臺灣師範大學特殊教 育研究所碩士論文。
吳明隆(2008)。SPSS操作與應用多變量分析實務(初版)。臺北市:五南。
吳知賢(1998)。《兒童與電視》。台北:桂冠。
利翠珊、陳富美(2002)。配偶親職角色的支持與分工對華人夫妻恩情的影響。本土心理學研究,21,49-83。(TSSCI)
吳黛宜(2003)。已婚男性父職態度與實踐之研究。未出版之碩士論文,國立台灣師範大學,台北。
呂玫真(2009)。東南亞籍新臺灣之子與本國籍幼兒家庭閱讀環境與語言能力之相關研究。國立臺灣師範大學人類發展與家庭學系碩士論文,未出版,臺北市。
杜宜展(2004)。父職參與意願、參與行為、參與感受及其相關因素之研究。國立臺南大學國民教育研究所博士論文,未出版,台南市。
李青松、陳若琳(1999)。幼兒保育人員工作壓力之探討。醫護科技學科,1(2),146-161。
汪宇琪、汪榮才(2007)。幼兒語言發展與全語言教學。教育學術彙刊,1(1),51-86。
周育如、張鑑如,2008,親子共讀對幼兒敘說故事主角心智狀態的影響效果,教育心理學報,40,261-282 (TSSCI)
林月仙、吳裕益,和蘇純瑩,(2005)。對話式閱讀對學前身心障礙兒童詞彙能力之影響。特殊教育研究學刊,第27期,49-72。
林岳蓉(2005)。幼兒閱聽電子童書之歷程探究。未出版碩士,國立嘉義大學幼兒教育學系碩士班,嘉義市
金瑞芝(2000)。親子共讀圖畫書之歷程:三歲與五歲組比較。台北市立師範學院學報,31,193-208
柯華葳、詹益綾、張建妤、游婷雅(2008.04)。台灣四年級學生閱讀素養(PIRLS 2006報告)。
徐庭蘭( 2006)親子共讀對語言發展遲緩語言理解及口語表達學習之成效。醫護科技學刊。第八卷第三期。197-211。
高忠增(2004)。幼兒私語發展之個案研究。台東師院學報,20,25-276。
馬惠芬(2003)。男性眼光中父職參與、父職自我效能與親子關係滿意度之自我評估研究-新竹科學園區周邊幼兒園所調查資料之分析。輔仁大學生活應用科學系碩士論文,未出版,新北市。
康雅惠(2006)。幼托園所大班幼兒母親閱讀信念調查研究--以台北縣為例。未出版碩士,國立臺灣師範大學人類發展與家庭學系,台北市
張馥麗(2006)。臺北縣二到三歲幼兒看說故事及個人生活經驗敘說能力之研究。國立臺北教育大學幼兒教育學系碩士班,未出版,臺北市。
張鑑如(2002)。推動親子共讀之研究。國民教育,42(5),43-49。
張鑑如,章菁(2002)。幼兒敘事能力之發展:多年期研究。九十一學年度師範學院教育學術論文發表會論文集。嘉義:嘉義大學。
張鑑如、林佳慧(2006)。低收入家庭親子共讀對話分析:話語內容與互動類型。師大學報,51(1) ,187-217。
張鑑如、章菁(2002)。 幼兒敘述能力之發展:多年期研究。載於國立嘉義大學舉辦之「九十一學年度師範學院教育學術論文發表會」論文集( pp.1615-1641),嘉義縣。
曹純瓊(2000)。鷹架式語言教學對國小高功能自閉症兒童口語表達能力學習效果研究。未出版博士,國立臺灣師範大學特殊教育研究所,台北市
莫藜黎、王行(1996)。已婚男性的家庭價值觀及其對家庭的需求之探究。東吳社會工作學報,2,57-114。
陳姿蘭、張鑑如、陳欣希(2012)。臺灣與美國低收入家庭幼兒的會話輪替行為研究。華語文教學研,9,1,pp101-129 (TSSCI)。
陳思樺(2005)。低收入家庭用餐談話:解釋及敘說之分析。未出版碩士,國立台北師範學院幼兒教育學系碩士班,台北市
陳淑美 (1973)。學齡前幼兒家庭社會經濟水準與語言模仿及理解能力之關係。國立臺 灣師範大學教育心理學報,6,113-161。
陳靜芬(2005)。父職角色參與對國小高年級學童學業成就、同儕互動關係之研究—以高雄市某國小為例。國立高雄師範大學教育學系碩士論文,未出版,高雄。
黃卓琦(2004)。不同社經地位親子共讀之比較研究。國立政治大學語言研究所碩士論文,未出版,台北市。
廖瑞鳳(1995)。《收視行為與親子互動的關係研究報告》。台北:電視文化研究委員會。
劉慈惠(2000)。社經地位與教養相關文獻之評析與再思。新竹師院學報,13,359-374。
劉慈惠(2000)。落實學前親職教育的一個觸角:幼稚園老師和家長對彼此合作關係及幼兒發展之期望的連續性研究(I)。國科會專案補助計劃。NSC89-2413-H-134-011-F22
蔡敏玲( 2009 ) 文化的小學徒:幼兒生活敘說中的自我、家人與社會張力。載於華人教養之道-若水,頁239-279。台北:心理。
蔡敏玲(2005)幼兒個人經驗敘說之內容、風格與意義初探。國立台北教育大學學報,第18卷,第2期,頁323-358。
蔡菁秤(2000)。《兒童電視識讀能力與父母介入兒童收視行為》。台中師範學院國民教育研究所。
冀彩虹(2008)。0~3歲嬰幼兒家庭語言教育環境現況與分析-以上海市吳涇鎮為例,幼兒教育‧教育教學,01。
蕭春媚(2001)。當爸爸是怎麼一回事?-大學教育程度之幼兒父親對父職角色及教養的看法。國立新竹師範學院幼兒教育研究所碩士論文,未出版,新竹縣。
賴文鳳(2007)。聆聽邊緣之聲:以「新台灣之子」的敘說作為實踐幼兒多元文化教育的起點。課程與教學季刊,10(1),65-82。
Adams, M.J. (1990). Beginning to Read: Thinking and Learning About Print. Cambridge, MA: MIT Press.
Anand, S., & Krosnick, J.A.(2005). Demographic predictors of media use among infant, toddlers, and Preschoolers. American Behavioral Scientist,48(5).
Anderson, A., Teale, W., & Estrada, E. (1980). Lowincome children’s pre-school literacy experiences: Some naturalistic observations.Quarterly Newsletter of the Laboratory of Comparative Human Cognition, 2(3), 59-60.
Anderson, D. R.,Collins, P. A.(1988).The impact on children's education: Television's influence on cognitive development.Washington, DC:United States Department of Education.
Austin, E. W., & Knaus, C. (1997). Who talks how to their kids about TV: A clarificationof demographic correlates of parental mediation patterns. CommunicationResearch Reports, 14(4), 418-430.
Austin, E. W., Bolls, P., Fujioka, Y., & Engelbertson, J. (1999). How and why parents take on the tube. Journal of Broadcasting & Electronic Media, 43(2), 175-192.
Bakeman, R., & Adamson, L. (1984). Coordinating attention to people and objects in mother-infant and peer-infant interaction. Child Development, 55, 1278-1289.
Bates, E., O'Connell, B., & Shore, C. (1987). Language and communication in infancy. In J. Osofsky (Ed.), Handbook of infant development. New York: Wiley, 149-203.
Beals, D. E., & De Temple, J. M. (1992). Home Contributions to Early Language and Literacy Development. Paper presented at the Annual Meeting of the National Reading Conference, San Antonio, TX.
Beals, D. E., & De Temple, J. M. (1993). The Where and When of Whys: Explanatory Talk across Settings. Paper presented at the Biennial Meeting of the Society for Research in Child Development, New Orleans.
Beals, D. E., & Tabors, P. O. (1993). Arboretum, Bureaucratic, and Carbohydrates: Preschoolers’ Exposure to Rare Vocabulary at Home. Paper presented at the Biennial Meeting of the Society for Research in Child Development, New Orleans.
Beals, Diane E.; DeTemple, Jeanne M.; &Dickinson, David K. (1994). Talking and listening that support early literacy development of children from low-income families. In David K. Dickinson (Ed.), Bridges to literacy(pp. 19-40). Oxford: Blackwell.
Bingham, G, E. (2007). Maternal literacy beliefs and the quality of mother-child book-reading interactions: associations with children’s early literacy development. Early education and development, 18(1), 23-49.
Bloom, K., Russell, A., & Wassenberg, K. (1987). Turn-taking affects the quality of infant vocalizations. Journal of Child Language, 14.211-227.
Bloom, L. (1998).Language acquisition in its developmental context.In W. Damon (Series Ed.), D. Kuhn & R. S. Siegler (Vol. Eds.), Handbook of child psychology: Vol. 2, Cognition, perception, andlanguage (5thedition, pp. 309-370).New York: Wiley.
Bodrova, E. & Leong, D. J. (1996). Tools of the mind:The Vygotskian approach to early children education. N.J.:Merrill.
Bornstein, M.H., & Tamis-LeMonda C.S.(1989).”Maternal responsiveness and cognitive development in children.” In M.H. Bornstein(Ed.), New Directions for Child Development :No. 43. Maternal Responsiveness: Characteristics and Consequences (pp. 49-61). San Francisco: Jossey-Bass.
Bradley, R. H., & Caldwell, B. M. (1984). 174 children: A study of the relationship between home environment and cognitive development during the first 5 years. In A. M. Gottfried & A. E. Gottfried (Eds.), Home environment and early cognitive development (pp. 5–56). New York: Academic Press.
Bradley, R. H., & Corwyn, R. F. (1999). Parenting. In L. Balter & C. Tamis-LaMonda (Eds.), Child psychology: A handbook of contemporary issues (pp. 339-362). Philadelphia: Psychology Press.
Bradley, R.H. &Corwyn, R.F. (2002). Socioeconomic status and child development. Annul Rev. Psychol, 53, 371-399.
Bradley, R.H., Corwyn, R.F., McAdoo, H.P. & Coll, C.G. (2001). The home environment of children in the United States: variations by age, ethnicity, and poverty status. Child Development, 72(6), 1844-1867.
Britto, P., Fuligni, A. S., & Brooks-Gunn, J. (2002). Reading, rhymes, and routines: American parents and their children. In N. Halfon, K. McLearn, and M. Schuster (Eds.), Child rearing in America: The conditions of parents with young children (pp. 117–145). New York: Cambridge University Press.
Bronfenbrenner, U. & Ceci, S. (1994). Nature-nuture reconceptualized in developmental perspective: a bioecological model. Psychological review, 101(4), 568-586.
Bronfenbrenner, U. &Morris, P.A. (1998). The ecology of development process. In Handbook of child psychology: Theoretical models of human development, Vol. 1,993-1028. New York: Wiley.
Bronfenbrenner, U. (1979). The ecology of human development.Cambridge, M. A.: Harvard University Press.
Bronfenbrenner, U. (1986). Ecology of the Family as a context for human development: research perspectives. Developmental psychology, 22(6), pp.723-742.
Bronfenbrenner, U. (1989a). Ecological systems theory. In R. Vasta (Ed.), Six theories of child development: Revised formulations and current issues(pp.187-249). London: JAI Press.
Bronfenbrenner, U. (1993). The ecology if cognitive development: research models and fugitive findings. In R. H. Wozniak & k. Fischer (Eds.), Development in context: Acting and thinking in specifiec environments(pp. 3-46). Hillsdale, NJ: erlbaum.
Bronte-Tinkew, J., Moore, K. A., Capps, R. C., & Zaff, J. (2006). The influence of father involvement on youth risk behaviors among adolescents: A comparison of native-born and immigrant families. Social Science Research 35, 181-209.
Brooks-Gunn, J. & G. J. Duncan (1997). The effects of poverty on children, The Future of Children, 7(2), 55-71
Burns, S.M., and P. Griffin, C.E. Snow. Staring Out Right: A Guide to Promoting Children’s Reading Success (Washington, D.C.: National Academy Press, 1999).
Bus, A.G., & Van IJzendoorn, M.H. (1988). Mother-child interactions, attachment, and emergent literacy: A cross-sectional study. Child Development,59, 1262-1272.
Bus, A.G., & van IJzendoorn, M.H. (1995). Mothers reading to their three-year-olds: The role of mother-child attachment security in becoming literate. Reading Research Quarterly, 30, 998-1015.
Bus, Adriana G,van IJzendoorn, Marinus H,&Pellegrini, Anthony D.(1995). Joint book reading makes for success in learning to read: A meta-analysis on intergenerational transmission of literacy.Review of Educational Research,65(1),1.Retrieved December 1, 2009, from ProQuest Education Journals. (Document ID:4466265).
Caldwell, B., & Bradley, R. (1984). Manual for the Home Observation for Measurement of the Environment. Little Rock: University of Arkansas
Certain, L.K., &Kahn, R.S.(2002).Prevalence,correlates,and trajectory of television viewing among infants and toddlers. Pediatrics, 109(4),634-642.
Chang, C. (2003). Talking about the past: How do Chinese mothers elicit narratives from their young children across time. Narrative Inquiry, 13 (1), 99-126. (SSCI)
Chang, C. J. (2000). Narrative performance across contexts and over time: Preschool Chinese children and mothers.Unpublished doctoral dissertation, Harvard Graduate School of Education, Cambridge, MA.
Chang, C. J. (2006). Linking early narrative skill to later language and reading ability in mandarin-speaking children: A longitudinal study over eight years. Narrative Inquiry, 16(2), 275-293.
Clarke, A. T., & Kurtz-Costes, B. (1997). Television viewing,educational quality of the home environment, and school readiness. Journal of Educational Research, 90, 279-285.
Claxton, G., & Carr, M. (2004). A framework for teaching learning: the dynamics of disposition.Early Years, 24(1), 87-97.
Clay, M. (1966). Emergent reading behavior. Unpublished doctoral dissertation. University of Auckland, Auckland, New Zealand.
Clay, M. (1966). Emergent reading behavior. Unpublished doctoral dissertation. University of Auckland, Auckland, New Zealand.
Colon-Vila,A.(1997).Storytellingin an ESL classroom.Teaching PreK-8,27(5),58-59.
Comstock, George, and Erica Scharrer. 1999. Television: What’s On, Who’s Watching, and What it Means.San Diego: Academic Press.
Craig, H. K.,Washington, J. A.(1986).Children's Turn-taking behaviors: Social-linguistic Interaction.Journal of Pragmatics,10,173-197.
Crane-Thoreson, C., & Dale, P.S. (1992). Do early talkers become early readers? Linguistic precocity, preschool language, and emergent literacy. Development Psychology, 28, 421-429.
Cunningham, A. E., & Stanovich, K. E. (1997).Early reading acquisition and its relation to reading experience and ability ten years later.Developmental Psychology 33,934-945.
De Temple, J. M. (2001). Parents and children reading books together. In D. K. Dickinson, & P. O. Tabors (Eds.), Beginning literacy with language (pp. 31-51). Baltimore, MA: Paul H. Brookes.
DeBaryshe, B. D. (1995). Maternal belief systems: Linchpin in the home reading process.Journal of Applied Developmental Psychology, 16, 1 –20.
DeBaryshe, B.D. (1993), Joint picture-book reading correlates of early oral language skill. Journalof Child Language, 20(2), 455-461.
Deckner, D. F., Adamson, L. B., & Bakeman, R. (2006). Child and maternal contributions to shared reading: Effects on language and literacy. Journal of Applied Developmental Psychology, 27, 31-41.
DeLoache, J. S., & DeMendoza, O. A. P. (1987). Joint picturebookinteractions of mothers and 1-year-old children. British Journal ofDevelopment Psychology, 5, 111-123.
Diamond, K. E., Gerde, H. K., & Powell, D. R. (2008). Development in early literacy skills during the pre-kindergarten year in Head Start: Relations between growth in children’s writing and understanding of letters. Early Childhood Research Quarterly, 23, 467-478.
Dickinson, D. K., McCabe, A., Anastasopoulos, L., Peisner-Feinberg, E. S., Poe, M. D. (2003). TheComprehensive Language Approach to Early Literacy:The Interrelationships Among Vocabulary, Phonological Sensitivity, and Print Knowledge Among Pre. Journal of Educational
Dickinson, D.K. and Snow, C.E. (1987). Interrelationships among prereading and orallanguage skills in kindergartners from two social classes. Early Childhood Research Quarterly, 2,1-25.
Dickinson, O.K., & P.O. Tabors, eds. (2001). Beginning literacy withlanguage: Young children learning at home and school.Baltimore: Paul H. Brookes.
Dodici, B. J., Draper, C.D., &Peterson, C. A. (2003). Early parent-child interactions and early literacy development. Early childhood special education, 23(3), 124-136.
Dorr, A., Kovaric, P., & Doubleday, C. (1989). Parent-child coviewing of television.Journal of Broadcasting & Electronic Media, 33, 35-51.
Duursma, E., Pan, B. A., & Raikes, H. (2008). Predictors and outcomes of low-income fathers’ reading with their toddlers. Early Childhood Research Quarterly. 23, 3, 351-365.
Ellis, B. F.(1997).Why tell stories?.Storytelling Magazine,9,21-23.
Engel, S. (1995) The Stories Children Tell: Making Sense of the Narratives of Childhood. New York: WH Freeman.
Entwisle, D.R. & Astone, N. (1994). Some practical guidelines for measuring youth’s race/ethnicity and socioeconomic status. Child Development, 65(6), 1521-1540.
Fivush, R., Gray, J.T., & Fromhoff, F.A. (1987). Two year olds talk about the past. Cognitive Development, 2, 393-409.
Fujiki, M. & Brinton, B. (1994).The social competence of children with specific language impairment.In M. L. Rice & R. Watkins (Eds.)Language intervention with children with specific language impairment(pp. 123-143). Baltimore: Paul H. Brookes.
Gallimore, R., Reese, L. J., Balzano, S., Benson, C., and Goldenberg, C. (1991). Ecocultural sources of early literacy experiences: Job-required literacy, home literacy environments, and school reading. Paper presented at the Annual Meetings of the American Educational Research Association, Chicago, IL.
Gertner, B.L., Rice, M.L., & Hadley, P.A. (1994). Influence of communicative competence on peer preferences in a preschool classroom. Journal of Speech and Hearing Research, 37, 913-923.
Goldfield, B.A., and Resnick, J.S. (1990). Early lexical acquisition: Rate, content, and the vocabulary spurt. Journal of Child Language 17: 171–183.
Gough, P. B. and W. E. Tunmer (1986). Decoding, reading, and reading disability. Remedial and Special Education7(1), 6-10.
Grossman, F.K., Pollack, W.S., & Golding, E. (1988). Fathers and children : Predicting the quality and quantity of fathering. Developmental Psychology , 24, 82-91.
Gunter, B., & McAleer, J.L.(1990). Children and television:The one eyed monster?. London:Routledge.
Guo, G., & Harris, K. M. (2000). The mechanisms mediating the effects of poverty on children’s intellectual development.Demography, 37, 431-447.
Hart, B. & Risley, T. (1995). Meaningful differences in the everyday experience of young American children.Baltimore: Paul H. Brookes Publishing.(2004 printing).
Hart, B., & Risley, T. R. (1995). Meaningful differences in the everyday experience of young American children. Baltimore, ML: Paul H. Brookes.
Heath, S. B. (1989). The learner as culture member, In M.L. Rice & R. L. Schiefelbusch (Eds.), The teachability of language (pp. 333-350). Toronto: Paul H. rookes.
Heath, S.B., (1986). Sociocultural contexts of language development. In C. Cortes (Ed.),Beyond language: Social and cultural factors in schooling language-minority students(pp. 143-186). Los Angeles: Evaluation, Dissemination, and Assessment Center, California State University.
Hoff, B., Laursen, T., & Tardif. (2002). Socioeconomic status and parenting. In: M.H. Bornstein, Editor, Handbook of parenting(2nd ed.), Lawrence Erlbaum Association, Mahwah, NJ (2002), pp. 231–252.
Hoff-Ginsberg, E., & Tardif, T. (1995). Socioeconomic Status and Parenting. In M. H. Bornstein (Ed.), Handbook of Parenting: Vol. 2. Biology and Ecology of Parenting (pp. 161-188). Mahwah, NJ: Erlbaum.
Hoff-Ginsberg, Erika. (1991). Mother-child conversation in different classes and communicative settings. Child Development, 62, 782-796.
Kaiser, H. F., 1974 “An Index of Factorial Simplicity,” Psychometrika, 39, 31-36.
Karther, D. (2002). Fathers with low literacy and their young children. The Reading Teacher, 56, 184-193.
Katz, L. G. (2001). Last class notes. Kindergarten education: Theory, research and practice, 6(1), 35-40.
Kendeou, P., Lynch, J. S., van den Broek, P., Espin, C., White, M., and Kremer, K. E. (2005). Developing successful readers: Building early narrative comprehension skills through television viewing and listening. Early Childhood Education Journal, 33, 91–98.
Krcmar, M., Grela, B. and Lin, K. (2007). Can Toddlers learn vocabulary from television? An experimental approach. Media psychology, 10(1), 41-63.
Kuo, A. A., Franke, T. M., Regalado, M., & Halfon, N. (2004). Parent report of reading to young children. Pediatrics, 113 (6), 1944-1951.
Laakso, M. L., Poikkeus, A. M., Katajamaki, J., & Lyytinen, P. (1999). Early intentional communication as a predictor of language development in young toddlers.First Language.1999;19:207–231.
Labov, w., & Waletzky, 1. (1 967). Narrative analysis: Oral versions ofpersonal experience. In 1. Helm (Ed.), Essσys on the verbal and visual arts: Proceedings of the 1966 annual spring meeting ofthe American ethological society (pp. 12-44). Seattle, DC: University ofWashington Press.
Lamb, M. E. (1997). Father and child development: an introductory overview and guide. In M. E. Lamb (Ed.), The Role of the Father in Child Development(3rd ed.). New York: John Wiley & Sons.
Lamb, M. E.(1986). The Changing Roles of Fathers. The Father's role: Applied perspectives. New York : John Wiley & Sons.
Laosa, L.M. (1982). School, occupation, culture, and family: The impact of parental schooling on the parent-child relationship. Journal of Educational Psychology, 74(6), 791–827.
Laosa,L.M.(1981)Maternal behavior:Sociocultural diversity in modes of family interaction.In R. W. Henderson(Ed),Parent-child interaction-theory, research, and prospects. New York:Academic Press, Inc.
Leseman, P. P. M., & de Jong, P. F. (1998). Home literacy: Opportunity, instruction, cooperation and social-emotional quality predicting early reading achievement. Reading Research Quarterly, 33(3), 294-318.
Leseman, P., & van Tuijl, C. (2006). Cultural diversity in early literacy: Findings in Dutch studies. In D. Dickinson &S. Neuman (Eds.), Handbook of Early Literacy Research, Vol. 2(pp. 211-228). New York: The Guilford Press.
Leseman. P., & van den Boom, D. (1999). Effects of quantity and quality of home proximal processes on Dutch, Surinamese-Dutch and Turkish-Dutch preschoolers’ cognitive development, Infant and Child Development. 19–38.
Levine, J.A., Murphy, D.T., & Wilson, S. (1993). Getting men involved. New York: Scholastic.
Levy, B.A., Gong, Z., Hessels, S., Evans, M.A., & Jared, D. (2006). Understanding print: Early reading development and the contributions of home literacy experiences. Journal of Experimental Child Psychology, 93, 63-93.
Lewis, C.(1986).Becoming a father. Milton Keyness, UK:Open University Press.
Lewis, C., & Lamb, M. E. (2003). Fathers' influence on children's development: The evidence from two families.European Journal of Psychology Education, 18(2), 212-239.
Linebarger, D.L. & Walker, D. (2005). Infants’ and toddlers’ television viewing and language outcomes. American Behavioral Scientist, 48, 624-645.
Lyytinen, P., Laasko, M., &Poikkeus, S. (1998). Parental contribution to child's early language and interest in books. European Journal of Psychology of Education, 13, 297-308.
Makin ,L. (2005) . Building Strong Literacy Foundations, Birth to Three Years.International Journal of Early Childhood,37(2), 85-93
Makin, L.(2006). Literacy 8 –12 months: what are babies learning? Early Years, 26(3), 267-277.
Malo, E.,Bullard, J.(2000).Storytelling and the emergent reader (Report No. CS 217352).The 18th International Reading association World Congress on Reading (ERIC Document Reproduction Service No.ED448464).
Marsiglio, W. (1991). Paternal engagement activities with minor children. Journal of Marriage and the Family, 53, 973-986.
McCabe, A.,Bliss, L. S.(2003).Patterns of narrative discourse: A multicultural life span approach.Boston:Peterson Educatoin Inc.
National Institute of Child Health and Human Development [NICHD], 2001。https://secc.rti.org/publications.cfm
Nelson, K. (1981). Acquisition of words by first language learners. In Franklin, M. B. and Barten, S. S. (Eds.), Child Language: A Reader.Oxford: Oxford University Press.
Nelson, K. (1981). Individual differences in language development: Implications for development and language. Development Psychology, 17, 170-187.
Nelson, K. (1996). Cognitive development meets discrimination learning (book review).Contemporary Psychology,41, 1109-1110).
Neuman, S. B. (1996). Children engaging in storybook reading: The influence of access to print resources, opportunity and parental interaction. Early Childhood Research Quarterly, 11, 495-513.
Ninio, A. (1980). Picture-book reading in mother-infant dyads belonging to two subgroups in Israel. Child Development, 51 (2), 587-590.
Ninio, A. (1983). Joint book reading as a multiple vocabulary acquisition device. Developmental Psychology, 19, 445-451.
Nord, C.W., Lennon, J.B., Liv, B., & Chandler, K. (1999). Statistics in brief: Home literary activities and signs of children's emerging literacy, 1993-1999.National Center for Education Statistics, NCES 2000-026. Washington, DC: U.S. Department of Education.
Perfetti, C. A. (1994). Psycholinguistics and processing ability. In M. A. Gernsbacher (Ed.), Handbook of Psycholinguistics (pp. 849-894). San Diego, CA: Academic Press.
Peterson, C., & McCabe, A. (1983). Developmental psycholinguistics: Three ways of looking at a child's narrative. New York: Plenum.
Pianta,R. C. (2006). Classroom management and relationships between children and teachers: Implications for research and practice. In Carolyn M. Evertson & Carol S. Weinstein Handbook of classroom management: Research, practice and contemporary issues. Mahwah, NJ: Lawrence Erlbaum Associates.
Pleck, E. H., & Pleck , J. H. (1997). Fatherhood ideals in the united states: historical dimensions. In M. E. Lamb(Ed.),The Role of the Father in Child Development(3rd ed., pp.33-49). New York: John Wiley & Sons.
Purcell-Gates, V. (1988). Lexical and syntactic knowledge of written narrative held by well-read-to kindergartners and second graders. Research in the Teaching of English, 22 (2), 128-160.
Purcell-Gates, V. (2000). Family literacy. In K. L. Kamil., P. B.Mosenthal., P. D. Pearson & R. Barr(Eds.), Handbook of reading research(3rd ed., pp.853-870). New York: Longman.
Raikes, H., Green, B. L., Atwater, J., Kisker, E., Constanine, J., & Chazan-Cohen,R. (2006). Involvement in Early Head Strat home visiting services: Demographic predictors and relations to child and parent outcomes.Early Childhood Research Quarterly, 21,2-24.
Reissland, N. & Stephenson, T., (1999). Turn-taking in early vocal interaction: a comparison of premature and term infants’ vocal interactionwith their mothers. Child: Care, Health, and Development, Vol. 25 (6), 447-456.
Robinson, J.P. and G. Godbey. (1997). Time for Life: The Surprising Ways Americans Use Their Time. University Park: Pennsylvania State University Press.
Russell, G. & Russell, A. (1987). Mother-child and father-child relationships in middle childhood. Child Development, 58, 1573-1585.
Sachs, J. (1982). Talking about the there and then: Theemergence of displaced reference in parent-childdiscourse. In K. E. Nelson (Ed.), Children's language(pp. 1-28). Hillsdale, NJ: Lawrence Erlbaum.
Sachs, J. (1983). Talking about the there and then: The emergence of the displaced reference in parent-child discourse . Children’s language Vol.4. NJ: Erlbaum.
Sameroff,A.J.,& Feil,L.A.(1985)Parental concepts of development. In I. E., Sigel(Ed)Parental belief systems. New Jersey:Lawrence Erlbaum Associates, Inc.
Saracho, O. N. (2000a). Assessing the families' perceptions of their young children's acquisition of literacy. Early Child Development and Care, 161, 83-91.
Saracho, O. N. (2000b). Literacy development in the family context. Early Child Development and Care, 165, 107-114.
Saracho, O. N. (2002). Family literacy: Exploring family practices. Early Child Development and Care, 172(2), 113-122.
Saracho, O. N. (2002). Young childrens literacy development. In O. N. Saracho, O. N. & B. Spodek (Eds). Contemporary Perspectives on Early Childhood Curriculum, Volume 1 (pp. 111-130). Greenwich, Connecticut: Information Age Publishing.
Saracho, O. N., & Shirakawa, Y. (2001). Literacy development in a Japanese family context. International Journal of Early Childhood Education, 7, 61-69.
Saracho, O. N., & Shirakawa, Y. (2004). A comparison of the literacy development context of United States and Japanese families. Early Childhood Education Journal, 31(4), 261-266.
Saracho, O.N. (2002). Fomento de desarollo de la lectura mediante la cooperacio' n de la escuela y el hogar. In Ortega, J. L. G. (Ed.) La educacio' n infantil: Una apuesta de futuro. (pp. 87-95). Granada, Madrid: Grupo Editorial Universitario.
Scarborough, H. S. (2001). Connecting early language and literacy to later reading (dis)abilities: Evidence, theory, and practice. In S. Neuman & D. Dickinson (Eds.),Handbook for research in early literacy(pp. 97-110). New York: Guilford Press.
Scarborough, H. S., & Dobrich, W. (1994). On the efficacy of reading to preschoolers. Developmental Review, 14,245-302.
Scarborough, H.S., Dobrich, W., &Hager, M. (1991), Preschool literacy experience and later reading achievement., Journal of Learning Disabilities, 24(8), 508-511.
Schaefer, C. & DiGeronimo, T. F. (1995).Helping children get the most out of school. New York: Aronson
Schramm, W., Lyle, J.,and Parker, E. (1961). Television in the lives of our children. Stanford, CA: Stanford University Press.
Sénéchal, M. (1997). The differential effect of storybook reading on preschooler's expressive and receptive vocabulary acquisition. Journal of Child Language, 24,123-138.
Sénéchal, M., & Cornell, E. H. (1993). Vocabulary acquisition through shared reading experiences. Reading Research Quarterly, 28 (4), 361-374.
Sénéchal, M., & LeFevre, J. (2002). Parental involvement in the development of children's reading skill: A 5-year longitudinal study. Child Development, 73,445-460.
Sénéchal, M., Cornell, E. H., & Broda, L. S. (1995). Age-related differences in the organization of parent-infant interactions during picture-book reading. Early Childhood ResearchQuarterly, 10 (3),317-337.
Sénéchal, M., LeFevre, J.-A., Thomas, E., & Daley, K. (1998). Differential effects of home literacy experiences on the development of oral and written language. Reading Research Quarterly, 32,96-116.
Sénéchal, M., Monker, &J. Thomas, E. (1993). Individual differences in 4-year-old children’s acquisition of vocabulary storybook reading. Journal of Educational Psychology, 87(2). 218-239.
Shirakawa, Y., & Saracho, O. N. (2003). Literacy learning in a Japanese family context. Journal of Child Development Studies,6, 15-20.
Snow, C. E. (1983), Literacy and language: Relationships during the preschool years. Harvard Educational Review, 55, 922-931.
Snow, C. E., Perlmann, R., & Nathan, D. (1987), Why routines are different: Towarda multiple-factors model of the relation between input and language acquisition, In K. E. Nelson, & A. Van Kleech (Eds.), Children's language 6, 65-98, Hillsdale, NJ: Erlbaum.
Snow, C.E. (1987). Beyond conversation: Second language learners' acquisition of description and explanation. In J. Lantolf & A. Labarca (Eds.), Research in second language learning: Focus on the classroom 3-16. Norwood, NJ: Ablex.
Snow, C.E. (1987). Relevance of the notion of a critical period to language acquisition. In M. Bornstein (Ed.), Sensitive periods in development. Hillsdale, NJ: Erlbaum.
Sonnenschein, S. & Munsterman, K. (2002). The influence of home-based readinginteractions on 5-year-olds' reading motivations and early literacydevelopment.Early Childhood Research Quarterly, 17, 317-338.
Sonnenschein, S., Baker, L., Serpell, R. Scher, D., Goddard-Truitt, V., & Munsterman, K. (1997). Parental beliefs about ways to help children learn to read: The impact of an entertainment or a skills perspective. Early Child Development and Care, 127-128, 111-118.
Stoel-Gammon, C. & Cabral, L. S. (1977). Learning to tell it like it is: The development of the reportative function in children’s speech. Papers and Reports of Child Language Development, 13, 64–71. Stanford, CA: Stanford University Department of Linguistics.
Storch, S. A. & Whitehurst, G J. (2001), The role of family and home in the literacy development of children from low-income backgrounds, In P. Britto & J. Brooks-Gunn (Eds.), The role of family literacy environments in promoting young children’s emerging literacy skills, 53-71, San Francisco, CA: Jossey-Bass.
Tabors, P. O., Snow, C. E., & Dickinson, D. K. (2001).Home and schools together: Supporting language and literacy development. In P. O. Tabors, & D. K. Dickinson (Eds.), Beginning literacy with language(pp. 313-334). Baltimore, ML: Pual H. Brookes.
Taylor,D., and Dorsey-Gaines, C.(1988).Growing up literate.Portsmouth. NH: Heinemann Educational Books.
Teale, W. H. (1984). Reading to Young Children: Its significance for literacy development. In H. Goelman, A. A. Oberg, & F. Smith (Eds.) Awakening to literacy: The University of Victoria Symposium on children’s Response to a Literate Environment: Literacy before schooling (pp.110-122). Exeter, NH: Heinemann Educational Books.
Tomasello .M. (in press )(2000). Do young children have adult syntactic competence? Cognition 74, 209±253. Perceiving intentions and learning words in the second year of life. In Bowerman, Melissa and Steven Levinson (eds.),Language cquisition and Conceptual Development. Cambridge University Press.
Troseth, G. L., Casey, A. M., Lawver, K. A., Walker, J. M. T.,& Cole, D. A. (2007). Naturalistic experience and the early use of symbolic artifacts. Journal of Cognition and Development,8(3), 309–331.
Valkenburg, P. M., Krcmar, M., Peeters, A. L., & Marseille, N. M. (1999). Developing a scale to assess three stylesof television mediation: ‘Instructive mediation’, ‘restrictive mediation’ and ‘social coviewing’. Journal of Broadcasting & Electronic Media,43(1), 52-66.
Valkenburg, P. M., Krcmar, M., Peeters, A. L., & Marseille, N. M. (1999). Developing ascale to assess three styles of television mediation: ‘Instructive mediation’,‘restrictive mediation’ and ‘social coviewing’. Journal of Broadcasting &Electronic Media, 43(1), 52-66.
Valkenburg, P. M., Krcmar, M., Peeters, A. L., & Marseille, N. M. (1999). Developing ascale to assess three styles of television mediation: ‘Instructive mediation’,‘restrictive mediation’ and ‘social coviewing’. Journal of Broadcasting &Electronic Media, 43(1), 52-66.
van den Broek, P. (1994). Comprehension and memory of narrative texts. In M. A Gernsbacher (Ed.), Handbook of Psycholinguistics 539-588. London: Academic Press, Inc.
Vygotsky,L. S. (1978).Mind in society: The development of higher psychological processes. London: Harvard University Press.
Walker D., Greenwood C., Hart B., & Carta J. (1994). Prediction of School Outcomes Based on Early Language Production and Socioeconomic Factors.Child Development, 65, 606-621.
Weigel, D. J., Martin, S. S., & Bennett, K. K. (2006). Contributions of the home literacy environment to preschool-aged children's emerging literacy and language skills. Early Childhood Development and Care, 176 (3), 357-378.
Weir, R. (1962). Language in the crib. The Hague: Mouton. Werker, J., & Tees, R. C. (1984). Cross-language speech perception: Evidence for perceptual reorganization during the first year of life. Infant Behavior and Development, 7, 49-64.
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(2), pp. 265–279.
Wells, G. (1985). Preschool literacy-related activities and success in school. In D. Olson, N. Torrance, & A. Hilyard (Eds.), Literacy, language, and learning (pp. 229-255). Cambridge: Cambridge University Press.
Whitehurst , A.W. , F.L. Robinson , M.S. Moore , and M.H. Cobb . (2004). The death effector domain protein PEA-15 prevents nuclear entry of ERK2 by inhibiting required interactions. J. Biol. Chem. 279 : 12840 –12847 .
Whitehurst, G. J. (1992). Dialogic Reading: An effective way to read to preschooler.Retrieved 6.20, 2011from http://www.readingrockets.org/articles/400?theme=print
Whitehurst, G. J., Arnold, D. S., Epstein, J. N., Angell, A. L., Smith, M., and Fischel, J. E. (1994). A picture bookading intervention in day care and home for children from low-income families. Developmental Psychology, 30,679–689.
Whitehurst, G. J., Falco, F. L., Lonigan, C. J., Fischel, J. E., DeBaryshe, B. D., Valdez-Menchaca, M. C., and Caulfield, M. (1988). Accelerating language development through picture book reading. Developmental Psychology, 24, 552–559.
Whitehurst, G. J.,& Lonigan, C. J., (1998). Child development and emergent literacy. Children Development, 69(3), 848-872.
Zeece, P. D.(1997).Bringing books to life: Literature-based storytelling.Early Childhood Education Journal,25(1),39-43.