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本文引用的文献

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Teachers' Use of Scaffolds Within Conversations During Shared Book Reading.教师在共同阅读过程中对话中使用支架。
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2
The Role of Preschool Peers in Children's Language Development.学前同伴在儿童语言发展中的作用。
Semin Speech Lang. 2021 Mar;42(2):88-100. doi: 10.1055/s-0041-1723838. Epub 2021 Mar 16.
3
Teacher language in the preschool classroom: Initial validation of a classroom environment observation tool.学前课堂中的教师语言：一种课堂环境观察工具的初步验证
Early Educ Dev. 2018;29(3):379-397. doi: 10.1080/10409289.2017.1408371. Epub 2017 Dec 13.
4
Interactive Book Reading to Accelerate Word Learning by Kindergarten Children With Specific Language Impairment: Identifying an Adequate Intensity and Variation in Treatment Response.互动式绘本阅读促进特定语言障碍幼儿园儿童的词汇学习：确定适当的治疗强度和反应差异
Lang Speech Hear Serv Sch. 2017 Jan 1;48(1):16-30. doi: 10.1044/2016_LSHSS-16-0014.
5
Meta-Analyses of the Effects of Tier 2 Type Reading Interventions in Grades K-3.幼儿园至三年级二级阅读干预效果的荟萃分析
Educ Psychol Rev. 2016 Sep;28(3):551-576. doi: 10.1007/s10648-015-9321-7. Epub 2015 Jun 28.
6
Lexical leverage: category knowledge boosts real-time novel word recognition in 2-year-olds.词汇杠杆作用：类别知识促进两岁儿童实时识别新单词。
Dev Sci. 2016 Nov;19(6):918-932. doi: 10.1111/desc.12343. Epub 2015 Oct 9.
7
Evaluating the components of an emergent literacy intervention for preschool children at risk for reading difficulties.评估针对有阅读困难风险的学龄前儿童的新兴读写干预措施的组成部分。
J Exp Child Psychol. 2013 Jan;114(1):111-30. doi: 10.1016/j.jecp.2012.08.010. Epub 2012 Oct 13.
8
Response to intervention for reading difficulties in the primary grades: some answers and lingering questions.小学阅读困难的干预反应：一些答案和悬而未决的问题。
J Learn Disabil. 2012 May-Jun;45(3):232-43. doi: 10.1177/0022219412442155. Epub 2012 Apr 6.
9
Interpreting the early language trajectories of children from low-SES and language minority homes: implications for closing achievement gaps.解读来自低收入家庭和语言少数群体家庭的儿童的早期语言轨迹：弥合成就差距的意义。
Dev Psychol. 2013 Jan;49(1):4-14. doi: 10.1037/a0027238. Epub 2012 Feb 13.
10
Teachers' language practices and academic outcomes of preschool children.教师的语言实践与学前儿童的学业成果。
Science. 2011 Aug 19;333(6045):964-7. doi: 10.1126/science.1204526.

Engaging, Explicit, and Elaborated: An Initial Trial of Media-Enhanced Preschool Vocabulary Instruction.

作者信息

Phillips Beth M, Oliver Felesa, Willis Karli B

机构信息

Florida State University.

出版信息

Top Lang Disord. 2022 Oct-Dec;42(4):304-318. doi: 10.1097/TLD.0000000000000297.

DOI:10.1097/TLD.0000000000000297
PMID:36865985
原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC9974156/
Abstract
摘要