Skip to main content Accessibility help
×
Home
Hostname: page-component-768dbb666b-gx6zg Total loading time: 2.378 Render date: 2023-02-06T20:46:25.032Z Has data issue: true Feature Flags: { "useRatesEcommerce": false } hasContentIssue true

References

Published online by Cambridge University Press:  04 May 2019

Vibeke Grøver
Affiliation:
Universitetet i Oslo
Paola Uccelli
Affiliation:
Harvard University, Massachusetts
Meredith Rowe
Affiliation:
Harvard University, Massachusetts
Elena Lieven
Affiliation:
University of Manchester
Get access

Summary

Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Type
Chapter
Information
Learning through Language
Towards an Educationally Informed Theory of Language Learning
, pp. 262 - 308
Publisher: Cambridge University Press
Print publication year: 2019

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Aarts, R., Demir-Vegter, S., Kurvers, J., & Henrichs, L. F. (2016). Academic language in shared book reading: Parent and teacher input to mono- and bilingual preschoolers. Language Learning, 66, 263295.CrossRefGoogle Scholar
Adams, M. J., & Bruck, M. (1995). Resolving the great debate. American Educator, 19(7), 1020.Google Scholar
Akhtar, N., & Menjivar, J. A. (2012). Cognitive and linguistic correlates of early exposure to more than one language. Advances in Child Development and Behavior, 42, 4178.CrossRefGoogle ScholarPubMed
Akhtar, N., & Tomasello, M. (2000). The social nature of words and word learning. In Golinkoff, R. M. & Hirsh-Patek, K. (Eds.), Becoming a word learner: A debate on lexical acquisition (pp. 115135). New York, NY: Oxford University Press.CrossRefGoogle Scholar
Alborough, J. (2002). Hug. Cambridge, MA: Candlewick Press.Google Scholar
Aldrich, N. J., Tenenbaum, H. R., Brooks, P. J., Harrison, K., & Sines, J. (2011). Perspective taking in children’s narratives about jealousy. British Journal of Developmental Psychology, 29, 86109.CrossRefGoogle ScholarPubMed
Allen, A. (2002). Power, subjectivity, and agency: Between Arendt and Foucault. International Journal of Philosophical Studies, 10(2), 131149.CrossRefGoogle Scholar
Ambridge, B., Kidd, E., Rowland, C. F., & Theakston, A. L. (2015). The ubiquity of frequency effects in first language acquisition. Journal of Child Language, 42(2), 239273.CrossRefGoogle ScholarPubMed
Ambridge, B., Pine, J. M., Rowland, C. F., Chang, F., & Bidgood, A. (2013). The retreat from overgeneralization in child language acquisition: Word learning, morphology, and verb argument structure. Wiley Interdisciplinary Reviews: Cognitive Science, 4(1), 4762.Google ScholarPubMed
Anthony, A. R. B. (2008). Output strategies for English-language learners: Theory to practice. The Reading Teacher, 61(6), 472482CrossRefGoogle Scholar
Anthony, J. L., & Francis, D.J. (2005). Development of phonological awareness. Current Directions in Psychological Science, 14(5), 255259.CrossRefGoogle Scholar
Anthony, J. L., Solari, E. J., Williams, J. M., Schoger, K. D., Zhang, Z., Branum-Martin, L., & Francis, D. J. (2009). Development of bilingual phonological awareness in Spanish-speaking English language learners: The roles of vocabulary, letter knowledge, and prior phonological awareness. Scientific Studies of Reading, 13(6), 535564.CrossRefGoogle Scholar
Applebee, A. N. (1996). Curriculum as conversation: Transforming traditions of teaching and learning. Chicago, IL: University of Chicago Press.CrossRefGoogle Scholar
Aram, D., & Levin, I. (2001). Mother-child joint writing in low SES: Sociocultural factors, maternal mediation, and emergency literacy. Cognitive Development, 16, 831852.CrossRefGoogle Scholar
Aram, D., & Levin, I.(2004). The role of maternal mediation of writing to kindergartners in promoting literacy in school: A longitudinal perspective. Reading and Writing, 17, 387409.CrossRefGoogle Scholar
Arbour, M., Yoshikawa, H., Atwood, S., Duran, F. R., Godoy, F., Trevino, E., & Snow, C. E. (2015). Quasi-experimental study of a learning collaborative to improve public preschool quality and children’s language outcomes in Chile. BMJ Quality & Safety, 24(11).CrossRefGoogle Scholar
Ardoin, S. P., Christ, T. J., Morena, L. S., Cormier, D. C., & Klingbeil, D. A. (2013). A systematic review and summarization of the recommendations and research surrounding curriculum-based measurement of oral reading fluency (CBM-R) decision rules. Journal of School Psychology, 51(1), 118.CrossRefGoogle ScholarPubMed
Armbruster, B. B., & Anderson, T. H. (1988). On selecting “considerate” content area textbooks. Remedial and Special Education, 9(1), 4752.CrossRefGoogle Scholar
Armbruster, B. B., Lehr, F., Osborn, J. (2001). Put reading first: The research building blocks for teaching children to read. Washington, DC: US Government Printing Office.Google Scholar
Arriaga, R. I., Fenson, L., Cronan, T., & Pethick, S. J. (1998). Scores on the MacArthur Communicative Development Inventory of children from low and middle-income families. Applied Psycholinguistics, 19(2), 209223.CrossRefGoogle Scholar
Atance, C. M. (2015). Young children’s thinking about the future. Child Development Perspectives, 9, 178182.CrossRefGoogle Scholar
Atance, C. M., & O’Neill, D. K. (2001). Episodic future thinking. Trends in Cognitive Sciences, 5, 533539.CrossRefGoogle ScholarPubMed
Atwill, K., Blanchard, J., Gorin, J. S., & Burstein, K. (2007). Receptive vocabulary and cross-language transfer of phonemic awareness in kindergarten children. Journal of Educational Research, 100(6), 336345.CrossRefGoogle Scholar
August, D., & Shanahan, T. (Eds.). (2006) Developing literacy in second-language learners. Report of the National Literacy Panel on language-minority children and youth. Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
Au-Yeung, K., Hipfner-Boucher, K., Chen, X., Pasquarella, A., D’Angelo, N., & Deacon, H. (2014). Development of English and French language and literacy skills in EL1 and ELL French immersion students in the early grades. Reading Research Quarterly, 50, 233254.CrossRefGoogle Scholar
Bailey, A. L. (2007). The language demands of school: Putting academic English to the test. New Haven, CT: Yale University Press.Google Scholar
Baker, D. L., Biancarosa, G., Park, B. J., Bousselot, T., Smith., J., Baker, S. K., Kame’enui, E. J., … Tindal, G. (2015). Validity of CBM measures of oral reading fluency and reading comprehension on high-stakes reading assessments in Grades 7 and 8. Reading & Writing, 28(1), 57104.CrossRefGoogle Scholar
Baldwin, D. A. (1991). Infants’ contribution to the achievement of joint reference. Child Development, 62, 875890.CrossRefGoogle ScholarPubMed
Bandura, A. (2008).Toward an agentic theory of the self. In Marsh, H., Craven, R. G., & McInerney, D. M. (Eds.), Advances in self research: Vol. 3. Self-processes, learning, and enabling human potential (pp. 1549). Charlotte, NC: Information Age.Google Scholar
Barr, C. D., & Uccelli, P. (2016). CALS-I psychometric report. Unpublished internal report prepared for the IES-funded Catalyzing Comprehension through Discussion and Debate research project.
Barth, A. E., Barnes, M., Francis, D., Vaughn, S., & York, M. (2015). Inferential processing among adequate and struggling adolescent comprehenders and relations to reading comprehension. Reading and Writing, 28(5), 587609.CrossRefGoogle ScholarPubMed
Barth, A. E., Catts, H. W., & Anthony, J. L. (2009). The component skills underlying reading fluency in adolescent readers: A latent variable analysis. Reading and Writing, 22(5), 567590.CrossRefGoogle Scholar
Beals, D. E. (1993). Explanatory talk in low-income families’ mealtime conversations. Applied Psycholinguistics, 14, 489513.CrossRefGoogle Scholar
Beals, D. E.(2001). Eating and reading: Links between family conversations with preschoolers and later language and literacy. In Dickinson, D. K. & Tabors, P. O. (Eds.), Beginning literacy with language: Young children learning at home and school (pp. 7592). Baltimore, MD: Paul H. Brookes.Google Scholar
Beck, I. L., & McKeown, M. G. (1999). Comprehension: The sine qua non of reading. Teaching and Change, 6(2), 197211.Google Scholar
Beck, I. L., McKeown, M. G., & Kucan, L. (2008). Creating robust vocabulary: Frequently asked questions and extended examples. New York, NY: Guilford Press.Google Scholar
Beck, I. L., McKeown, M. G., & Kucan, L.(2013). Bringing words to life: Robust vocabulary instruction (2nd ed.). New York, NY: Guilford Press.Google Scholar
Begus, K., Gliga, T., & Southgate, V. (2014). Infants learn what they want to learn: Responding to infant pointing leads to superior learning. PloS ONE, 9, e108817.CrossRefGoogle ScholarPubMed
Begus, K., Gliga, T., & Southgate, V.(2016). Infants’ preferences for native speakers are associated with an expectation of information. PNAS, 113, 1239712402.CrossRefGoogle Scholar
Begus, K., & Southgate, V. (2012). Infant pointing serves an interrogative function. Developmental Science, 15, 611677.CrossRefGoogle ScholarPubMed
Ben-Zeev, S. (1977). The influence of bilingualism on cognitive strategy and cognitive development. Child Development, 48, 10091018.CrossRefGoogle Scholar
Bergelson, E., & Swingley, D. (2012). At 6–9 months, human infants know the meanings of many common nouns. Proceedings of the National Academy of Sciences, 109(9), 32533258.CrossRefGoogle ScholarPubMed
Berlinski, S., & Schady, N. R. (2015). The early years: Child well-being and the role of public policy. New York, NY: Palgrave Macmillan.CrossRefGoogle Scholar
Berman, R. A., & Ravid, D. (2009). Becoming a literate language user: Oral and written text construction across adolescence. In Olson, D. R. & Torrance, N. (Eds.), Cambridge handbook of literacy (pp. 92111). Cambridge, England: Cambridge University Press.CrossRefGoogle Scholar
Berninger, V. W., & Abbott, R. D. (2010). Listening comprehension, oral expression, reading comprehension, and written expression: Related yet unique language systems in grades 1, 3, 5, and 7. Journal of Educational Psychology, 102, 635651.CrossRefGoogle ScholarPubMed
Bérubé, D., & Marinova-Todd, S. H. (2012). The development of language and reading skills in the second and third languages of multilingual children. International Journal of Multilingualism, 9(3), 272293.CrossRefGoogle Scholar
Bialystok, E. (1987). Influences of bilingualism on metalinguistic development. Second Language Research, 3, 154166.Google Scholar
Bialystok, E., Luk, G., & Kwan, E. (2005). Bilingualism, biliteracy, and learning to read: Interactions among languages and writing systems. Scientific Studies of Reading, 9(1), 4361.CrossRefGoogle Scholar
Bialystok, E., Luk, G., Peets, K. F., & Yang, S. (2010). Receptive vocabulary differences in monolingual and bilingual children. Bilingualism: Language and Cognition, 13(4), 525531.CrossRefGoogle ScholarPubMed
Biancarosa, G., Davison, M. L., Carlson, S. E., & Seipel, B. (2016, July). Diagnosing the reading comprehension processes of poor comprehenders: Year 2 results of the Multiple-choice Online Causal Comprehension Assessment. Paper presented at Society for Scientific Studies of Reading, Porto, Portugal.
Biancarosa, G., & Snow, C. E. (2003). Adolescent literacy and the achievement gap: What do we know and where do we go from here? New York, NY: Carnegie Corporation.Google Scholar
Bianco, M., Bressoux, P., Doyen, A.-L., Lambert, E., Lima, L., Pellenq, C., & Zorman, M. (2010). Early training in oral comprehension and phonological skills: Results of a three-year longitudinal study. Scientific Studies of Reading, 14, 211246.CrossRefGoogle Scholar
Biber, D., & Conrad, S. (2009). Register, genre, and style. Cambridge, MA: Cambridge University Press.CrossRefGoogle Scholar
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, 498520.CrossRefGoogle Scholar
Bindman, S. W., Skibbe, L. E., Hindman, A. H., Aram, D., & Morrison, F. J. (2014). Parental writing support and preschoolers’ early literacy, language, and fine motor skills. Early Childhood Research Quarterly, 29, 614624.CrossRefGoogle ScholarPubMed
Bishop, D. V., Holt, G., Line, E., McDonald, D., McDonald, S., & Watt, H. (2012). Parental phonological memory contributes to prediction of outcome of late talkers from 20 months to 4 years: A longitudinal study of precursors of specific language impairment. Journal of Neurodevelopmental Disorders, 4(3).CrossRefGoogle ScholarPubMed
Blachowicz, C. L. Z., Fisher, P. J., Ogle, D., & Watts-Taffe, S. (2006). Vocabulary: Questions from the classroom. Reading Research Quarterly, 41, 524539.CrossRefGoogle Scholar
Blachowicz, C. L. Z., Ogle, D., Fisher, P., & Taffe, S. W. (2013). Teaching academic vocabulary K–8: Effective practices across the curriculum. New York, NY: Guilford Press.Google Scholar
Blasi, D. E., Wichmann, S., Hammarström, H., Stadler, P. F., & Christiansen, M. H. (in press). Sound-meaning association biases evidenced across thousands of languages. Proceedings of the National Academy of Sciences.
Block, C. C., & Johnson, R. B. (2002). The thinking process approach to comprehension development: Preparing students for their future comprehension challenges. In Block, C. C., Gambrell, L. B., & Pressley, M. (Eds.), Improving reading comprehension instruction: Rethinking research, theory, and classroom practice (pp. 5479). San Francisco, CA: Jossey-Bass.Google Scholar
Blom, E., Küntay, A. C., Messer, M., Verhagen, J., & Leseman, P. P. M. (2014). The benefits of being bilingual: Working memory in bilingual Turkish-Dutch children. Journal of Experimental Child Psychology, 128, 105119.CrossRefGoogle ScholarPubMed
Blom, E., Paradis, J., & Duncan, T. S. (2012). Effects of input properties, vocabulary size, and L1 on the development of third person singular – s in child L2 English. Language Learning, 62(3), 965994.CrossRefGoogle Scholar
Bloom, H. S., Hill, C. J., Black, A. R., & Lipsey, M.W. (2008). Performance trajectories and performance gaps as achievement effect-size benchmarks for educational interventions. Journal on Research of Educational Effectiveness, 1(4), 289328.CrossRefGoogle Scholar
Blum-Kulka, S. (2008). Language, communication and literacy: Major steps in the development of literate discourse. In Klein, P. & Yablon, Y. (Eds.), From research to practice in early education (pp. 117154). Jerusalem: Israeli Academy of Science.Google Scholar
Blum-Kulka, S., & Snow, C. E. (Eds.). (2002). Talking to adults: The contribution of multiparty discourse to language acquisition. Mahwah, NJ: Lawrence Erlbaum Associates.CrossRefGoogle Scholar
Boals, T., Kenyon, D. M., Blair, A., Cranley, M. E., Wilmes, C., & Wright, L. J. (2015). Transformation in K–12 English language proficiency assessment: Changing contexts, changing constructs. Review of Research in Education, 39(1), 122164.CrossRefGoogle Scholar
Bornstein, M. H., Hahn, C. S., Putnick, D. L., & Suwalsky, J. T. (2014). Stability of core language skill from early childhood to adolescence: A latent variable approach. Child Development, 85(4), 13461356.CrossRefGoogle ScholarPubMed
Bornstein, M. H., Putnick, D. L., Cote, L. R., Haynes, O. M., & Suwalsky, J. T. (2015). Mother-infant contingent vocalizations in 11 countries. Psychological Science, 26(8), 12721284.CrossRefGoogle ScholarPubMed
Boundy, L., Cameron-Faulkner, T., & Theakston, A. (2016). Exploring early communicative behaviours: A fine-grained analysis of infant shows and gives. Infant Behavior and Development, 44, 8697.CrossRefGoogle Scholar
Bowerman, M. (1988). The “no negative evidence” problem: How do children avoid constructing an overly general grammar? In Hawkins, J. A. (Ed.), Explaining language universals (pp. 73101). Oxford, England: Blackwell.Google Scholar
Bowers, E. P., & Vasilyeva, M. (2011). The relation between teacher input and lexical growth of preschoolers. Applied Psycholinguistics, 32(1), 221241.CrossRefGoogle Scholar
Bowlby, J. (1969). Attachment. New York, NY: Basic Books.Google Scholar
Bowne, J. B., Yoshikawa, H., & Snow, C. E. (2016). Experimental impacts of a teacher professional development program in early childhood on explicit vocabulary instruction across the curriculum. Early Childhood Research Quarterly, 34, 2739.CrossRefGoogle Scholar
Boyd, M. P. (2012). Planning and realigning a lesson in response to student needs: Intentions and decision making. Elementary School Journal, 113(1), 2551.CrossRefGoogle Scholar
Brandt, S., Kidd, E., Lieven, E., & Tomasello, M. (2009). The discourse bases of relativization: An investigation of young German and English-speaking children’s comprehension of relative clauses. Cognitive Linguistics, 20(3), 539570.CrossRefGoogle Scholar
Brandt, S., Lieven, E., & Tomasello, M. (2010). Development of word order in German complement-clause constructions: Effects of input frequencies, lexical items, and discourse function. Language, 86(3), 583610.CrossRefGoogle Scholar
Bransford, J. D., Brown, A. L., & Cocking, R. R. (Eds.). (2000). How people learn: Brain, mind, experience, and school. Washington, DC: National Academy Press.Google Scholar
Brasseur-Hock, I. F., Hock, M., Kieffer, M., Biancarosa, G., & Deshler, D. D. (2011). Adolescent struggling readers in urban schools: Results of a latent class analysis. Learning and Individual Differences, 21(4), 438452.CrossRefGoogle Scholar
Bråten, S. (Ed.). (1998). Intersubjective communication and emotion in early ontogeny. Cambridge, England: Cambridge University Press.Google Scholar
Bronfenbrenner, U., & Morris, P. A. (2007). The bioecological model of human development. In Lerner, R. M. & Damon, W. (Eds.), Handbook of child psychology: Theoretical models of human development (pp. 793823). Hoboken, NJ: John Wiley.Google Scholar
Brown, P. (2011). The cultural organization of attention. In Duranti, A., Ochs, E., & Schieffelin, B. B. (Eds.), The handbook of language socialization (pp. 2955). Malden, MA: Wiley-Blackwell.CrossRefGoogle Scholar
Brown, R. (1973). A first language: The early stages. Cambridge, MA: Harvard University Press.CrossRefGoogle Scholar
Bruner, J. (1981). The pragmatics of acquisition. In Deutsch, W. (Ed.), The child’s construction of language (pp. 3955). New York, NY: Academic Press.Google Scholar
Bruner, J.(1983). Children’s talk: Learning to use language. New York, NY: W. W. Norton.Google Scholar
Bruner, J.(1990). Acts of meaning. Cambridge, MA: Harvard University Press.Google Scholar
Bunce, B. H. (1995). Building a language-focused curriculum for the preschool classroom (Vol. 2). Baltimore, MD: Paul H. Brookes.Google Scholar
Burchinal, M. R., Howes, C., Pianta, R., Bryant, D., Early, D., Clifford, R., & Barbarin, O. (2008). Predicting child outcomes at the end of kindergarten from the quality of pre-kindergarten teacher–child interactions and instruction. Applied Development Science, 12(3), 140153.CrossRefGoogle Scholar
Burchinal, M. R., Peisner-Feinberg, E., Pianta, R., & Howes, C. (2002). Development of academic skills from preschool through second grade: Family and classroom predictors of developmental trajectories. Journal of School Psychology, 40(5), 415436.CrossRefGoogle Scholar
Burchinal, M. R., Vandergrift, N., Pianta, R., & Mashburn, A. (2010). Threshold analysis of association between child care quality and child outcomes for low-income children in pre-kindergarten programs. Early Childhood Research Quarterly, 25(2), 166176.CrossRefGoogle Scholar
Bus, A., van Ijzendoorn, M., & Pellegrini, A. (1995). Joint book reading makes for success in learning to read: A meta-analysis on intergenerational transmission of literacy. Review of Educational Research, 65, 121.CrossRefGoogle Scholar
Buttelmann, D., Carpenter, M., & Tomasello, M. (2009). Eighteen-month-old infants show false belief understanding in an active helping paradigm. Cognition, 112, 337342.CrossRefGoogle Scholar
Cabell, S. Q., Justice, L. M., McGinty, A. S., DeCoster, J., & Forston, L. D. (2015). Teacher–child conversations in preschool classrooms: Contributions to children’s vocabulary development. Early Childhood Research Quarterly, 30, 8092.CrossRefGoogle Scholar
Cabell, S. Q., Justice, L. M., Piasta, S. B., Curenton, S. M., Wiggins, A., Turnbull, K. P., & Petscher, Y. (2011). The impact of teacher responsivity education on preschoolers’ language and literacy skills. American Journal of Speech-Language Pathology, 20(4), 315330.CrossRefGoogle ScholarPubMed
Cadima, J., Gamelas, A., Mcclelland, M., & Peixoto, C. (2015). Associations between early family risk, children’s behavioral regulation, and academic achievement in Portugal. Early Education and Development, 26, 708728.CrossRefGoogle Scholar
Cain, K., & Catts, H. (2016). Predictors of reading and listening comprehension from prekindergarten to grade 3. Paper presented at the 23rd annual meeting of the Society of Scientific Studies of Reading, Porto, Portugal.
Cain, K., & Oakhill, J. (2006). Assessment matters: Issues in the measurement of reading comprehension. British Journal of Educational Psychology, 76(4), 697708.CrossRefGoogle ScholarPubMed
Cain, K., & Oakhill, J.(2011). Matthew effects in young readers: Reading comprehension and reading experience aid vocabulary development. Journal of Learning Disabilities, 44(5), 431443.CrossRefGoogle ScholarPubMed
Callaghan, T., Moll, H., Rakoczy, H., Warneken, F., Liszkowski, U., Behne, T., & Tomasello, M. (2011). Early social cognition in three cultural contexts. Monographs of the Society for Research in Child Development, 76, 1142.Google ScholarPubMed
Calvo, A., & Bialystok, E. (2014). Independent effects of bilingualism and socioeconomic status on language ability and executive functioning. Cognition, 130(3), 278288.CrossRefGoogle ScholarPubMed
Cameron‐Faulkner, T., Theakston, A., Lieven, E., & Tomasello, M. (2015). The relationship between infant holdout and gives, and pointing. Infancy, 20(5), 576586.CrossRefGoogle Scholar
Cárdenas-Hagan, E., Carlson, C. D., & Pollard-Durodola, S. D. (2007). The cross-linguistic transfer of early literacy skills: The role of initial L1 and L2 skills and language of instruction. Language, Speech, and Hearing Services in Schools, 38(3), 249259.CrossRefGoogle ScholarPubMed
Carlisle, J. F., Kelcey, B., & Berebitsky, D. (2013). Teachers’ support of students’ vocabulary learning during literacy instruction in high poverty elementary schools. American Educational Research Journal, 50, 13601371.CrossRefGoogle Scholar
Carlisle, J., Kelcey, B., Berebitsky, D., & Phelps, G. (2011). Embracing the complexity of instruction: A study of the effects of teachers’ instruction on students’ reading comprehension. Scientific Studies of Reading, 15, 409439.CrossRefGoogle Scholar
Carlo, M. S., August, D., McLaughlin, B., Snow, C. E., Dressler, C., Lippman, D. N., … White, C. E. (2004). Closing the gap: Addressing the vocabulary needs of English‐language learners in bilingual and mainstream classrooms. Reading Research Quarterly, 39(2), 188215.CrossRefGoogle Scholar
Carlo, M. S., Barr, C. D., August, D., Calderón, C., & Artzi, L. (2014). Language of instruction as a moderator for transfer of reading comprehension skills among Spanish-speaking English language learners. Bilingual Research Journal, 37(3), 287310.CrossRefGoogle Scholar
Carlson, S. E., Seipel, B., & McMaster, K. (2014). Development of a new reading comprehension assessment: Identifying comprehension differences among readers. Learning and Individual Differences, 32, 4053.CrossRefGoogle Scholar
Carpenter, M., Nagell, K., Tomasello, M., Butterworth, G., & Moore, C. (1998). Social cognition, joint attention, and communicative competence from 9 to 15 months of age. Monographs of the Society for Research in Child Development, 63(4), 1143.CrossRefGoogle ScholarPubMed
Cartmill, E. A., Armstrong, B. F., Gleitman, L. R., Goldin-Meadow, S., Medina, T. N., & Trueswell, J. C. (2013). Quality of early parent input predicts child vocabulary 3 years later. Proceedings of the National Academy of Sciences, 110(28), 1127811283.CrossRefGoogle ScholarPubMed
Catts, H. W., Adlof, S., & Ellis Weismer, S. (2006). Language deficits in poor comprehenders: A case for the simple view of reading. Journal of Speech, Language, and Hearing Research, 49, 278293.CrossRefGoogle ScholarPubMed
Catts, H. W., Compton, D., Tomblin, J. B., & Bridges, M. S. (2012). Prevalence and nature of late-emerging poor readers. Journal of Educational Psychology, 104, 166181.CrossRefGoogle ScholarPubMed
Catts, H. W., Hogan, T. P., & Adlof, S. M. (2005). Developmental changes in reading and reading disabilities. In Catts, H. W. & Kamhi, A. G. (Eds.), The connections between language and reading disabilities (pp. 2336). Mahwah, NJ: Lawrence Erlbaum Associates.CrossRefGoogle Scholar
Cazden, C. B. (2002). Classroom discourse: The language of teaching and learning (2nd ed.). Portsmouth, NH: Heinemann.Google Scholar
Centro de Estudios, Ministerio de Educación. (2013). Estado del arte de la Educación Parvularia. Santiago, Chile: Ministerio de Educación.
Cervetti, G. N., Tilson, J., Goss, M., Castek, J., & Jaynes, C. (2008, October). Teaching and learning vocabulary in the context of science. Presentation at the annual meeting of the California Reading Association, Sacramento, CA.
Chall, J. (1967). Learning to read: The great debate. New York: McGraw-Hill.Google Scholar
Chall, J.(1996). Stages of reading development (2nd ed.). Fort Worth, TX: Harcourt Brace.Google Scholar
Chang, C. (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), 275293.CrossRefGoogle Scholar
Chernyk, N., Leech, K. A., & Rowe, M. L. (2017). Training prospective abilities through conversation about the extended self. Developmental Psychology, 53(4), 652661.CrossRefGoogle Scholar
Chen, S. (2014). The effectiveness of a Chinese literacy intervention for Uyghur young children: A randomized controlled trial (Unpublished doctoral dissertation). East China Normal University, Shanghai, China.
Chen, X., Ramirez, G., Luo, Y., Geva, E., & Ku, Y.-M. (2012). Comparing vocabulary development in Spanish- and Chinese-speaking ELLs: The effects of metalinguistic and sociocultural factors. Reading and Writing, 25, 19912020.CrossRefGoogle Scholar
Cheung, A., & Slavin, R. E. (2005). Effective reading programs for English language learners and other language-minority students. Bilingual Research Journal, 29(2), 241267.CrossRefGoogle Scholar
Chiappe, P., & Siegel, L. S. (2006). The development of reading for Canadian children from diverse linguistic backgrounds: A longitudinal study. Elementary School Journal, 107, 135152.CrossRefGoogle Scholar
China Ministry of Education. (2012). Early Learning and Development Guideline. Retrieved from www.moe.gov.cn/publicfiles/business/htmlfiles/moe/s7371/201305/152136.html.
Chomsky, N. (1957). Syntactic structures. The Hague, Netherlands: Mouton.Google Scholar
Chomsky, N.(1959). A review of B. F. Skinner’s Verbal Behavior. Language, 35(1), 2658.CrossRefGoogle Scholar
Chomsky, N.(1965). Aspects of the theory of syntax. Cambridge, MA: MIT Press.Google Scholar
Chouinard, M. M., & Clark, E. V. (2003). Adult reformulations of child errors as negative evidence. Journal of Child Language, 30(3), 637669.CrossRefGoogle ScholarPubMed
Christie, F. (2002). Classroom discourse analysis: A functional perspective. London, England: Continuum.Google Scholar
Chuang, H. K., Joshi, R. M., & Dixon, L. Q. (2011). Cross-language transfer of reading ability: Evidence from Taiwanese ninth grade adolescents. Journal of Literacy Research, 44(1), 97119.CrossRefGoogle Scholar
Chung, K. K., McBride-Chang, C., Cheung, H., & Wong, S. W. (2013). General auditory processing, speech perception and phonological awareness skills in Chinese–English biliteracy. Journal of Research in Reading, 36(2), 202222.CrossRefGoogle Scholar
Claessens, A., Duncan, G., & Engel, M. (2009). Kindergarten skills and fifth-grade achievement: Evidence from the ECLS-K. Economics of Education Review, 28, 415427.CrossRefGoogle Scholar
Clark, C., Pritchard, V., & Woodward, L. (2010). Preschool executive functioning abilities predict early mathematics achievement. Developmental Psychology, 46(5), 11761191.CrossRefGoogle ScholarPubMed
Cleave, P. L., Becker, S. D., Curran, M. K., Van Horne, A. J. O., & Fey, M. E. (2015). The efficacy of recasts in language intervention: A systematic review and meta-analysis. American Journal of Speech-Language Pathology, 24(2), 237255.CrossRefGoogle ScholarPubMed
Collins, M. F. (2012). Sagacious, sophisticated, and sedulous: The importance of discussing 50-cent words with preschoolers. Young Children, 67(5), 6671.Google Scholar
Collins, M. F.(in press). Supporting inferential thinking in preschoolers: Effects of discussion on children’s story comprehension. Early Education and Development.
Colonnesi, C., Stams, G. J. J. M., Koster, I., & Noom, M. J. (2010). The relation between pointing and language development: A meta-analysis. Developmental Review, 30, 352366.CrossRefGoogle Scholar
Comeau, L., Genesee, F., & Mendelson, M. (2007). Bilingual children’s repairs of breakdown in communication. Journal of Child Language, 34, 159174.CrossRefGoogle Scholar
Conboy, B. T., & Thal, D. J. (2006). Ties between the lexicon and grammar: Cross-sectional and longitudinal studies of bilingual toddlers. Child Development, 77(3), 712735.CrossRefGoogle ScholarPubMed
Connor, C. M., Morrison, F. J., & Petrella, J. (2004). Effective reading comprehension instruction: Examining Child × Instruction interactions. Journal of Educational Psychology, 96, 682698.CrossRefGoogle Scholar
Connor, C. M., Morrison, F. J., & Slominski, L. (2006). Preschool instruction and children’s emergent literacy growth. Journal of Educational Psychology, 98, 665689.CrossRefGoogle Scholar
Connor, C. M., Son, S. H., Hindman, A. H., & Morrison, F. J. (2005). Teacher qualifications, classroom practices, family characteristics, and preschool experience: Complex effects on first graders’ vocabulary and early reading outcomes. Journal of School Psychology, 43(4), 343375.CrossRefGoogle Scholar
Connor, C. M., Spencer, M., Day, S. L., Guiliani, S., Ingebrand, S. W., McLean, L., & Morrison, F. J. (2014). Capturing the complexity: Content, type, and amount of instruction and quality of the classroom learning environment synergistically predict third graders’ vocabulary and reading comprehension outcomes. Journal of Educational Psychology, 106, 762778.CrossRefGoogle ScholarPubMed
Cook, A. E., & Guéraud, S. (2005). What have we been missing? The role of general world knowledge in discourse processing. Discourse Processes, 39, 265278.CrossRefGoogle Scholar
Cook, V. (Ed.). (2003). Effects of the second language on the first (Vol. 3). XXXX: Multilingual Matters.CrossRefGoogle Scholar
Coulmas, F. (1989). The writing systems of the world. Oxford, England: Blackwell.Google Scholar
Council of Chief School Officers. (2010). Common Core State Standards for English language arts and literacy in history/social studies, science, and technical subjects. Washington, DC: CCSO.
Coxhead, A. (2000). A new academic word list. TESOL Quarterly, 34, 213238.CrossRefGoogle Scholar
Crain-Thorenson, C., Lippman, M. Z., & McClendon-Magnuson, D. (1997). Windows on comprehension: Reading comprehension processes as revealed by two think-aloud procedures. Journal of Educational Psychology, 89(4), 579591.CrossRefGoogle Scholar
Cristofaro, T. N., & Tamis-LeMonda, C. S. (2012). Mother-child conversations at 36 months and at pre-kindergarten: Relations to children’s school readiness. Journal of Early Childhood Literacy, 12, 6897.CrossRefGoogle Scholar
Crookes, G. (1990). The utterance, and other basic units for second language discourse analysis. Applied Linguistics, 11, 183–99.CrossRefGoogle Scholar
Cummins, J. (1979). Linguistic interdependence and the educational development of bilingual children. Review of Educational Research, 49(2), 222251.CrossRefGoogle Scholar
Cummins, J.(1981). The role of primary language development in promoting Educational success for language minority students. In Schooling and language minority students: A theoretical framework (pp. 349). Los Angeles, CA: California State University, Evaluation, Dissemination, and Assessment Center.Google Scholar
Cummins, J.(1991). Conversational and academic language proficiency in bilingual contexts. AILA Review, 8, 7589.Google Scholar
Cummins, J.(2000). Language, power, and pedagogy: Bilingual children in the crossfire. Clevedon, England: Multilingual Matters.CrossRefGoogle Scholar
Cummins, J.(2012). The intersection of cognitive and sociocultural factors in the development of reading comprehension among immigrant students. Reading and Writing, 25(8), 19731990.CrossRefGoogle Scholar
Cunningham, A. E., & Stanovich, K. E. (1997). Early reading acquisition and its relation to reading experience and ability 10 years later. Developmental Psychology, 33, 934945.CrossRefGoogle ScholarPubMed
Curby, T. W., Brock, L. L., & Hamre, B. K. (2013). Teachers’ emotional support consistency predicts children’s achievement gains and social skills. Early Education & Development, 24(3), 292309.CrossRefGoogle Scholar
Curenton, S. M., Craig, M. J., & Flanigan, N. (2008). Use of decontextualized talk across story contexts: How oral storytelling and emergent reading can scaffold children’s development. Early Education and Development, 19(1), 161187.CrossRefGoogle Scholar
Dale, E. (1965). Vocabulary measurement: Techniques and major findings. Elementary English, 42, 8288.Google Scholar
Davidson, R. G., & Snow, C. E. (1995). The linguistic environment of early readers. Journal of Research in Childhood Education, 10, 521.CrossRefGoogle Scholar
Davison, M. D., Hammer, C., & Lawrence, F. R. (2011). Associations between preschool language and first grade reading outcomes in bilingual children. Journal of Communication Disorders, 44(4), 444458.CrossRefGoogle ScholarPubMed
de Boysson-Bardies, B., & Vihman, M. M. (1991). Adaptation to language: Evidence from babbling and first words in four languages. Language, 67, 297319.CrossRefGoogle Scholar
De Jong, P. F., & Leseman, P. P. M. (2001). Lasting effects of home literacy on reading achievement in school. Journal of School Psychology, 39(5), 389414.CrossRefGoogle Scholar
De Temple, J., & Snow, C. E. (2003). Learning words from books. In van Kleeck, A., Stahl, S. A., & Bauer, E. B. (Eds.), On reading books to children: Parents and teachers (pp. 1636). Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
Deacon, S. H., Commissaire, E., Chen, X., & Pasquarella, A. (2013). Learning about print: The development of orthographic processing and its relationship to word reading in first grade children in French immersion. Reading and Writing, 26(7), 10871109.CrossRefGoogle Scholar
Deacon, S. H., Wade-Woolley, L., & Kirby, J. (2007). Crossover: The role of morphological awareness in French immersion children’s reading. Developmental Psychology, 43(3), 732.CrossRefGoogle ScholarPubMed
Demir, O. E., Rowe, M. L., Heller, G., Goldin-Meadow, S., & Levine, S. C. (2015). Vocabulary, syntax, and narrative development in typically developing children and children with early unilateral brain injury: Early parental talk about the “there-and-then” matters. Developmental Psychology, 51(2), 161175.CrossRefGoogle ScholarPubMed
Denton, C. A., Enos, M., York, M. J., et al. (2015a). Text‐processing differences in adolescent adequate and poor comprehenders reading accessible and challenging narrative and informational text. Reading Research Quarterly, 50(4), 393416.CrossRefGoogle Scholar
Denton, C. A., Wolters, C. A., York, M. J., et al. (2015b). Adolescents’ use of reading comprehension strategies: Differences related to reading proficiency, grade level, and gender. Learning and Individual Differences, 37, 8195.CrossRefGoogle Scholar
Dewey, J. (1916). Democracy and education: An introduction to the philosophy of education. New York, NY: Macmillan.Google Scholar
Diakidoy, I. A. N., Stylianou, P., Karefillidou, C., & Papageorgiou, P. (2005). The relationship between listening and reading comprehension of different types of text at increasing grade levels. Reading Psychology, 26(1), 5580.CrossRefGoogle Scholar
Diamond, A. (2013). Executive functions. Annual Review Psychology, 64, 135168.CrossRefGoogle ScholarPubMed
Diazgranados, S., Selman, R. L., & Dionne, M. (2016). Acts of social perspective taking: A functional construct and the validation of a performance measure for early adolescents. Social Development, 25(3), 572601.CrossRefGoogle Scholar
Dickinson, D. K. (2001). Book reading in preschool classrooms: Is recommended practice common? In Dickinson, D. K. & Tabors, P. O. (Eds.), Beginning literacy with language: Young children learning at home and school (pp. 175203). Baltimore, MD: Paul H. Brookes.Google Scholar
Dickinson, D. K, Golinkoff, R. M., & Hirsh-Pasek, K. (2010). Speaking out for language: Why language is central to reading development. Educational Researcher, 39(4), 305310.CrossRefGoogle Scholar
Dickinson, D. K., McCabe, A., Clark-Chiarelli, N., & Wolf, A. (2004). Cross-language transfer of phonological awareness in low-income Spanish and English bilingual preschool children. Applied Psycholinguistics, 25(3), 323347.CrossRefGoogle Scholar
Dickinson, D. K., & Porche, M. V. (2011). Relation between language experiences in preschool classrooms and children’s kindergarten and fourth-grade language and reading abilities. Child Development, 82(3), 870886.CrossRefGoogle ScholarPubMed
Dickinson, D. K., & Tabors, P. (Eds.). (2001). Beginning literacy with language: Young children learning at home and school. Baltimore, MD: Paul H. Brookes.Google Scholar
Dickson, W. P. (1982). Two decades of referential communication research: A review and meta-analysis. In Brainerd, C. J. & Pressley, M. (Eds.), Verbal processes in children (pp. 133). New York, NY: Springer.Google Scholar
Dittmar, M., Abbot‐Smith, K., Lieven, E., & Tomasello, M. (2008). German children’s comprehension of word order and case marking in causative sentences. Child Development, 79(4), 11521167.CrossRefGoogle ScholarPubMed
Dixon, L. Q., Chuang, H. K., & Quiroz, B. (2012). English phonological awareness in bilinguals: A cross-linguistic study of Tamil, Malay and Chinese English-language learners. Journal of Research in Reading, 35(4), 372392.CrossRefGoogle Scholar
Donahue, M. (2014). Perspective-taking and reading comprehension of narratives: Lessons learned from the bean. In Stone, C. A., Silliman, E., Ehren, B., & Wallach, G. (Eds.), Handbook of language and literacy development and disorders (2nd ed., pp. 323338). New York, NY: Guilford Press.Google Scholar
Downer, J., Sabol, T. J., & Hamre, B. (2010). Teacher–child interactions in the classroom: Toward a theory of within- and cross-domain links to children’s developmental outcomes. Early Education and Development, 21(5), 699723.CrossRefGoogle Scholar
Duffy, G. G. (1993). Teachers’ progress toward becoming expert strategy teachers. Elementary School Journal, 94(2), 109120.CrossRefGoogle Scholar
Duke, N. K., & Carlisle, J. (2011). The development of comprehension. In Kamil, M. L., Pearson, P. D., Moje, E. B., & Afflerbach, P. P. (Eds.), Handbook of reading research (Vol. 4, pp. 199228). New York, NY: Routledge.Google Scholar
Duke, N. K., & Pearson, P. (2002). Effective practices for developing reading comprehension. In Farstrup, A. E. & Samuels, S. (Eds.), What research has to say about reading instruction (pp. 205242). Newark, DE: International Reading Association.Google Scholar
Duncan, G. J., Dowsett, C. J., Claessens, A., Magnuson, K., Huston, A. C., Klebanov, B., … Japel, C. (2007). School readiness and later achievement. Developmental Psychology, 43, 14281446.CrossRefGoogle ScholarPubMed
Dunn, L. M., Dunn, L. M., Whetton, C., & Burley, J. (1997). The British Picture Vocabulary Scale (2nd ed.). London, England: Nelson.Google Scholar
Durand, T. (2011). Latino parental involvement in kindergarten: Findings from the Early Childhood Longitudinal Study. Hispanic Journal of Behavioral Sciences, 33, 469489.CrossRefGoogle Scholar
Durgunoğlu, A. Y. (2002). Cross-linguistic transfer in literacy development and implications for language learners. Annals of Dyslexia, 52, 189204.CrossRefGoogle Scholar
Durham, R. E., Farkas, G., Hammer, C. S., Tomblin, J. B., & Catts, H. W. (2007). Kindergarten oral language skill: A key variable in the intergenerational transmission of socioeconomic status. Research in Social Stratification and Mobility, 25(4), 294305.CrossRefGoogle Scholar
Durkin, D. (1978/1979). What classroom observations reveal about reading comprehension instruction. Reading Research Quarterly, 14, 481533.CrossRefGoogle Scholar
Early, D. M., Maxwell, K. L., Ponder, B. D., & Pan, Y. (2017). Improving teacher–child interactions: A randomized controlled trial of Making the Most of Classroom Interactions and My Teaching Partner professional development models. Early Childhood Research Quarterly, 38, 5770.CrossRefGoogle Scholar
Edmonds, M. S., Vaughn, S., Wexler, J., et al. (2009). A synthesis of reading interventions and effects on reading comprehension outcomes for older struggling readers. Review of Educational Research, 79(1), 262300.CrossRefGoogle ScholarPubMed
Eisenberg, A. (2002). Maternal teaching talk within families of Mexican descent: Influences of task and socioeconomic status. Hispanic Journal of Behavioral Sciences, 24, 206224.CrossRefGoogle Scholar
Eisenberg, N., Valiente, C., & Eggum, N. D. (2010). Self-regulation and school readiness. Early Education and Development, 21(5), 681698.CrossRefGoogle ScholarPubMed
Elleman, A. M., Lindo, E. J., Morphy, P., & Compton, D. L. (2009). The impact of vocabulary instruction on passage-level comprehension of school-age children: A meta-analysis. Journal of Research on Educational Effectiveness, 2(1), 144.CrossRefGoogle Scholar
Entwisle, D., Alexander, K., & Olson, L. (2005). First grade and educational attainment by age 22: A new story. American Journal of Sociology, 110(5), 14581502.CrossRefGoogle Scholar
Faggella-Luby, M. N., Graner, P. S., Deshler, D. D., & Drew, S. V. (2012). Building a house on sand: Why disciplinary literacy is not sufficient to replace general strategies for adolescent learners who struggle. Topics in Language Disorders, 32(1), 6984.CrossRefGoogle Scholar
Faigenbaum-Golovin, S., Shaus, A., Sober, B., Levin, D., Na’aman, N., Sass, B., … Finkelstein, I. (2016). Algorithmic handwriting analysis of Judah’s military correspondence sheds light on composition of biblical texts. Proceedings of the National Academy of Sciences, 113, 46644669.CrossRefGoogle ScholarPubMed
Fan, S. P., Liberman, Z., Keysar, B., & Kinzler, K. D. (2015). The exposure advantage: Early exposure to a multilingual environment promotes effective communication. Psychological Science, 26, 10901097.CrossRefGoogle ScholarPubMed
Fang, Z. (2012). The challenges of reading disciplinary texts. In Jetton, T. L. & Shanahan, C. (Eds.), Adolescent literacy in the academic disciplines: General principles and practical strategies (pp. 3468). New York, NY: Guilford.Google Scholar
Fang, Z., Schleppegrell, M. J., & Cox, B. M. (2006). Understanding the language demands of schooling: Nouns in academic registers. Journal of Literacy Research, 38(3), 247273.CrossRefGoogle Scholar
Farnia, F., & Geva, E. (2013). Growth and predictors of change in English language learners’ reading comprehension. Journal of Research in Reading, 36(4), 389421.Google Scholar
Farrar, M. J. (1990). Discourse and the acquisition of grammatical morphemes. Journal of Child Language, 17(3), 607624.CrossRefGoogle ScholarPubMed
Feinauer, E., Hall-Kenyon, K. M., & Davison, K. C. (2013). Cross-language transfer of early literacy skills: An examination of young learners in a two-way bilingual immersion elementary school. Reading Psychology, 34(5), 436460.CrossRefGoogle Scholar
Fernald, A., Perfors, A., & Marchman, V. A. (2006). Picking up speed in understanding: Speech processing efficiency and vocabulary growth across the 2nd year. Developmental Psychology, 42(1), 98116.CrossRefGoogle ScholarPubMed
Fernald, A., Pinto, J. P., Swingley, D., Weinbergy, A., & McRoberts, G. W. (1998). Rapid gains in speed of verbal processing by infants in the 2nd year. Psychological Science, 9(3), 228231.CrossRefGoogle Scholar
Firth, A., & Wagner, J. (1997). On discourse, communication, and (some) fundamental concepts in SLA research. Modern Language Journal, 8, 285300.CrossRefGoogle Scholar
Fitzgerald, J., Amendum, S. J., Relyea, J. E., & Garcia, S. G. (2015). Is overall oral English ability related to young Latinos’ English reading growth? Reading & Writing Quarterly, 31(1), 6895.CrossRefGoogle Scholar
Fivush, R., Haden, C. A., & Reese, E. (2006). Elaborating on elaborations: Role of maternal reminiscing style in cognitive and socioemotional development. Child Development, 77(6), 15681588.CrossRefGoogle ScholarPubMed
Florit, E., Roch, M., & Levorato, M. C. (2014). Listening text comprehension in preschoolers: A longitudinal study on the role of semantic components. Reading and Writing: An Interdisciplinary Journal, 27, 793817.CrossRefGoogle Scholar
Foorman, B. R., Koon, S., Petscher, Y., Mitchell, A., & Truckenmiller, A. (2015). Examining general and specific factors in the dimensionality of oral language and reading in 4th–10th grades. Journal of Educational Psychology, 107(3), 884899.CrossRefGoogle ScholarPubMed
Foorman, B. R., Petscher, Y., & Bishop, M. D. (2012). The incremental variance of morphological knowledge to reading comprehension in grades 3–10 beyond prior reading comprehension, spelling, and text reading efficiency. Learning and Individual Differences, 22(6), 792798.CrossRefGoogle Scholar
Ford-Connors, E. (2011). Examining middle-school teachers’ talk during vocabulary instruction. Yearbook of the Literacy Research Association, 60, 229244.Google Scholar
Ford-Connors, E., & Paratore, J. R. (2015). Vocabulary instruction in fifth-grade and beyond: Sources of word learning and productive contexts for development. Review of Educational Research, 85(1), 5091.CrossRefGoogle Scholar
Francis, D. J., Snow, C. E., August, D., Carlson, C. D., Miller, J., & Iglesias, A. (2006). Measures of reading comprehension: A latent variable analysis of the Diagnostic Assessment of Reading Comprehension. Scientific Studies of Reading, 10(3), 301322.CrossRefGoogle Scholar
Frazier, B. N., Gelman, S. A., & Wellman, H. M. (2009). Preschoolers’ search for explanatory information within adult–child conversation. Child Development, 80(6), 15921611.CrossRefGoogle ScholarPubMed
Frazier, B. N., Gelman, S. A., & Wellman, H. M.(2016). Young children prefer and remember satisfying explanations. Journal of Cognition and Development, 17(5), 718736.CrossRefGoogle ScholarPubMed
Frost, R. L. A., Monaghan, P., & Christiansen, M. H. (2016). Using statistics to learn words and grammatical categories: How high frequency words assist language acquisition. In Papafragou, A., Grodner, D., Mirman, D., & Trueswell, J. C. (Eds.), Proceedings of the 38th Annual Conference of the Cognitive Science Society (pp. 8186). Austin, TX: Cognitive Science Society.Google Scholar
Fuchs, L. S., Fuchs, D., Hosp, M. K., & Jenkins, J. R. (2001). Oral reading fluency as an indicator of reading competence: A theoretical, empirical, and historical analysis. Scientific Studies of Reading, 5(3), 239256.CrossRefGoogle Scholar
García, G. (1991). Factors influencing the English reading test performance of Spanish-speaking Hispanic children. Reading Research Quarterly, 26, 371392.CrossRefGoogle Scholar
García, O. (2009). Bilingual education in the 21st century: A global perspective. New York, NY: Wiley-Blackwell.Google Scholar
García, O.(2014). Countering the dual: Transglossia, dynamic bilingualism and translanguaging in education. In Rubdy, R. S. & Alsagoff, L. (Eds.), The global-local interface and hybridity: Exploring language and identity (pp. 100118). Bristol, England: Multilingual Matters.Google Scholar
Gee, J. P. (2014). Decontextualized language: A problem, not a solution. International Multilingual Research Journal, 8, 923.CrossRefGoogle Scholar
Genesee, F., Paradis, J., & Crago, M. B. (2004). Dual language development and disorders: A handbook on bilingualism and second language learning (Vol. 11). Baltimore, MD: Paul H. Brookes.Google Scholar
Genesee, F., Tucker, G. R., & Lambert, W. E. (1975). Communication skills of bilingual children. Child Development, 46, 10101014.CrossRefGoogle Scholar
Gerde, H. K., & Powell, D. R. (2009). Teacher education, book-reading practices, and children’s language growth across one year of Head Start. Early Education and Development, 20(2), 211237.CrossRefGoogle Scholar
Gest, S. D., Holland-Coviello, R., Welsh, J. A., Eicher-Catt, D. L., & Gill, S. (2006). Language development subcontexts in Head Start classrooms: Distinctive patterns of teacher talk during free play, mealtime, and book reading. Early Education and Development, 17(2), 293315.CrossRefGoogle Scholar
Geva, E. (2006). Second language oral proficiency and second language literacy. In August, D. & Shanahan, T. (Eds.), Developing literacy in second-language learners: Report of the national literacy panel on language-minority children and youth (pp. 123139). Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
Geva, E., & Farnia, F. (2012). Developmental changes in the nature of language proficiency and reading fluency paint a more complex view of reading comprehension in ELL and EL1. Reading and Writing, 25, 18191845.CrossRefGoogle Scholar
Gilbert, J. K., Goodwin, A. P., Compton, D. L., & Kearns, D. M. (2014). Multisyllabic word reading as a moderator of morphological awareness and reading comprehension. Journal of Learning Disabilities, 47(1), 3443.CrossRefGoogle Scholar
Girolametto, L., & Weitzman, E. (2002). Responsiveness of child care providers in interactions with toddlers and preschoolers. Language, Speech, and Hearing Services in Schools, 33, 268281.CrossRefGoogle ScholarPubMed
Girolametto, L., Weitzman, E., & Greenberg, J. (2003). Training day care staff to facilitate children’s language. American Journal of Speech-Language Pathology, 12(3), 299311.CrossRefGoogle ScholarPubMed
Girolametto, L., Weitzman, E., & Greenberg, J.(2012). Facilitating emergent literacy: Efficacy of a model that partners speech-language pathologists and educators. American Journal of Speech-Language Pathology, 21, 4763.CrossRefGoogle ScholarPubMed
Girolametto, L., Weitzman, E., Lefebvre, P., & Greenberg, J. (2007). The effects of in-service education to promote emergent literacy in child care centers: A feasibility study. Language, Speech, and Hearing Services in Schools, 38, 7283.CrossRefGoogle ScholarPubMed
Goetz, P. J. (2003). The effects of bilingualism on theory of mind. Bilingualism: Language and Cognition, 6, 115.CrossRefGoogle Scholar
Goldberg, H., Paradis, J., & Crago, M. (2008). Lexical acquisition over time in minority first language children learning English as a second language. Applied Psycholinguistics, 29(1), 4165.CrossRefGoogle Scholar
Goldin-Meadow, S., Levine, S. C., Hedges, L. V., Huttenlocher, J., Raudenbush, S. W., & Small, S. L. (2014). New evidence about language and cognitive development based on a longitudinal study: Hypotheses for intervention. American Psychologist, 69, 588599.CrossRefGoogle ScholarPubMed
Goldin-Meadow, S., Mylander, C., de Villiers, J., Bates, E., & Volterra, V. (1984). Gestural communication in deaf children: The effects and noneffects of parental input on early language development. Monographs of the Society for Research in Child Development, 49(3), 1151.CrossRefGoogle ScholarPubMed
Goldman, S. R., & Snow, C. E. (2015). Adolescent literacy: Development and instruction. In Pollatsek, A. & Treiman, R. (Eds.), The Oxford handbook of reading (pp. 463478). New York, NY: Oxford University Press.Google Scholar
Goldstein, H. (2003). Multilevel statistical models. New York, NY: Arnold.Google Scholar
Goldstein, M. H., King, A. P., & West, M. J. (2003). Social interaction shapes babbling: Testing parallels between birdsong and speech. Proceedings of the National Academy of Sciences, 100(13), 80308035.CrossRefGoogle ScholarPubMed
Goodman, K. S. (1965). A linguistic study of cues and miscues in reading. Elementary English, 42, 639643.Google Scholar
Goodman, Y. (1989). Roots of the whole-language movement. Elementary School Journal, 90, 113127.CrossRefGoogle Scholar
Goodwin, A. P. (2016). Effectiveness of word solving: Integrating morphological problem-solving within comprehension instruction for middle school students. Reading & Writing, 29(1), 91116.CrossRefGoogle Scholar
Goodwin, A. P., Gilbert, J. K., & Cho, S.-J. (2013). Morphological contributions to adolescent word reading: An item response approach. Reading Research Quarterly, 48(1), 3960.CrossRefGoogle Scholar
Gort, M. (2006). Strategic codeswitching, interliteracy, and other phenomena of emergent bilingual writing: Lessons from first grade dual language classrooms. Journal of Early Childhood Literacy, 6(3), 323354.CrossRefGoogle Scholar
Gort, M., & Sembiante, S. F. (2015). Navigating hybridized language learning spaces through translanguaging pedagogy: Dual language preschool teachers’ languaging practices in support of emergent bilingual children’s performance of academic discourse. International Multilingual Research Journal, 9(1), 725.CrossRefGoogle Scholar
Gosse, C. S., McGinty, A. S., Mashburn, A. J., Hoffman, L. M., & Pianta, R. C. (2014). The role of relational and instructional classroom supports in the language development of at-risk preschoolers. Early Education & Development, 25(1), 110133.CrossRefGoogle Scholar
Gottardo, A., Chiappe, P., Yan, B., Siegel, L., & Gu, Y. (2006). Relationships between first and second language phonological processing skills and reading in Chinese-English speakers living in English-speaking contexts. Educational Psychology, 26, 367393.CrossRefGoogle Scholar
Gottardo, A., Javier, C., Farnia, F., Mak, L., & Geva, E. (2014). Bidirectional cross-linguistic relations of first and second language skills in reading comprehension of Spanish- speaking English learners. Written Language and Literacy, 17, 6288.Google Scholar
Gottardo, A., & Mueller, J. (2009). Are first- and second-language factors related in predicting second-language reading comprehension? A study of Spanish-speaking children acquiring English as a second language from first to second grade. Journal of Educational Psychology, 101, 330344.CrossRefGoogle Scholar
Gough, P. B., & Hillinger, M. L. (1980). Learning to read: An unnatural act. Bulletin of the Orton Society, 30, 179190.CrossRefGoogle Scholar
Graesser, A. C., Singer, M., & Trabasso, T. (1994). Constructing inferences during narrative text comprehension. Psychological Review, 101(3), 371395.CrossRefGoogle ScholarPubMed
Grant, A., Gottardo, A., & Geva, E. (2011). Reading in English as a first or second language: The case of grade 3 Spanish, Portuguese, and English speakers. Learning Disabilities Research & Practice, 26, 6783.CrossRefGoogle Scholar
Graves, M. F. (2016). The vocabulary book: Learning and instruction (2nd ed.). New York, NY: Teachers College Press.Google Scholar
Graves, M. F., Baumann, J. F., Blachowicz, C. L. Z., Manyak, P., Bates, A., Cieply, C., Davis, J. R., & Von Gunten, H. (2014). Words, words everywhere, but which ones do we teach? The Reading Teacher, 67(5), 333346.CrossRefGoogle Scholar
Gray, S., Carter, A., Briggs-Gowan, M., Jones, S., Wagmiller, R., & Eccles, J. S. (2014). Growth trajectories of early aggression, overactivity, and inattention: Relations to second-grade reading. Developmental Psychology, 50(9), 22552263.CrossRefGoogle ScholarPubMed
Greene, R., & Hakuta, K. (2015). Epistemological linguistics: A new, learning-centered branch of linguistics. In Scott, R. A. & Buchmann, M. C. (Eds.), Emerging trends in the social and behavioral sciences: An interdisciplinary, searchable, linkable resource. Retrieved from https://onlinelibrary.wiley.com/doi/book/10.1002/9781118900772
Greenleaf, C., & Valencia, S. (2016). Missing in action: Learning from texts in subject-matter classrooms. In Appleman, D. A. & Hinchman, K. A. (Eds.), Adolescent literacies: A handbook of practice-based research (pp. 235256). New York, NY: Guilford.Google Scholar
Grimm, K. J., Steele, J. S., Mashburn, A. J., Burchinal, M., & Pianta, R. C. (2010). Early behavioral associations of achievement trajectories. Developmental Psychology, 46(5), 976983.CrossRefGoogle ScholarPubMed
Grosjean, F. (2010). Bilingual: Life and reality. Cambridge, MA: Harvard University Press.CrossRefGoogle Scholar
Grøver Aukrust, V., & Snow, C. E. (1998). Narratives and explanations during mealtime conversations in Norway and the U.S. Language in Society, 27, 221246.CrossRefGoogle Scholar
Guglielmi, R. S. (2008). Native language proficiency, English literacy, academic achievement, and occupational attainment in limited-English-proficient students: A latent growth modeling perspective. Journal of Educational Psychology, 100(2), 322342.CrossRefGoogle Scholar
Guo, Y., Piasta, S. B., Justice, L. M., & Kaderavek, J. N. (2010). Relations among preschool teachers’ self-efficacy, classroom quality, and children’s language and literacy gains. Teaching and Teacher Education, 26(4), 10941103.CrossRefGoogle Scholar
Hair, E., Halle, T., Terry-Humen, E., Lavelle, B., & Calkins, J. (2006). Children’s school readiness in the ECLS-K: Predictions to academic, health, and social outcomes in first grade. Early Childhood Research Quarterly, 21, 431454.CrossRefGoogle Scholar
Hakuta, K. (2011). Educating language minority students and affirming their equal rights: Research and practical perspectives. Seventh Annual Brown Lecture in Education Research. Educational Researcher, 20, 112.Google Scholar
Halliday, M. A. K. (1975). Learning how to mean: Explorations in the development of language. London, England: Edward Arnold.CrossRefGoogle Scholar
Halliday, M. A. K.(1993). Towards a language-based theory of learning. Linguistics and Education, 5(2), 93116.Google Scholar
Halliday, M. A. K.(2004). The language of science – collected works of M.A.K. Halliday (Vol. 5). New York, NY: Continuum.Google Scholar
Halliday, M. A. K., & Matthiessen, C. M. I. M. (2004). An introduction to functional grammar (3rd ed.). London, England: Arnold.Google Scholar
Hammer, C. S., Hoff, E., Uchikoshi, Y., Gillanders, C., Castro, D. C., & Sandilos, L. E. (2014). The language and literacy development of young dual language learners: A critical review. Early Childhood Research Quarterly, 29, 715733.CrossRefGoogle ScholarPubMed
Hammer, C. S., Lawrence, F. R., & Miccio, A. W. (2007). Bilingual children’s language abilities and early reading outcomes in head start and kindergarten. Language, Speech, and Hearing Services in Schools, 38(3), 237248.CrossRefGoogle ScholarPubMed
Hammett, L. A., Van Kleeck, A., & Huberty, C. J. (2003). Patterns of parents’ extratextual interactions with preschool children: A cluster analysis study. Reading Research Quarterly, 38(4), 442467.CrossRefGoogle Scholar
Hamre, B., Hartfield, B., Pianta, R., & Jamil, F. (2014). Evidence for general and domain- specific elements of teacher-child interactions: Associations with preschool children’s development. Child Development, 85(3), 12571274.CrossRefGoogle ScholarPubMed
Hamre, B. K., Justice, L. M., Pianta, R. C., Kilday, C., Sweeney, B., Downer, J. T., & Leach, A. (2010). Implementation fidelity of MyTeachingPartner literacy and language activities: Association with preschoolers’ language and literacy growth. Early Childhood Research Quarterly, 25(3), 329347.CrossRefGoogle Scholar
Harris, P. L. (2012). Trusting what you’re told: How children learn from others. Cambridge, MA: Belknap Press/Harvard University Press.CrossRefGoogle Scholar
Harris, P. L.(2017). Tell, ask, repair: Early responding to discordant reality. Motivation Science, 3, 275286.CrossRefGoogle Scholar
Harris, P. L., & Corriveau, K. H. (2011). Young children’s selective trust in informants. Proceedings of the Royal Society B, 366, 11791190.Google ScholarPubMed
Harris, P. L., & Lane, J. D. (2014). Infants understand how testimony works. Topoi, 33, 443458.CrossRefGoogle Scholar
Hart, B., & Risley, T. R. (1995). Meaningful differences in the everyday experience of young American children. Baltimore, MD: Paul H. Brookes.Google Scholar
Hayes, D. P., & Ahrens, M. (1988). Vocabulary simplification for children: A special case of “motherese”? Journal of Child Language, 15, 395410.CrossRefGoogle ScholarPubMed
Heath, S. B. (1983). Ways with words: Language, life, and work in communities and classrooms. New York, NY: McGraw-Hill.CrossRefGoogle Scholar
Heath, S. B.(2012). Words at work and play: Three decades in family and community life. Cambridge, England: Cambridge University Press.Google Scholar
Hedges, L., & Hedberg, E. (2007). Intraclass correlation values for planning group-randomized trials in education. Educational Evaluation and Policy Analysis, 29(1), 6087.CrossRefGoogle Scholar
Hedrick, W. B., Harmon, J. M., & Linerode, P. M. (2004). Teachers’ beliefs and practices of vocabulary instruction with social studies textbooks in grades 4–8. Reading Horizons, 45, 103125.Google Scholar
Hemphill, L., & Snow, C. E. (1996). Language and literacy development: Discontinuities and differences. In Olson, D. & Torrance, N. (Eds.), The handbook of education and human development: New models of learning, teaching and schooling (pp. 173201). Oxford, England: Blackwell.Google Scholar
Henrichs, J., Rescorla, L., Schenk, J. J., Schmidt, H. G., Jadooe, V. W. V., Hofman, A., … Tiemeier, H. (2011). Examining continuity of early expressive vocabulary development: The Generation R study. Journal of Speech, Language, and Hearing Research, 54, 854869.CrossRefGoogle ScholarPubMed
Henrichs, L. F. (2010). Academic language in early childhood interactions: A longitudinal study of 3- to 6-year-old Dutch monolingual children (Unpublished doctoral dissertation). University of Amsterdam, Netherlands. Retrieved from http://dare.uva.nl/en/record/334829
Hickman, G. P., Bartholomew, M., Mathwig, J., & Heinrich, R. S. (2008). Differential developmental pathways of high school dropouts and graduates. Journal of Educational Research, 102(1), 314.CrossRefGoogle Scholar
Hiebert, E. H., & Kamil, M. L. (2005). Teaching and learning vocabulary: Bringing research to practice. New York, NY: Routledge.Google Scholar
Hindman, A. H., Erhart, A. C., & Wasik, B. A. (2012). Reducing the Matthew effect: Lessons from the ExCELL Head Start intervention. Early Education & Development, 23(5), 781806.CrossRefGoogle Scholar
Hindman, A. H., Wasik, B. A., & Erhart, A. C. (2012). Shared book reading and Head Start preschoolers’ vocabulary learning: The role of book-related discussion and curricular connections. Early Education & Development, 23(4), 451474.CrossRefGoogle Scholar
Hipfner-Boucher, K., Lam, K., & Chen, X. (2014). The effects of bilingual education on the English language and literacy outcomes of Chinese-speaking children. Written Language & Literacy, 17(1), 116138.Google Scholar
Hirsh-Pasek, K., Adamson, L. B., Bakeman, R., Owen, M. T., Golinkoff, R. M., Pacee, A., … Suma, K. (2015). The contribution of early communication quality to low-income children’s language success. Psychological Science, 26, 19711983.CrossRefGoogle ScholarPubMed
Hoff, E. (2003). The specificity of environmental influence: Socioeconomic status affects early vocabulary development via maternal speech. Child Development, 71, 13681378.CrossRefGoogle Scholar
Hoff, E.(2006). How social contexts support and shape language development. Developmental Review, 26, 5588.CrossRefGoogle Scholar
Hoff, E.(2013). Interpreting the early language trajectories of children from low-SES and language minority homes: Implications for closing achievement gaps. Developmental Psychology, 49, 46.CrossRefGoogle ScholarPubMed
Hoff-Ginsberg, E. (1985). Some contributions of mothers’ speech to their children’s syntactic growth. Journal of Child Language, 12(2), 367385.CrossRefGoogle ScholarPubMed
Hoover, W. A., & Gough, P. B. (1990). The simple view of reading. Reading and Writing: An Interdisciplinary Journal, 2(2), 127160.CrossRefGoogle Scholar
Howard, E. R., Green, J. D., & Arteagoitia, I. (2012). Can yu rid guat ay rot? A developmental investigation of cross-linguistic spelling errors among Spanish–English bilingual students. Bilingual Research Journal, 35(2), 164178.CrossRefGoogle Scholar
Howard, E. R., Páez, M. M., August, D. L., Barr, C. D., Kenyon, D., & Malabonga, V. (2014). The importance of SES, home and school language and literacy practices, and oral vocabulary in bilingual children’s English reading development. Bilingual Research Journal, 37(2), 120141.CrossRefGoogle Scholar
Howes, C. (2008). Measures of classroom quality in prekindergarten and children’s development of academic, language, and social skills. Child Development, 79(3), 732749.Google Scholar
Howes, C., Burchinal, M., Pianta, R., Bryant, D., Early, D., Clifford, R., & Barbarin, O. (2015). Ready to learn? Children’s pre-academic achievement in pre-kindergarten programs. Early Childhood Research Quarterly, 23, 2750.CrossRefGoogle Scholar
Hsin, L., & Snow, C. E. (2017). Social perspective taking: A benefit of bilingualism in academic writing. Reading and Writing: An Interdisciplinary Journal, 30, 11931214.CrossRefGoogle Scholar
Hsu, H. C., & Fogel, A. (2001). Infant vocal development in a dynamic mother–infant communication system. Infancy, 2(1), 87109.CrossRefGoogle Scholar
Hu, C. F. (2013). Predictors of reading in children with Chinese as a first language: A developmental and cross-linguistic perspective. Reading and Writing, 26(2), 163187.CrossRefGoogle Scholar
Huang, X. Y. (2011). Delayed language development of children in bilingual education. Journal of Longyan University, 3, 22.Google Scholar
Hughes, M., & Allen, S. E. M. (2015). The incremental effect of discourse-pragmatic sensitivity on referential choice in the acquisition of a first language. Lingua, 155, 4361.CrossRefGoogle Scholar
Hurtado, N., Marchman, V. A., & Fernald, A. (2008). Does input influence uptake? Links between maternal talk, processing speed and vocabulary size in Spanish‐learning children. Developmental Science, 11(6), 3139.CrossRefGoogle ScholarPubMed
Huttenlocher, J., Haight, W., Bryk, A., Seltzer, M., & Lyons, T. (1991). Early vocabulary growth: Relation to language input and gender. Developmental Psychology, 27, 236248.CrossRefGoogle Scholar
Huttenlocher, J., Vasilyeva, M., Cymerman, E., & Levine, S. (2002). Language input and child syntax. Cognitive Psychology, 45(3), 337374.CrossRefGoogle ScholarPubMed
Huttenlocher, J., Waterfall, H., Vasilyeva, M., Vevea, J., & Hedges, L. V. (2010). Sources of variability in children’s language growth. Cognitive Psychology, 61(4), 343365.CrossRefGoogle ScholarPubMed
Hutzler, F., & Wimmer, H. (2004). Eye movements of dyslexic children when reading in a regular orthography. Brain and Language, 89, 235242.CrossRefGoogle Scholar
Hwang, J. K., Lawrence, J. F., Mo, E., & Snow, C. E. (2014). Differential effects of a systematic vocabulary intervention on adolescent language minority students with varying levels of English proficiency. International Journal of Bilingualism, 19, 314332.CrossRefGoogle Scholar
Hyland, K. (2009). Academic discourse: English in a global context. London, England: Continuum.Google Scholar
Ivey, G., & Broaddus, K. (2001). “Just plain reading”: A survey of what makes students want to read in middle school classrooms. Reading Research Quarterly, 36(4), 350377.CrossRefGoogle Scholar
January, S.-A. A., & Ardoin, S. P. (2012). The impact of context and word type on students’ maze task accuracy. School Psychology Review, 41, 262271.Google Scholar
Jared, D., Cormier, P., Levy, B. A., & Wade-Woolley, L. (2011). Early predictors of biliteracy development in children in French immersion: A 4-year longitudinal study. Journal of Educational Psychology, 103(1), 119139.CrossRefGoogle Scholar
Jean, M., & Geva, E. (2009). The development of vocabulary in English as a second language children and its role in predicting word recognition ability. Applied Psycholinguistics, 30, 153185.CrossRefGoogle Scholar
Jenkins, J. R., Stein, M. L., & Wysocki, K. (1984). Learning vocabulary through reading. American Educational Research Journal, 21(4), 767787.CrossRefGoogle Scholar
Jiménez, R., Garcia, G. E., & Pearson, P. D. (1995). Three children, two languages, and strategic reading: Case studies in bilingual/monolingual READING. American Educational Research Journal, 32(1), 6797.CrossRefGoogle Scholar
Johnson, I. (2013, April 25). China’s Sufis: The shrines behind the dunes. New York Review of Books. Retrieved from www.nybooks.com/blogs/nyrblog/2013/apr/25/china-xinjiang-sufi-shrines/
Jones, S. M., Bub, K. L., & Raver, C. C. (2013). Unpacking the black box of the CSRP intervention: The mediating roles of teacher–child relationship quality and self-regulation. Early Education and Development, 24(7), 10431064.CrossRefGoogle ScholarPubMed
Jones, S. M., LaRusso, M., Kim, J., Kim, H. Y., Selman, R., Uccelli, P., Barnes, S., … Snow, C. (in press). Experimental effects of Word Generation on vocabulary, academic language, perspective taking, and reading comprehension in high poverty schools. Journal for Research on Educational Effectiveness.
Justice, L. M., & Ezell, H. K. (2004). Print referencing: An emergent literacy enhancement strategy and its clinical applications. Language, Speech, and Hearing Services in Schools, 35, 185193.CrossRefGoogle ScholarPubMed
Justice, L. M., Mashburn, A., Pence, K. L., & Wiggins, A. (2008). Experimental evaluation of a preschool language curriculum: Influence on children’s expressive language skills. Journal of Speech, Language, and Hearing Research, 51(4), 9831001.CrossRefGoogle ScholarPubMed
Kamil, M. L., Borman, G. D., Dole, J., et al. (2008). Improving adolescent literacy: Effective classroom and intervention practices: A practice guide (NCEE No. 2008-4027). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, US Department of Education.Google Scholar
Kan, P. F., & Kohnert, K. J. (2008). Fast mapping by bilingual preschool children. Journal of Child Language, 35, 495514.CrossRefGoogle ScholarPubMed
Kang, J. Y. (2013). Decontextualized language production in two languages: An investigation of children’s word definition skills in Korean and English. Applied Psycholinguistics, 34, 211231.CrossRefGoogle Scholar
Karbach, J., Strobach, T., & Schubert, T. (2015). Adaptive working-memory training benefits reading, but not mathematics in middle childhood. Child Neuropsychology, 21, 285301.CrossRefGoogle Scholar
Keenan, J. M., & Meenan, C. E. (2014). Test differences in diagnosing reading comprehension deficits. Journal of Learning Disabilities, 47(2), 125135.CrossRefGoogle ScholarPubMed
Keller, H. (2013). Cultures of infancy. Hove, England: Psychology Press.Google Scholar
Kendeou, P., Bohn-Gettler, C. M., White, M. J., & van den Broek, P. (2008). Children’s inference generation across different media. Journal of Research in Reading, 31, 259272.CrossRefGoogle Scholar
Kermani, H., & Janes, H. A. (1999). Adjustment across task in maternal scaffolding in low-income Latino immigrant families. Hispanic Journal of Behavioral Sciences, 21, 134153.CrossRefGoogle Scholar
Kidd, E. (2012). Implicit statistical learning is directly associated with the acquisition of syntax. Developmental Psychology, 48(1), 171184.CrossRefGoogle ScholarPubMed
Kieffer, M. J. (2008). Catching up or falling behind? Initial English proficiency, concentrated poverty, and the reading growth of language minority learners in the United States. Journal of Educational Psychology, 100, 851868.CrossRefGoogle Scholar
Kieffer, M. J.(2014). Morphological awareness and reading difficulties in adolescent Spanish-speaking language minority learners and their classmates. Journal of Learning Disabilities, 47(1), 4453.CrossRefGoogle ScholarPubMed
Kieffer, M. J., & Box, C. D. (2013). Derivational morphological awareness, academic vocabulary, and reading comprehension in linguistically diverse sixth graders. Learning and Individual Differences, 24, 168175.CrossRefGoogle Scholar
Kieffer, M. J., & Lesaux, N. K. (2012). Direct and indirect roles of morphological awareness in the English reading comprehension of native English, Spanish, Filipino, and Vietnamese speakers. Language Learning, 62(4), 11701204.CrossRefGoogle Scholar
Kieffer, M. J., Petscher, Y., Proctor, C. P., & Silverman, R. D. (2016). Is the whole greater than the sum of its parts? Modeling the contributions of language comprehension skills to reading comprehension in the upper elementary grades. Scientific Studies of Reading, 20(6), 436454.CrossRefGoogle Scholar
Kieffer, M. J., & Vukovic, R. K. (2013). Growth in reading-related skills of language minority learners and their classmates: More evidence for early identification and intervention. Reading and Writing: An Interdisciplinary Journal, 26, 11591194.CrossRefGoogle Scholar
Kilgus, S. P., Methe, S. A., Maggin, D. M., & Tomasula, J. L. (2014). Curriculum-based measurement of oral reading (R-CBM): A diagnostic test accuracy meta-analysis of evidence supporting use in universal screening. Journal of School Psychology, 52(4), 377405.CrossRefGoogle ScholarPubMed
Kim, Y.-S., Al Otaiba, S., Sidler, J. F., & Greulich, L., & Puranik, C. (2014). Evaluating the dimensionality of first grade written composition. Journal of Speech, Language, and Hearing Research, 57, 199211.CrossRefGoogle ScholarPubMed
Kim, Y. S. G. (2009). Crosslinguistic influence on phonological awareness for Korean–English bilingual children. Reading and Writing, 22(7), 843861.CrossRefGoogle Scholar
Kim, Y. S. G.(2015). Language and cognitive predictors of text comprehension: Evidence from multivariate analysis. Child Development, 86, 128144.CrossRefGoogle ScholarPubMed
Kim, Y. S. G.(2016). Direct and mediated effects of language and cognitive skills on comprehension or oral narrative texts (listening comprehension) for children. Journal of Experimental Child Psychology, 141, 101120.CrossRefGoogle ScholarPubMed
Kim, Y. S. G.(2017). Why the simple view of reading is not simplistic: Unpacking the simple view of reading using a direct and indirect effect model of reading (DIER). Scientific Studies of Reading, 21, 310333.CrossRefGoogle Scholar
Kim, Y.-S. G., & Phillips, B. (2014). Cognitive correlates of listening comprehension. Reading Research Quarterly, 49, 269281.CrossRefGoogle Scholar
Kim, Y.-S. G., & Phillips, B.(2016). 5 minutes a day: An exploratory study of improving comprehension monitoring for prekindergartners from low income families. Topics in Language Disorder, 36, 356367.CrossRefGoogle Scholar
Kim, Y.-S. G., & Pilcher, H. (2016). What is listening comprehension and what does it take to improve listening comprehension? In Schiff, R. & Joshi, M. (Eds.), Handbook of interventions in learning disabilities (pp. 159174). New York, NY: Springer.Google Scholar
Kim, Y.-S. G., & Schatschneider, C. (2017). Expanding the developmental models of writing: direct and indirect effects model of developmental writing (DIEW). Journal of Educational Psychology, 109, 3550.CrossRefGoogle Scholar
Kintsch, W. (1988). The use of knowledge in discourse processing: A construction-integration model. Psychological Review, 95, 163182.CrossRefGoogle Scholar
Kintsch, W.(1998). Comprehension: A paradigm for cognition. Cambridge, MA: Cambridge University Press.Google Scholar
Kintsch, W.(2004). The construction–integration model of text comprehension and its implications for instruction. In Ruddell, R. B. & Unrau, N. J. (Eds.), Theoretical models and processes of reading (5th ed., pp. 12701328). Newark, DE: International Reading Association.Google Scholar
Kirjavainen, M., Theakston, A., & Lieven, E. (2009). Can input explain children’s me-for-I errors? Journal of Child Language, 36(5), 10911114.CrossRefGoogle ScholarPubMed
Koenig, M., & Harris, P. L. (2005). Preschoolers mistrust ignorant and inaccurate speakers. Child Development, 76, 12611277.CrossRefGoogle ScholarPubMed
Kohnert, K., Yim, D., Nett, K., Kan, P. F., & Duran, L. (2005). Intervention with linguistically diverse kindergarten children: A focus on developing home language(s). Language, Speech, and Hearing Services in Schools, 36(3), 251263.CrossRefGoogle Scholar
Kong, A., & Pearson, D. P. (2003). The road to participation: The construction of a literacy practice in a learning community of linguistically diverse learners. Research in the Teaching of English, 38, 85124.Google Scholar
Kovács, A., Tauzin, T., Téglás, E., Gergely, G., & Csibra, G. (2014). Pointing as epistemic request: 12-month-olds point to receive new information. Infancy, 19, 543557.CrossRefGoogle ScholarPubMed
Kovelman, I., Baker, S. A., & Petitto, L. (2008). Age of first bilingual language exposure as a new window into bilingual reading development. Bilingualism: Language and Cognition, 11(2), 203223.CrossRefGoogle ScholarPubMed
Kroll, J. F., & de Groot, A. (1997). Lexical and conceptual memory in the bilingual: Mapping form to meaning in two languages. In de Groot, A. M. B. & Kroll, J. F. (Eds.), Tutorials in bilingualism: Psycholinguistic perspectives (pp. 169199). Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
Kuhl, P. K. (1991). Human adults and human infants show a “perceptual magnet effect” for the prototypes of speech categories, monkeys do not. Attention, Perception, & Psychophysics, 50(2), 93107.CrossRefGoogle ScholarPubMed
Kuo, L. J., & Anderson, R. C. (2006). Beyond cross-language transfer: Reconceptualizing the impact of early bilingualism on phonological awareness. Scientific Studies of Reading, 14, 365385.CrossRefGoogle Scholar
LaBerge, D., & Samuels, S. J. (1974). Toward a theory of automatic information processing in reading. Cognitive Psychology, 6, 293323.CrossRefGoogle Scholar
Lacey, W. K. (1968). The family in classical Greece. Ithaca, NY: Cornell University Press.Google Scholar
Laghzaoui, M. (2011). Emergent academic language at home and at school (Unpublished doctoral dissertation). Tilburg University, Oisterwijk, Netherlands.
Laing, S. P., & Kamhi, A. G. (2002). The use of think-aloud protocols to compare inferencing abilities in average and below-average readers. Journal of Learning Disabilities, 35(5), 436447.CrossRefGoogle ScholarPubMed
Lam, K., Chen, X., Geva, E., Luo, Y., & Li, H. (2012). The effects of morphological awareness development on reading achievement in young English Language Learners (ELLs): A longitudinal study. Reading and Writing, 25, 18471872.CrossRefGoogle Scholar
Landry, S. H., Anthony, J. L., Swank, P. R., & Monseque-Bailey, P. (2009). Effectiveness of comprehensive professional development for teachers of at-risk preschoolers. Journal of Educational Psychology, 101(2), 448465.CrossRefGoogle Scholar
Landry, S. H., Smith, K. E., Miller-Loncar, C. L., & Swank, P. R. (1997). Predicting cognitive-language and social growth curves from early maternal behaviors in children at varying degrees of biological risk. Developmental Psychology, 33, 10401053.CrossRefGoogle ScholarPubMed
Landry, S. H., Swank, P. R., Anthony, J. L., & Assel, M. A. (2011). An experimental study evaluating professional development activities within a state funded pre-kindergarten program. Reading and Writing: An Interdisciplinary Journal, 24(8), 9711010.CrossRefGoogle Scholar
Landry, S. H., Swank, P. R., Smith, K. E., Assel, M. A., & Gunnewig, S. B. (2006). Enhancing early literacy skills for preschool children bringing a professional development model to scale. Journal of Learning Disabilities, 39(4), 306324.CrossRefGoogle ScholarPubMed
LaRusso, M., Kim, H. Y., Selman, R., Uccelli, P., Dawson, T., Jones, S., … Snow, C. E. (2016). Contributions of academic language, perspective taking, and complex reasoning to deep reading comprehension. Journal of Research on Educational Effectiveness, 9, 201222.CrossRefGoogle Scholar
Ledoux, G., Roeleveld, J., Mulder, L., Veen, A., Karssen, M., Van Daalen, M., … Fettelaar, D. (2015). Het onderwijsachterstandenbeleid, werkt het zoals bedoeld? [Educational disadvantages policy: Does it work as intended?]. Amsterdam, Netherlands: Kohnstamm Instituut.Google Scholar
Leech, K. A., Wei, R., Harring, J., & Rowe, M. L. (2018). A brief parent-focused intervention to improve preschoolers’ conversational skills and school readiness. Developmental Psychology, 54(1), 1528.CrossRefGoogle ScholarPubMed
Leider, C. M., Proctor, P. C., Silverman, R. D., & Harring, J. R. (2013). Examining the role of vocabulary depth, cross-linguistic transfer, and types of reading measures on the reading comprehension of Latino bilinguals in elementary school. Reading and Writing: An Interdisciplinary Journal, 26(9), 14591485.CrossRefGoogle Scholar
Lepola, J., Lynch, J., Laakkonen, E., Silvén, M., & Niemi, P. (2012). The role of inference making and other language skills in the development of narrative listening comprehension in 4- to 6-year old children. Reading Research Quarterly, 47, 259282.CrossRefGoogle Scholar
Lervåg, A., & Grøver Aukrust, V. (2010). Vocabulary knowledge is a critical determinant of the difference in reading comprehension growth between first and second language learners. Journal of Child Psychology and Psychiatry, 51(5), 612620.CrossRefGoogle ScholarPubMed
Lesaux, N. K., Crosson, A. C., Kieffer, M. J., & Pierce, M. (2010). Uneven profiles: Language minority learners’ word reading, vocabulary, and reading comprehension skills. Journal of Applied Developmental Psychology, 31(6), 475483.CrossRefGoogle ScholarPubMed
Lesaux, N. K., & Geva, E. (2006). Synthesis: Development of literacy in language-minority students. In August, D. L. & Shanahan, T. (Eds.), Developing literacy in a second language: Report of the national literacy panel (pp. 5374). Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
Lesaux, N. K., Kieffer, M. J., Faller, S. E., & Kelley, J. G. (2010). The effectiveness and ease of implementation of an academic vocabulary intervention for linguistically diverse students in urban middle schools. Reading Research Quarterly, 45, 196228.CrossRefGoogle Scholar
Lesaux, N. K., Lipka, O., & Siegel, L. S. (2006). The development of reading in children who speak English as a second language. Developmental Psychology, 39(6), 10051019.CrossRefGoogle Scholar
Lesaux, N. K., Rupp, A. A., & Siegel, L. S. (2007). Growth in reading skills of children from diverse linguistic backgrounds: Findings from a 5-year longitudinal study. Journal of Educational Psychology, 99(4), 821834.CrossRefGoogle Scholar
Lesaux, N. K., & Siegel, L. S. (2003). The development of reading in children who speak English as a second language. Developmental Psychology, 39, 10051019.CrossRefGoogle ScholarPubMed
Leseman, P. P. M. (2000). Bilingual vocabulary development of Turkish preschoolers in the Netherlands. Journal of Multilingual and Multicultural Development, 21(2), 93112.CrossRefGoogle Scholar
Leseman, P. P. M., Mayo, A. Y., & Scheele, A. F. (2009). Traditional and new media in the lives of young disadvantaged bilingual children. In Bus, A. G. & Neuman, S. B. (Eds.), Literacy and media (pp. 135150). New York, NY: Falmer Press.Google Scholar
Leseman, P. P. M., Scheele, A. F., Mayo, A. Y., & Messer, M. H. (2007). Home literacy as a special language environment to prepare children for school. Zeitschrift für Erziehungswissenschaft, 10(3), 334355.CrossRefGoogle Scholar
Leseman, P. P. M., Scheele, A. F., Messer, M. H., & Mayo, A. Y. (2009). Bilingual development in early childhood and the languages used at home: Competition for scarce resources? In Gogolin, I. & Neumann, U. (Eds.), Streitfall Zweisprachigkeit – The bilingualism controversy (pp. 289316). Wiesbaden, Germany: VS-Verlag.CrossRefGoogle Scholar
Lever, R., & Sénéchal, M. (2011). Discussing stories: On how a dialogic reading intervention improves kindergartners’ oral narrative construction. Journal of Experimental Child Psychology, 108(1), 124.CrossRefGoogle ScholarPubMed
LeVine, R. A., LeVine, S., Dixon, S., Richman, A., Leiderman, H., Keefer, C. H., & Brazelton, T. B. (1996). Child care and culture: Lessons from Africa. Cambridge, England: Cambridge University Press.Google Scholar
LeVine, R. A., LeVine, S., Schnell-Anzola, B., Rowe, M., & Dexter, E. (2012). Literacy and mothering: How women’s schooling changes the lives of the world’s children. New York, NY: Oxford University Press.CrossRefGoogle Scholar
Lewis, C., Enciso, P. E., & Moje, E. B. (Eds.). (2007). Reframing sociocultural research on literacy: Identity, agency, and power. Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
Leyva, D., Reese, E., Grolnick, W., & Price, C. (2008). Elaboration and autonomy support in low-income mothers’ reminiscing: Links to children’s autobiographical narratives. Journal of Cognition and Development, 9, 363389.CrossRefGoogle Scholar
Leyva, D., Reese, E., & Wiser, M. (2012). Early understanding of the functions of print: Parent-child interaction and preschoolers’ notating skills. First Language, 32, 301323.CrossRefGoogle Scholar
Leyva, D., Tamis-LeMonda, C., Yoshikawa, H., Jimenez-Robbins, C., & Malachowski, L. (2017). Grocery games: How ethnically diverse low-income mothers support children’s mathematics and literacy. Early Childhood Research Quarterly, 40, 6376.CrossRefGoogle Scholar
Leyva, D., Weiland, C., Yoshikawa, H., Snow, C., Barata, C., Rolla, A., & Treviño, E. (2015). Assessing classroom quality in the U.S. and Chile: Factor structure and associations with prekindergarten outcomes. Child Development, 86(3), 781799.CrossRefGoogle Scholar
Li, C. J. (2013). Research on the semantic development of Xinjiang minority young children (Unpublished master’s thesis). East China Normal University, Shanghai, China.
Li, S. G., & Cai, W. L. (2012). Challenges of Xinjiang bilingual education in elementary school. Journal of Hetian Normal University, 31(3), 8587.Google Scholar
Liberman, Z., Woodward, A. L., Keysar, B., & Kinzler, K. D. (2016). Exposure to multiple languages enhances communication skills in infancy. Developmental Science, 19, 111.Google Scholar
Lieven, E. (2013). Language acquisition as a cultural process. In Richerson, P. J. & Christiansen, M. H. (Eds.), Cultural evolution: Society, technology, language, and religion (pp. 269283). Cambridge, MA: MIT Press.CrossRefGoogle Scholar
Lieven, E.(2017). Is language development dependent on early communicative development? In Enfield, N. J. (Ed.), Dependencies in language: On the causal ontology of linguistic systems (pp. 8595). Berlin, Germany: Language Science Press.Google Scholar
Lieven, E., & Stoll, S. (2013). Early communicative development in two cultures. Human Development, 56, 178206.CrossRefGoogle Scholar
Limbird, C. K., Maluch, J. T., Rjosk, C., Stanat, P., & Merkens, H. (2013). Differential growth patterns in emerging reading skills of Turkish-German bilingual and German monolingual primary school students. Reading and Writing, 27, 124.Google Scholar
Lin, D., McBride-Chang, C., Aram, D., Levin, I., Cheung, R. Y., Chow, Y. Y., & Tolchinsky, L. (2009). Maternal mediation of writing in Chinese children. Language and Cognitive Processes, 24, 12861311.CrossRefGoogle Scholar
Lindsey, K. A., Manis, F. R., & Bailey, C. E. (2003). Prediction of first-grade reading in Spanish-speaking English-language learners. Journal of Educational Psychology, 95(3), 482494.CrossRefGoogle Scholar
Lipka, O., & Siegel, L. S. (2007). The development of reading skills in children with English as a second language. Scientific Studies of Reading, 11(2), 105131.CrossRefGoogle Scholar
Lipka, O., & Siegel, L. S.(2010). The improvement of reading skills of L1 and ESL children using a Response to Intervention (RtI) Model. Psicothema, 22, 963969.Google ScholarPubMed
Lipka, O., & Siegel, L. S.(2012). The development of reading comprehension skills in children learning English as a second language. Reading and Writing: An Interdisciplinary Journal, 25, 18731898.CrossRefGoogle Scholar
Liszkowski, U., Brown, P., Callaghan, T., Takada, A., & de Vos, C. (2012). A prelinguistic gestural universal of human communication. Cognitive Science, 36, 698713.CrossRefGoogle ScholarPubMed
Lizskowski, U., Carpenter, M., Henning, A., Striano, T., & Tomasello, M. (2004). 12-month-olds point to share attention and interest. Developmental Science, 7, 297307.CrossRefGoogle Scholar
LoCasale-Crouch, J., Konold, T., Pianta, R., Howes, C., Burchinal, M., Bryant, , … Barbarin, O. (2007). Profiles of observed classroom quality in state-funded pre-kindergarten programs and associations with teacher, program, and classroom characteristics. Early Childhood Research Quarterly, 22(1), 317CrossRefGoogle Scholar
Loftus, S. M., Coyne, M. D., McCoach, D. B., Zipoli, R., & Pullen, P. C. (2010). Effects of a supplemental vocabulary intervention on the word knowledge of kindergarten students at risk for language and literacy difficulties. Learning Disabilities Research & Practice, 25(3), 124136.CrossRefGoogle Scholar
Logan, G. D. (1992). Shapes of reaction-time distributions and shapes of learning curves: A test of the instance theory of automaticity. Journal of Experimental Psychology: Learning, Memory, and Cognition, 18(5), 883914.Google ScholarPubMed
Lohmann, H., & Tomasello, M. (2003). The role of language in the development of false belief understanding: A training study. Child Development, 74, 11301144.CrossRefGoogle ScholarPubMed
Lonigan, C., Schatschneider, C., & Westberg, L. (2008). Identification of children’s skills and abilities linked to later outcomes in reading, writing, and spelling. In Developing early literacy: Report of the National Early Literacy Panel (pp. 55106). Retrieved from https://lincs.ed.gov/publications/pdf/NELPReport09.pdf
Lonigan, C. J., & Shanahan, T. (2009). Developing early literacy: Report of the National Early Literacy Panel. Executive summary. A scientific synthesis of early literacy development and implications for intervention. Washington, DC: National Institute for Literacy.Google Scholar
Lonigan, C. J., & Whitehurst, G. J. (1998). Relative efficacy of parent and teacher involvement in a shared-reading intervention for preschool children from low-income backgrounds. Early Childhood Research Quarterly, 13, 263290.CrossRefGoogle Scholar
Loosli, S. V., Buschkuehl, M., Perrig, W. J., & Jaeggi, S. M. (2012). Working memory training improves reading processes in typically developing children. Child Neuropsychology, 18, 6278.CrossRefGoogle ScholarPubMed
López, L. M. (2012). Assessing the phonological skills of bilingual children from preschool through kindergarten: Developmental progression and cross-language transfer. Journal of Research in Childhood Education, 26(4), 371391.CrossRefGoogle Scholar
López, L. M., & Greenfield, D. B. (2004). The cross-language transfer of phonological skills of Hispanic Head Start children. Bilingual Research Journal, 28(1), 118.CrossRefGoogle Scholar
Love, J., Kisker, E. E., Ross, C., Raikes, H., Constantine, J., Boller, K., et al. (2005). The effectiveness of Early Head Start for 3-year-old children and their parents. Developmental Psychology, 41(6), 885901.CrossRefGoogle ScholarPubMed
Lu, L., & Liu, H. S. (1998). The Peabody Picture Vocabulary Test–Revised in Chinese. Taipei, Taiwan: Psychological Publishing.Google Scholar
Lucca, K., & Wilbourn, M. P. (2016). Communicating to learn: Infant’s pointing gestures result in optimal learning. Child Development, 89, 941960.CrossRefGoogle Scholar
Lüke, C., Grimminger, A., Rohfling, K. J., Liszkowski, U., & Ritterfeld, U. (2017). In infants’ hands: Identification of preverbal infants at risk for primary language delay. Child Development, 88, 484492.CrossRefGoogle ScholarPubMed
Luo, R., Tamis-LeMonda, C., Kuchirko, Y., Ng, F. F., & Liang, E. (2014). Mother–child book-sharing and children’s storytelling skills in ethnically diverse, low-income families. Infant and Child Development, 24, 402425.CrossRefGoogle Scholar
Luo, Y. C., Chen, X., & Geva, E. (2014). Concurrent and longitudinal cross-linguistic transfer of phonological awareness and morphological awareness in Chinese-English bilingual children. Written Language & Literacy, 17(1), 89115.Google Scholar
Lyon, G. R. (1995). Research initiatives in learning disabilities: Contributions from scientists supported by the National Institute of Child Health and Human Development. Journal of Child Neurology, 10, 120126.CrossRefGoogle ScholarPubMed
Lyster, S.-A. H., Horn, E., & Rygvold, A.-L. (2010). Ordforråd og ordforrådsutvikling hos norske barn og unge. Resultater fra en utprøving av British Picture Vocabulary Scale II, second edition [Vocabulary and vocabulary development in Norwegian children and youth. Results from testing with British Picture Vocabulary Scale II]. Spesialpedagogikk, 9, 3543.Google Scholar
Ma, R. (2008). Minority education and practice of bilingual teaching in Xinjiang. Peking University Education Review, 6(2), 241.Google Scholar
MacWhinney, B. (2000). The CHILDES Project: Tools for analyzing talk (3rd ed.). Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
MacWhinney, B.(2004a). A multiple process solution to the logical problem of language acquisition. Journal of Child Language, 31(4), 883914.CrossRefGoogle ScholarPubMed
MacWhinney, B.(2004b). A unified model of language acquisition. In Kroll, J. F. & de Groot, A. M. B. (Eds.), Handbook of bilingualism: Psycholinguistic approaches (pp. 4967). Oxford, England: Oxford University Press.Google Scholar
MacWhinney, B., & Snow, C. (1990). The child language data exchange system: An update. Journal of Child Language, 17(2), 457472.CrossRefGoogle Scholar
Maguire, M. J., Hirsh-Pasek, K., & Golinkoff, M. (2006). A unified theory of word learning: Putting verb acquisition in context. Oxford, England: Oxford University Press.Google Scholar
Mahon, E. A. (2006). High-stakes testing and English language learners: Questions of validity. Bilingual Research Journal, 30(2), 479497.CrossRefGoogle Scholar
Marinova-Todd, S. H., & Hall, E. (2013). Predictors of English spelling in bilingual and monolingual children in Grade 1: The case of Cantonese and Tagalog. Educational Psychology, 33(6), 734754.CrossRefGoogle Scholar
Marinova-Todd, S. H., Siegel, L. S., & Mazabel, S. (2013). The association between morphological awareness and literacy in English Language Learners from diverse language backgrounds. Topics in Language Disorders, 33, 93107.CrossRefGoogle Scholar
Martin, J., Sokol, B. W., & Elfers, T. (2008). Taking and coordinating perspectives: From prereflective interactivity, through reflective intersubjectivity, to metareflective sociality. Human Development, 51(5–6), 294317.CrossRefGoogle Scholar
Martínez-Roldán, C. M. (2015). Translanguaging practices as mobilization of linguistic resources in a Spanish/English bilingual after-school program: An analysis of contradictions. International Multilingual Research Journal, 9(1), 4358.CrossRefGoogle Scholar
Martínez, R. A., Hikida, M., & Durán, L. (2015). Unpacking ideologies of linguistic purism: How dual language teachers make sense of everyday translanguaging. International Multilingual Research Journal, 9(1), 2642.CrossRefGoogle Scholar
Marulis, L. M., & Neuman, S. B. (2010). The effects of vocabulary intervention on young children’s word learning: A meta-analysis. Review of Educational Research, 80(3), 300335.CrossRefGoogle Scholar
Mashburn, A. J. (2008). Quality of social and physical environments in preschools and children’s development of academic, language, and literacy skills. Applied Developmental Science, 12(3), 113127.CrossRefGoogle Scholar
Mashburn, A. J., Pianta, R. C., Hamre, B. K., Downer, J. T., Barbarin, O. A., Bryant, D., … Vogt, P. (2016). Infant engagement and early vocabulary development: A naturalistic observation study of Mozambican infants from 1; 1 to 2; 1. Journal of Child Language, 43(2), 235264.Google Scholar
Matthews, D., Behne, T., Lieven, E., & Tomasello, M. (2012). Origins of the human pointing gesture? A training study with 9- to 11-month olds. Developmental Science, 15(6), 817829.CrossRefGoogle Scholar
Matthews, D., Butcher, J., Lieven, E., & Tomasello, M. (2012). Two‐and four‐year‐olds learn to adapt referring expressions to context: effects of distracters and feedback on referential communication. Topics in Cognitive Science, 4(2), 184210.CrossRefGoogle ScholarPubMed
Matthews, D., Theakston, A., Lieven, E., & Tomasello, M. (2006). The effect of perceptual availability and prior discourse on young children’s use of referring expressions. Applied Psycholinguistics, 27, 403422.CrossRefGoogle Scholar
McAdams, D. P. (1988). Power, intimacy, and the life story: Personological inquiries into identity. New York, NY: Guilford Press.Google Scholar
McGillion, M., Herbert, J. S., Pine, J., Vihman, M., DePaolis, R., Keren‐Portnoy, T., & Matthews, D. (2017). What paves the way to conventional language? The predictive value of babble, pointing, and socioeconomic status. Child Development, 88(1), 156166.CrossRefGoogle ScholarPubMed
McKeown, M. G., Beck, I. L., Omanson, R. C., & Perfetti, C. A. (1983). The effects of long-term vocabulary instruction on reading comprehension: A replication. Journal of Literacy Research, 15, 318.Google Scholar
McKeown, M. G., Beck, I., Omanson, R., & Pople, M. (1985). Some effects of the nature and frequency of vocabulary instruction on the knowledge and use of words. Reading Research Quarterly, 20, 522535.CrossRefGoogle Scholar
McMaster, K. L., den Broek, P. V. A., Espin, C., White, M. J., Rapp, D. N., Kendeou, P., … Carlson, S. (2012). Making the right connections: Differential effects of reading intervention for subgroups of comprehenders. Learning and Individual Differences, 22, 100111.CrossRefGoogle Scholar
McMurray, B., Horst, J., & Samuelson, L. (2012). Word learning emerges from the interaction of online referent selection and slow associative learning. Psychological Review, 119(4), 831877.CrossRefGoogle ScholarPubMed
Meins, E., Fernyhough, C., Arnott, B., Leekam, S. R., & Rosnay, M. (2013). Mind-mindedness and theory of mind: Mediating roles of language and perspectival symbolic play. Child Development, 84, 17771790.CrossRefGoogle ScholarPubMed
Meneses, A., Uccelli, P., Santelices, M. V., Ruiz, M., Acevedo, D., & Figueroa, J. (2018). Academic language as a predictor of reading comprehension in monolingual Spanish-speaking readers: Evidence from Chilean early adolescents. Reading Research Quarterly, 31, 703723.Google Scholar
Mercer, N., & Howe, C. (2012). Explaining the dialogic processes of teaching and learning: The value and potential of sociocultural theory. Learning, Culture, and Social Interaction, 1, 1221.CrossRefGoogle Scholar
Milner, H. R. (2012). Beyond a test score: Explaining opportunity gaps in educational practice. Journal of Black Studies, 43(6), 693718.CrossRefGoogle Scholar
Miller, J. F., Heilmann, J., Nockerts, A., Iglesias, A., Fabiano, L., & Francis, D. J. (2006). Oral language and reading in bilingual children. Learning Disabilities Research & Practice, 21, 3043.CrossRefGoogle Scholar
Ministry of Education, Chile. (2012/2013). Informe Técnico Simce 2012, 2013. Santiago, Chile: Author.
Mol, S. E., & Bus, A. G. (2011). To read or not to read: A meta-analysis of print exposure from infancy to early adulthood. Psychological Bulletin, 137(2), 267296.CrossRefGoogle ScholarPubMed
Mol, S. E., Bus, A. G., & de Jong, M. T. (2009). Interactive book reading in early education: A tool to stimulate print knowledge as well as oral language. Review of Educational Research, 79(2), 9791007.CrossRefGoogle Scholar
Mol, S. E., Bus, A. G., de Jong, M. T., & Smeets, D. H. (2008). Added value of dialogic parent–child book readings: A meta-analysis. Early Education and Development, 19, 726.CrossRefGoogle Scholar
Moll, H., & Tomasello, M. (2006). Level 1 perspective-taking at 24 months of age. British Journal of Developmental Psychology, 24, 603613.CrossRefGoogle Scholar
Murphy, P. K., Wilkinson, I. A. G., Soter, A. O., Hennessey, M. N., & Alexander, J. F. (2009). Examining the effects of classroom discussion on students’ comprehension of text: A meta-analysis. Journal of Educational Psychology, 101(3), 740764.CrossRefGoogle Scholar
Muter, V., Hulme, C., Snowling, M. J., & Stevenson, J. (2004). Phonemes, rimes, vocabulary, and grammatical skills as foundations of early reading development: Evidence from a longitudinal study. Developmental Psychology, 40(5), 665680.CrossRefGoogle ScholarPubMed
Nagy, W. E., Berninger, V. W., & Abbott, R. D. (2006). Contributions of morphology beyond phonology to literacy outcomes of upper elementary and middle-school students. Journal of Educational Psychology, 98(1), 134147.CrossRefGoogle Scholar
Nagy, W. E., Berninger, V., Abbott, R., Vaughan, K., & Vermeulen, K. (2003). Relationship of morphology and other language skills to literacy skills in at-risk second-grade readers and at-risk fourth-grade writers. Journal of Educational Psychology, 95(4), 730742.CrossRefGoogle Scholar
Nagy, W. E., Carlisle, J. F., & Goodwin, A. P. (2014). Morphological knowledge and literacy acquisition. Journal of Learning Disabilities, 47(1), 312.CrossRefGoogle ScholarPubMed
Nagy, W. E., & Scott, J. A. (2000). Vocabulary processing. In Kamil, M., Mosenthal, P., Pearson, P. D., & Barr, R. (Eds.), Handbook of reading research (Vol. 3, pp. 269284). Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
Nagy, W. E., & Townsend, D. (2012). Words as tools: Learning academic vocabulary as language acquisition. Reading Research Quarterly, 47, 91108.CrossRefGoogle Scholar
Naigles, L. R., & Hoff-Ginsberg, E. (1998). Why are some verbs learned before other verbs? Effects of input frequency and structure on children’s early verb use. Journal of Child Language, 25(1), 95120.CrossRefGoogle ScholarPubMed
Nakamoto, J., Lindsey, K. A., & Manis, F. R. (2008). A cross-linguistic investigation of English language learners’ reading comprehension in English and Spanish. Scientific Studies of Reading, 12(4), 351371.CrossRefGoogle Scholar
Nakamoto, J., Lindsey, K. A., & Manis, F. R.(2012). Development of reading skills from K–3 in Spanish-speaking English language learners following three programs of instruction. Reading and Writing, 25(2), 537567.CrossRefGoogle Scholar
Namy, L. L., Acredolo, L., & Goodwyn, S. (2000). Verbal labels and gestural routines in parental communication with young children. Journal of Nonverbal Behavior, 24(2), 6379.CrossRefGoogle Scholar
Nation, I. S. (1990). Teaching and learning vocabulary. New York, NY: Newbury House.Google Scholar
National Bureau of Statistics of the People’s Republic of China. (2010). Tabulation on the 2010 Population Census of the People’s Republic of China. Retrieved from www.stats.gov.cn/tjsj/pcsj/rkpc/6rp/indexch.htm
National Center for Education Statistics. (2015a). The nation’s report card: 2015 reading. Washington, DC: US Department of Education.
National Center for Education Statistics(2015b). The nation’s report card: Trends in academic progress 2015.Washington, DC: National Center for Education Statistics, Institute of Education Sciences, US Department of Education.
National Center for Education Statistics(2017). The nation’s report card: Reading 2017. Washington, DC: Institute of Education Sciences, US Department of Education.
National Governors Association Center for Best Practices & Council of Chief State School Officers. (2010). Common Core State Standards for English language arts & literacy in history/social studies, science & technical subjects. Washington, DC: Author.
National Institute of Child Health and Human Development. (2000). Report of the National Reading Panel. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction: Reports of the subgroups (NIH Publication No. 00-4754). Washington, DC: US Government Printing Office.
National Reading Panel. (2000). Report of the National Reading Panel: Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction (NIH Publication No. 00-4769). Washington, DC: US Government Printing Office.
Nazzi, T., Bertoncini, J., & Mehler, J. (1998). Language discrimination by newborns: toward an understanding of the role of rhythm. Journal of Experimental Psychology: Human Perception and Performance, 24(3), 756766.Google ScholarPubMed
Nelson, K. E. (1977). Facilitating children’s syntax acquisition. Developmental Psychology, 13(2), 101107.CrossRefGoogle Scholar
Nelson, K. E.(1998). Language in cognitive development: The emergence of the mediated mind. Cambridge, England: Cambridge University Press.Google Scholar
Nelson, K., & Fivush, R. (2004). The emergence of autobiographical memory: A social cultural developmental theory. Psychological Review, 111(2), 486511.CrossRefGoogle ScholarPubMed
Nese, J. F. T., Biancarosa, G., Cummings, C., Kennedy, P., Alonzo, J., & Tindal, G. (2013). In search of average growth: Describing within-year oral reading oral reading fluency growth across Grades 1–8. Journal of School Psychology, 51(5), 625642.CrossRefGoogle ScholarPubMed
Ness, M. (2011). Explicit reading comprehension instruction in elementary classrooms: Teachers’ use of reading comprehension strategies. Journal of Research in Childhood Education, 25, 98117.CrossRefGoogle Scholar
Neuendorf, K. A. (2002). The content analysis guidebook. Thousand Oaks, CA: Sage.Google Scholar
Newell, G. E., Beach, R., Smith, J., & VanDerHeide, J. (2009). Teaching and learning argumentative reading and writing: A review of the literature. Reading Research Quarterly, 46(3), 273304.Google Scholar
Newport, E., Gleitman, H., & Gleitman, L. (1977). Mother, I’d rather do it myself: Some effects and non-effects of maternal speech style. In Snow, C. & Ferguson, C. (Eds.), Talking to children: Language input and acquisition (pp. 109150). Cambridge, England: Cambridge University Press.Google Scholar
New York State Education Department. (2014). Unit III: Researching to deepen understanding unit: Water. www.engageny.org/resource/grades-7-ela-researching-deepen-understanding-unit-water
Nicoladis, E., & Genesee, F. (1996). A longitudinal study of pragmatic differentiation in young bilingual children. Language Learning, 46, 439464.CrossRefGoogle Scholar
Ninio, A. (1980). Picture-book reading in mother–infant dyads belonging to two subgroups in Israel. Child Development, 51(2), 587590.CrossRefGoogle Scholar
Ninio, A., & Snow, C. E. (1996). Pragmatic development. Boulder, CO: Westview Press.Google Scholar
Nisbett, R. E., & Wilson, T. D. (1977). Telling more than we can know: Verbal reports on mental processes. Psychological Review, 84(3), 231259.CrossRefGoogle Scholar
No Child Left Behind (NCLB) Act of 2001, Pub. L. No. 107-110, § 115, Stat. 1425 (2002).
Nystrand, M. (1997). Opening dialogue: Understanding dynamics of language and learning in the English classroom. New York, NY: Teachers College Press.Google Scholar
O’Brien, D., Stewart, R., & Beach, R. (2009). Proficient reading in school: Traditional paradigms and new textual landscapes. In Christenbury, L., Bomer, R., & Smagorinsky, P. (Eds.), Handbook of adolescent literacy research (pp. 8097). New York, NY: Guilford.Google Scholar
O’Connor, C., & Michaels, S. (2015). How’d you figure that … OUT? What can micro-analysis of discourse tell us about fostering academic language? Linguistics and Education, 31, 304310.CrossRefGoogle Scholar
O’Connor, C., & Snow, C. E. (2017). Classroom discourse: What do we need to know for research and for practice? In Schober, M., Britt, A., and Rapp, D. (Eds.), The Routledge handbook of discourse processes (2nd ed., pp. 315341). New York, NY: Routledge.CrossRefGoogle Scholar
Oakhill, J. V., & Cain, K. (2012). The precursors of reading ability in young readers: Evidence from a four-year longitudinal study. Scientific Studies of Reading, 16(2), 91121.CrossRefGoogle Scholar
Ochs, E. (1988). Culture and Language Development: Language Acquisition and Language Socialization in a Samoan Village. Cambridge, England: Cambridge University Press.Google Scholar
Ochs, E., & Shohet, M. (2006). The cultural structuring of mealtime socialization. In New directions for child and adolescent development, 2006 (pp. 3549). Hoboken, NJ: John Wiley.Google Scholar
OECD. (2014). PISA 2012 results: What students know and can do. Student performance in mathematics, reading, and science (Vol. 1, rev. ed.). Paris: Author.
O’Reilly, T., Sabatini, J., Bruce, K., Pillarisetti, S., & McCormick, C. (2012). Middle school reading assessment: Measuring what matters under a RTI framework. Reading Psychology, 33(1–2), 162189.CrossRefGoogle Scholar
Ouellette, G. P. (2006). What’s meaning got to do with it: The role of vocabulary in word reading and reading comprehension. Journal of Educational Psychology, 98, 554566.CrossRefGoogle Scholar
Pagani, L. S., Fitzpatrick, C., Archambault, I., & Janosz, M. (2010). School readiness and later achievement: A French Canadian replication and extension. Developmental Psychology, 46(5), 984994.CrossRefGoogle Scholar
Pan, B. A., Rowe, M. L., Singer, J. D., & Snow, C. E. (2005). Maternal correlates of growth in toddler vocabulary production in low‐income families. Child Development, 76(4), 763782.Google ScholarPubMed
Pan, B. A., & Snow, C. E. (1999). The development of conversation and discourse skills. In Barrett, M. (Ed.), The development of language (pp. 229250). Hove, England: Psychology Press.Google Scholar
Paradis, J., & Jia, R. (2017). Bilingual children’s long-term outcomes in English as a second language: Language environment factors shape individual differences in catching up with monolinguals. Developmental Science, 20(1), e12433.CrossRefGoogle ScholarPubMed
Paribakht, T., & Wesche, M. (1996). Enhancing vocabulary acquisition through reading: A hierarchy of text-related exercise types. Canadian Modern Language Review, 52, 155178.CrossRefGoogle Scholar
Park, B. J. (2015). Investigation of reading skill development of English language learners: A two-year longitudinal study (Unpublished doctoral dissertation). Retrieved from https://scholarsbank.uoregon.edu/xmlui/handle/1794/19688
Pasquarella, A., Chen, X., Lam, K., Luo, Y. C., & Ramirez, G. (2011). Cross-language transfer of morphological awareness in Chinese-English bilinguals. Journal of Research in Reading, 34, 2342.CrossRefGoogle Scholar
Pasquarella, A., Deacon, H., Chen, B. X., Commissaire, E., & Au-Yeung, K. (2014). Acquiring orthographic processing through word reading: Evidence from children learning to read French and English. International Journal of Disability, Development and Education, 61(3), 240257.CrossRefGoogle Scholar
Patterson, J. L. (2004). Comparing bilingual and monolingual toddlers’ expressive vocabulary size: Revisiting Rescorla and Achenbach (2002). Journal of Speech, Language, and Hearing Research, 47(5), 12131215.CrossRefGoogle Scholar
Paul, R., & Roth, F. P. (2011). Characterizing and predicting outcomes of communication delays in infants and toddlers: Implications for clinical practice. Language, Speech, and Hearing Services in Schools, 42(3), 331340.CrossRefGoogle ScholarPubMed
Peal, E., & Lambert, W. (1962). The relation of bilingualism to intelligence. Psychological Monographs, 76(546), 123.CrossRefGoogle Scholar