Équipe de recherche Qualité des contextes éducatifs de la petite enfance

Thématiques

Auteurs

Année

Auteurs Année

Bernstein, K. A., van Huisstede, L., Marley, S. C., Gao, Y. B. Pierce-Rivera, M., Ippolito, E., Restrepo, M. A., Millinger, J., Brantley, K. et Gantwerker, J.
(2024). Gesture like a kitten and you won't forget your tale: Drama-based, embodied story time supports preschoolers’ narrative skills.
Early Childhood Research Quarterly, 66(1er quartier), Pages 178-190.
Kucirkova, N. et Grøver, V.
(2024). The Importance of Embodiment and Agency in Parents’ Positive Attitudes Towards Shared Reading with Their Children.
Early Childhood Education Journal, 52(1), 221-230.
Lai, J., Ji, X. R., Joshi, R. M. et Zhao, J.
(2024). Investigating Parental Beliefs and Home Literacy Environment on Chinese Kindergarteners’ English Literacy and Language Skills.
Early Childhood Education Journal, 52(1), 113-126.
Pfeiffer, D. L. et Landa, R. J.
(2024). Assessing Generalization During Professional Development in Child Care: A Pilot Randomized Controlled Trial.
Early Childhood Education Journal, 52(1), 87-99.
Salley, B., Neal, C., McGovern, J., Fleming, K. et Daniels, D.
(2024). An Exploration of Ready, Set, Share A Book! Intervention for Enhancing Parent Book Sharing with Infants and Toddlers.
Early Childhood Education Journal, 52(1), 127-138.
Shenoy, S., Iyer, A. et Zahedi, S.
(2024). Phonics-Based Instruction and Improvement in Foundational Reading Skills of Kindergartners in the Indian Schooling Context.
Early Childhood Education Journal, 52(1), 73-85.
Cameron, T. A., Carroll, J. L. D., Taumoepeau, M. et Schaughency, E.
(2024). Patterns of early literacy and word reading skill development across the first 6 months of school and reading instruction.
School Psychology, 39(1), 81-94.
Rice, M., Erbeli, F., Truckenmiller, A. et Morris, J.
(2024). Universal screening in kindergarten: Validity and classification accuracy of Istation’s Indicators of Progress-Early Reading.
School Psychology, 39(1), 72-80.
Aram, D. et Shachar, C. A.
(2024). “Let’s Write Each Other Messages”: Association Between Involvement in Writing in a Preschool Online Forum and Early Literacy Progress.
Early Education and Development, 35(3), 511-530.
Brosseuk, D.
(2024). Mixing performance and competence pedagogic orientations to assessment of writing and text production in the early years.
Contemporary Issues in Early Childhood, 25(1), 48-61.
Ferguson, D. E.
(2024). “WE LOST THE PLADO”: Tracing privileged school literacies in one kindergarten classroom.
Journal of Early Childhood Literacy, 24(1), 44-68.
Jiang, Y., Lau C. et Tan, C. Y.
(2024). Socioeconomic Status and Children’s English Language and Literacy Outcomes: The Mediating Role of Home Literacy Environment.
Early Education and Development, 35(3), 588-614.
Joo, S., Cahill, M., Ingram, E., Hoffman, H., Olson, A. et Lu, K.
(2024). The literacy-enhancing potential of singing versus spoken language in public library storytimes: A text analytics approach.
Journal of Early Childhood Literacy, 24(1), 141-164.
Kucirkova, N.
(2024). The explanatory power of sensory reading for early childhood research: The role of hidden senses.
Contemporary Issues in Early Childhood, 25(1), 93-109.
Kucirkova, N. et Jensen, I. B.
(2024). Parent-child shared reading of scratch-and-sniff books: the communicative affordance of olfaction.
European Early Childhood Education Research Journal, 32(2), 297-310.
Nordström, A., Kumpulainen, K. et Rajala, A.
(2024). Unfolding joy in young children’s literacy practices in a Finnish early years classroom.
Journal of Early Childhood Literacy, 24(1), 3-19.
Petrescu, M. C. et Helms-Park, R.
(2024). Trilingualism and reading difficulty in a third (school) language: A case study of an at-risk child in French immersion.
Journal of Early Childhood Literacy, 24(1), 20-43.
Puranik, C., Duncan, M. et Guo, G.
(2024). Unpacking the relations of transcription and oral language to written composition in kindergarten children.
Early Childhood Research Quarterly, 67(2^e quartier), 227-238.
Rodriguez Leon, L.
(2024). Meaning, relationships, identities: An exploration of motive and intent in early childhood literacies.
Journal of Early Childhood Research, 22(1), 60-74.
Vretudaki, H., Angeli, A., Alexiou, P. et Diamantaki, E.
(2024). Reading and creating books: Bridging the distance from stories to e-stories.
Journal of Early Childhood Research, 22(1), 136-148.
Wang, S., Wang, X., Liang, L. et Xie, H.
(2024). Teacher-Child Interaction Domains Measured by the CLASS and Children’s Pre-Literacy Skills: A Systematic Review and Meta-Analysis.
Early Education and Development, 35(3), 431-453.
Wheeler, D. L. et Hill, J. C.
(2024). The impact of COVID-19 on early childhood reading practices.
Journal of Early Childhood Literacy, 24(1), 96-115.
White, A., Gaffney, J. S. et Hedges, H.
(2024). Toddlers as active, competent story weavers: Lexie’s story.
Journal of Early Childhood Literacy, 24(1), 165-190.
Whittingham, C. E., Hoffman, E. B. et Paciga, K. A.
(2024). Assessment, accountability, and access: Constrained skill mastery as instructional gatekeeper.
Journal of Early Childhood Literacy, 24(1), 69-95.
Breeze, R. et Halbach, A.
(2024). Families, Language, and Equal Opportunities: Identifying Good Practices in Family Literacy Projects.
Early Childhood Education Journal, 52(4), 693-703.
Zviel Girshin, R., Rosenberg, N. et Kukliansky, I.
(2024). Early Childhood Robotics: Children’s Beliefs and Objective Capabilities to Read and Write Programs.
Journal of Research in Childhood Education, 38(2), 317-335.
Altun, D.
(2024). The effects of e-stories on preschoolers’ narrative comprehension, retelling and reading attitudes among poor and good comprehenders.
Journal of Early Childhood Literacy, 24(2), 471-504.
Benson-Goldberg, S. et Erickson, K.
(2024). Reported and enacted emergent literacy instruction: Understanding young students with extensive support and complex communication needs, opportunity to learn.
Topics in Early Childhood Special Education, 44(1), 6-19.
Byrne, J. A. et Clark, L. H.
(2024). The Impact of Educator Anxiety and Anxiety Literacy on Primary Educators’ Responses to Anxious Children.
Child Youth Care Forum, 53(3), 757-777.
Chan, Y. Y. et Rao, N.
(2024). Home and preschool influences on early literacy and numeracy development in England, Estonia, and the United States.
European Early Childhood Education Research Journal, 32(3), 399-415.
Downer, J. T., Doyle, N. B., Pianta, R. C., Burchinal, M., Field, S., Hamre, B. K., LoCasale-Crouch, J., Howes, C. H., LaParo, K. et Scott-Little, C.
(2024). Coaching and Coursework Focused on Teacher-Child Interactions During Language/Literacy Instruction: Effects on Teacher Outcomes and Children’s Classroom Engagement.
Early Education and Development, 35(5), 1032-1062.
Guzmán-Simón, F. et Pacheco-Costa, A.
(2024). ‘Like, I’m playing, but with this’. Materialization and affect in early childhood literacy.
Journal of Early Childhood Literacy, 24(2), 397-421.
Hadfield, K., Al-Hamad, M., Bakhti, R., El Kharouf, A., Michalek, J., Mukunzi, J., Qtaishat, L., Sethi, T., von Stumm, S. et Mareschal, I.
(2024). Predictors of literacy and attitudes toward reading among syrian refugee children in Jordan.
International Journal of Early Childhood, 56(1), 19-39.
Hartley, C. et Whiteley, H. A.
(2024). Do multiple exemplars promote preschool children’s retention and generalisation of words learned from pictures?
Cognitive Development, 70, article 101459.
Hastürk, G. et Çöi, K.
(2024). Examining the relationship between sustainable consumption behaviors and environmental literacy of pre-service primary school teachers.
European Journal of Education Studies, 11(5), 301-316.
Holm, L. et Ahrenkiel, A.
(2024). Children’s language play as collaborative improvisations-rethinking paths to literacy.
Journal of Early Childhood Literacy, 24(2), 298-317.
Hupp, J. M., Jungers, M. K., Rardon, J. A., Posey, A. M. et McDonald, S. A.
(2024). The effect of prosodic congruency on novel adjective learning in adults and children.
Cognitive Development, 70, article 101457.
Julie Lachapelle
(2024). Analyse des relations entre la qualité de l’environnement éducatif à l’éducation préscolaire et l’engagement des enfants dans les situations de développement et d’apprentissage en émergence de l’écrit
[thèse de doctorat, Université du Québec à Montréal]. Archipel.
Lai, W. F.
(2024). Name-writing skills of low-income taiwanese children: The concurrent predictive effects of emergent reading and vocabulary ability.
International Journal of Early Childhood, 56(1), 59-77.
Liu, X.
(2024). Making the invisible visible: Young Chinese heritage language learners’ reading process through retrospective miscue analysis.
Journal of Early Childhood Literacy, 24(2), 359-396.
Magnusson, L. O.
(2024). ‘Look, my name! I can write’ - Literacy events and digital technology in the preschool atelier.
Journal of Early Childhood Literacy, 24(2), 253-275.
Morin, M. F. et Pulido, L.
(2024). Interventions for the Development of Orthographic Knowledge Based on Invented Spellings.
International Journal of Early Childhood, 56(1), 1-18.
Muhinyi, A., Ricketts, J. et Shinskey, J.
(2024). Touch-and-feel features in ‘‘first words’’ picture books hinder infants’ word learning.
Journal of Experimental Child Psychology, 241, article 105860.
Silcox, A. et Son, S. H. C.
(2024). The nature and impact of literacy interest in preschool children: Comparing teacher, parent, and child report measures.
The Journal of Educational Research, 117(3), 151-165.
Soucie, K., Scott, S.A., Partridge, T., Hakim-Larson, J., Babb, K. A. et Voelker, S.
(2024). Meta-Emotion and Emotion Socialization by Mothers of Preschoolers During Storytelling Tasks.
Journal of Child and Family Studies, 33(5), 1618-1631.
Rydland, V. et Grøver, V.
(2024). Parent inferential questions and child responses during shared reading predict DLLs’ receptive vocabulary development.
Journal of Early Childhood Research, 22(2), 166-179.
Yigit-Gencten, V., Gultekin, M., Ozen Uyar, R. et Aydemir, F.
(2024). Gender in children's literature and kindergartener's responses to gender in interactive read-alouds.
European Journal of Education, 59(2), article e12609.
Barratt, J., Dudley, D., Stylianou, M. et Cairney, J.
(2024). A conceptual model of an effective early childhood physical literacy pedagogue.
Journal of Early Childhood Research, 22(3), 381-394.
Carr, R. C., Jenkins, J. M., Watts, T. W., Peisner-Feinberg, E. S. et Dodge, K. A.
(2024). Investigating if high-quality kindergarten teachers sustain the pre-K boost to children's emergent literacy skill development in North Carolina.
Child Development, 95(4), 1200-1217.
Crawford, P. A., Roberts, S. K. Et Lacina, J.
(2024). Picturebooks and young children: Potential, power, and practices.
Early Childhood Education Journal, 52(7), numéro thématique.
Cremin, T. et Hendry, H.
(2024). Children’s language, literacy and literature.
Education 3-13, 52(7).
Cun, A.
(2024). An Arts-Based Lesson: Chinese Heritage Children’s Multimodal Early Writing Using Fallen Leaves.
Early Childhood Education Journal, 52(6), 1149-1164.
Fang, H., Wu, Y., Dong, Y., Li, L., Gong, Y., Wang, J. et Wu, J.
(2024). Enhancing resilience in rural Chinese preschoolers: a randomized controlled trial of play-based picture-book reading intervention for 4-5-year-olds.
Early Child Development and Care, 194(7-8), 852-867.
Gellel, A.-M., Deguara, J. et Formosa, J.
(2024). Supporting young children’s metaphorical engagement through a Symbol Literacy Approach.
Journal of Early Childhood Research, 22(3), 471-487.
Haber, A. S., Kumar, S. C., Leech, K. A. et Corriveau, K. H.
(2024). How does caregiver-child conversation during a scientific storybook reading impact children's mindset beliefs and persistence?
Child Development, 95(5), 1739-1753.
Hornburg, C. B., King, Y. A., Westerberg, L., Schmitt, S. A. et Purpura, D. J.
(2024). The roles of mathematical language and emergent literacy skills in the longitudinal prediction of specific early numeracy skills.
Journal of Experimental Child Psychology, 244, article 105959.
İlhan Beyaztaş, D. et Aşkın Tekkol, İ.
(2024). A Journey from Preschool to Primary School Literacy Process.
International Journal of Early Childhood, 56(2), 359-381.
Jiménez, M. V., Yumus, M., Schiele, T., Mues, A. et Niklas, F.
(2024). Preschool emergent literacy skills as predictors of reading and spelling in Grade 2 and the role of migration background in Germany.
Journal of Experimental Child Psychology, 244, 105927.
Kelly-Ware, J., Daly, N., Teokotai, L., George, K., Marjoriebanks, D. et Sealey, E.
(2024). Language learning using Pacific picturebooks in an Aotearoa New Zealand kindergarten.
Australasian Journal of Early Childhood, 49(3), 264-277.
Koch, F.-S., Sundqvist, A., Birberg Thornberg, U., Barr, R. et Heimann, M.
(2024). Toddler's memory and media—Picture book reading and watching video content are associated with memory at 2 years of age.
Infancy, 29(5), 729-749.
Julie Lachapelle Annie Charron et Nathalie Bigras
(2024). Literacy Environment in Early Childhood Classrooms: Associations with Children’s Engagement.
Journal of Education and Learning, 13(6), 46-60.
Leung, Y. W., Mak, T. C. T., Chan, D. K. C. et Capio, C. M.
(2024). Early Childhood Educators’ Physical Literacy Predict Their Self-Efficacy and Perceived Competence to Promote Physical Activity.
Early Education and Development, 35(7), 1524-1535.
Lim, I. E., Mahmud, I., Chowdhury, M.U., Kaiser, A., Bonny, F. A., Akanbonga, S. et Hasan, M. T.
(2024). Early Childhood Development (ECD) in Ghana: Assessing the Status and Determinants of the Literacy-Numeracy, Physical, Social-Emotional, and Learning Domains.
International Journal of Early Childhood, 56(2), 255-276.
Marchman, V. A., Ashland, M. D., Loi, E. C., Munévar, M., Shannon, K. A., Fernald, A. et Feldman, H. M.
(2024). Early language processing efficiency and pre-literacy outcomes in children born full term and preterm.
Journal of Experimental Child Psychology, 246, article 105980.
Mesa, M. P., Hall, C., Zucker, T., Dahl-Leonard, K., Oh, Y. et Denton, C.
(2024). Unpacking Implementation: Fidelity and Barriers to Implementation of a Kindergarten Reading Intervention by Teachers.
The Elementary School Journal, 125(1), 77-105.
Miller, E. B., Canfield, C. F., Roby, E., Wippick, H., Shaw, D. S., Mendelsohn, A. L. et Morris-Perez, P. A.
(2024). Enhancing early language and literacy skills for racial/ethnic minority children with low incomes through a randomized clinical trial: The mediating role of cognitively stimulating parent-child interactions.
Child Development, 95(4), 1172-1185.
Monaghan, P., Jago, L. S., Speyer, L., Turnbull, H., Alcock, K. J., Rowland, C. F. et Cain, K.
(2024). Statistical learning ability at 17 months relates to early reading skills via oral language.
Journal of Experimental Child Psychology, 246, article 106002.
Oikonomou, E. N. et Papadopoulos, I.
(2024). Literacy of communication in early childhood education: Inverstigating communication strategies in Greece.
European Journal of Education Studies, 11(7), 26-51.
Pyle, A., Wickstrom, H., Gross, O. et Kraszewski, E.
(2024). Supporting literacy development in kindergarten through teacher-facilitated play.
Journal of Early Childhood Research, 22(3), 428-441.
Russell, S. J., Wang, J. J. et Cain, K.
(2024). The influence of story character realism and theme on protagonists’ internal states and dialogue in children’s retells.
Cognitive Development, 71, 101458.
Rosslund, A., Kartushina, N. et Mayor J.
(2024). Associations between shared book reading, daily screen time and infants’ vocabulary size.
Journal of Child Language, prépublication.
Shvartsman, M. et Shaul, S.
(2024). Working Memory Profiles and Their Impact on Early Literacy and Numeracy Skills in Kindergarten Children.
Child Youth Care Forum, 53(5), 1141-1171.
Myriam Villeneuve-Lapointe et Annie Charron
(2024). Pratiques enseignantes employant la littérature jeunesse dans une perspective multimodale à l’éducation préscolaire 4 ans.
Multimodalité(s) : Revue de recherches en littératie médiatique multimodale, 19, 206-220.
Vinter, A., Bard, P., Lukowski-Duplessy, H. et Poulin-Charronnat, B.
(2024). Learning to Name Uppercase and Lowercase Letters in Preschoolers and Kindergarteners: An Investigation of the Effects of Child- and Letter-Related Factors.
Early Education and Development, 35(7), 1570-1590.
Yang, Q., Zimmermann, K., Bartholomew, C. P., Purtell, K. M. et Ansari, A.
(2024). Preschool Classroom Age Composition and Physical Literacy Environment: Influence on Children’s Emergent Literacy Outcomes.
Early Education and Development, 35(7), 1483-1500.
Bastianello, T., Brondino, M., Persici, V. et Majorano, M.
(2023). A Novel Computer-Based Assessment Tool for Evaluating Early Literacy Skills in Italian Preschoolers.
Journal of Research in Childhood Education, 37(2), 177-196.
Bingham, G. E., Phelps, C. et Dean, M. P.
(2023). Examining The Preschool to First-Grade Literacy and Language Outcomes of Black Children Experiencing a High-Quality Early Childhood Program.
The Elementary School Journal, 123(3), 367-395.
Cash, A. H. et Pianta, R. C.
(2023). Associations between teachers’ skill in identifying effective interactions and children's gains in language, literacy, and early learning behaviors.
Early Childhood Research Quarterly, 62(1^st quarter), 324-334.
Faragó, F.
(2023). Challenges and opportunities: book discussions of gender non-conformity in two preschool classrooms.
Early Child Development and Care, 193(5), 725-741.
Kennedy, C. et McLoughlin, A.
(2023). Developing the Emergent Literacy Skills of English Language Learners Through Dialogic Reading: A Systematic Review.
Early Childhood Education Journal, 51(3), 317–332.
Hall, A. H., Gao, Q., Guo, Y. et Xie, Y.
(2023). Examining the effects of kindergarten writing instruction on emergent literacy skills: a systematic review of the literature.
Early Child Development and Care, 193(3), 334-346.
Kong, K. et Yong, E.S.
(2023). Effect of Problem Behaviors on Early Literacy Skills: A Malaysian Experience.
Early Childhood Education Journal, 51(4), 685-692.
Koops, L.H., Hodgson, L.E. et Wise, M.E.
(2023). Children’s Librarians’ and Library Associates’ Use of Music and Perceptions on Music in Library Programming: An Initial Exploration.
Early Childhood Education Journal, 51(1), 1-13.
Melzi, G., Schick, A. R. et Wuest, C.
(2023). Stories beyond Books: Teacher Storytelling Supports Children’s Literacy Skills.
Early Education and Development, 34(2), 485-505.
Miller-Goldwater, H. E., Cronin-Golomb, L. M., Hanft, M. H. et Bauer, P. J.
(2023). The influence of books’ textual features and caregivers’ extratextual talk on children’s science learning in the context of shared book reading.
Developmental Psychology, 59(2), 390-411.
Muroga, A., Escueta, M., Rodriguez, V. et Bowden, A. B.
(2023). An analysis of the costs to provide high-quality and individualized emergent literacy support in pre-K classrooms.
Early Childhood Research Quarterly, 62(1^st quarter), 206-216.
Ne’eman, A. et Shaul, S.
(2023). The Association Between Emergent Literacy and Cognitive Abilities in Kindergarten Children.
Child Youth Care Forum, 52(2), 467-488.
Pereira, Í. S.P., Parente, M. C.C. et da Silva, M. C. V.
(2023). Digital literacy in early childhood education: what can we learn from innovative practitioners?
International Journal of Early Years Education, 31(1), 287-301.
Solari, E. J., Zucker, T. A. et Grimm, R. P.
(2023). An examination of the heterogenous nature of literacy development in Spanish-speaking preschool children.
Early Education and Development, 34(1),111-127.
Svanes, I. K. et Andersson-Bakken, E.
(2023). Teachers’ use of open questions: investigating the various functions of open questions as a mediating tool in early literacy education.
Education Inquiry, 14(2), 231-250.
Thomas, A. et Tazouti, Y.
(2023). Links between early literacy and early numeracy during preschool education in France.
Education 3-13, 51(3), 467-479.
Arabaci, M. et Okyay, O.
(2023). The effect of shared book reading on preschoolers’ environmental awareness and attitudes.
Education 3-13, 51(4), 571-583.
Barnes, E. M., Hadley, E. B., Lawson-Adams, J. et Dickinson, D. K.
(2023). Nonverbal supports for word learning: Prekindergarten teachers’ gesturing practices during shared book reading.
Early Childhood Research Quarterly, 64(3rd quarter), 302-312.
Sherfinski, M.
(2023). “Confidence” problems and literacy coaching: How a suburban kindergarten divided “good” and “bad” teachers in the accountability shove-down.
Journal of Early Childhood Literacy, 23(2), 288-316.
Son, S.-H. C., Baroody, A. E. et Opatz, M. O.
(2023). Measuring preschool children's engagement behaviors during classroom shared reading: Construct and concurrent validity of the shared reading engagement rating scale.
Early Childhood Research Quarterly, 64(3rd quarter), 47-60.
van der Sande, L., Dobber, M., van Schaik, J.E. et van Steensel, R.
(2023). Attitudes towards reading amongst kindergarten and Grade 1 children.
European Early Childhood Education Research Journal, 31(3), 399-420.
Wang, D., Su, M. et Zheng, Y.
(2023). An empirical study on the reading response to picture books of children aged 5-6.
Frontiers in Psychology, 14, article 1099875.
White, Z. U., Toste, J. R. et Fiderman, M. J.
(2023). A Synthesis of Early Literacy Intervention Research Conducted in Africa for Students in Kindergarten through Third Grade.
The Elementary School Jorunal, 123(4), 563-582.
Abraham, S.
(2023). Paradigmatic fronteras: Troubling available design and translanguaging with sticky literacy.
Journal of Early Childhood Literacy, 23(4), 617-641.
Adam, H. et Barratt-Pugh, C.
(2023). Book sharing with young children: A study of book sharing in four Australian long day care centres.
Journal of Early Childhood Literacy, 23(3), 348-373.
Alavoine, L. C.
(2023). Lire ensemble des albums « choisis » : une entrée en littérature.
Spirale, 1(105), 83-90.
Boivin, N.
(2023). Co-participatory multimodal intergenerational storytelling: Preschool children’s relationship with modality creating elder inclusion.
Journal of Early Childhood Literacy, 23(4), 558-585.
Chang, C. S., Hsieh, F. J., Chen, T.-y., Wu, S. C., Tzeng, O. J. L. et Wang, S.
(2023). Revisiting Dialogic Reading Strategies with 12-Month-Old Infants.
Early Childhood Education Journal, 51(8), 1413-1426.
Cheyney-Collante, K.
(2023). Twenty-five books a day: Literacy events in subsidized childcare.
Journal of Early Childhood Literacy, 23(4), 586-616.
Cutler, L. et Slicker, G.
(2023). Depictions of teachers and teacher practices in picture books about starting kindergarten.
Journal of Early Childhood Literacy, 23(4), 695-724.
Fong, F. T. K., Nielsen, M. et Corriveau, K. H.
(2023). I copy you as I believe you know about our culture: Combining imitation and selective trust literatures.
Infant and Child Development, 32(5), e2453.
Holiday, S.
(2023). How they got to Sesame Street: Children’s Television Workshop’s appropriation of advertising tactics for effective childhood literacy education.
Journal of Early Childhood Literacy, 23(4), 529-557.
Hu, B. Y., Huang, P., Wang, S. et Curby, T.
(2023). Teachers’ beliefs about children and children’s literacy development: The mediating role of responsive teaching.
Journal of Early Childhood Literacy, 23(4), 751-777.
Kappenberg, A. et Licandro, U.
(2023). More than words - how second language learners initiate and respond during shared picture book reading interactions.
Early Child Development and Care, 193(11-12), 1287-1300.
Korkmaz, A., Özbay, I. et Dedeoğlu, H.
(2023). A content analysis of text in children’s picture books with regard to the inclusion of geographical concepts.
European Early Childhood Education Research Journal, 31(4), 623-639.
LaTourrette, A. S., Novack, M. A. et Waxman, S. R.
(2023). Longer looks for language: Novel labels lengthen fixation duration for 2-year-old children.
Journal of Experimental Child Psychology, 236, article 105754.
Lepola, J., Kajamies, A., Laakkonen, E. et Collins, M. F.
(2023). Opportunities to Talk Matter in Shared Reading: The Mediating Roles of Children’s Engagement and Verbal Participation in Narrative Listening Comprehension.
Early Education and Development, 34(8), 1896-1918.
Lewis, K., Logan, J. A.R., Thomas, L. J.G., Schneider, N., Zettler-Greeley, C. M., Bailet, L. L. et Piasta, S. B.
(2023). Behavior Management and Engagement During Small-Group Instruction as Predictors of Preschoolers’ Literacy Skill Outcomes.
Early Education and Development, 34(8), 1872-1895.
Lingwood, J., Lampropoulou, S., De Bezenac, C., Billington, J. et Rowland, C.
(2023). Children’s engagement and caregivers’ use of language-boosting strategies during shared book reading: A mixed methods approach.
Journal of Child Language, 50(6), 1436-1458.
Majorano, M., Bastianello, T., Florit, E., Lavelli, M., Bertelli, B. et Ferrari, R.
(2023). An Intervention Program Based on the Syllabic Method for Enhancing Early Literacy in Preschool Children.
Journal of Research in Childhood Education, 37(4), 550-563.
McMahon-Morin, P.
(2023). Explorer la perception d’enfants de maternelle de leur participation lors de la lecture d’histoire en classe et de leur intérêt à la lecture : une étude pilote.
Revue Canadienne de l’Éducation, 46(2), 249-287.
Nasiopoulou, P., Mellgren, E., Sheridan, S. et Williams, P.
(2023). Conditions for Children’s Language and Literacy Learning in Swedish Preschools: Exploring Quality Variations with ECERS-3.
Early Childhood Education Journal, 51(7), 1305-1316.
O’Rear, C. D., Seip, I., Azar, J., Baroody, A. J. et McNeil, N. M.
(2023). Features in children's counting books that lead dyads to both count and label sets during shared book reading.
Child Development, 94(4), 985-1001.
Polyzou, S., Botsoglou, K., Zygouris, N. C. et Stamoulis, G.
(2023). Interactive books for preschool children: from traditional interactive paper books to augmented reality books: listening to children’s voices through mosaic approach.
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(2023). “A Win-Win for All”: Supporting Literacy in Early Childhood and Bringing Awareness to Shelter Dogs.
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(2023). Engaging Young Children with Science Concepts in a Community-Based Book Distribution and Animal-Themed Literacy Intervention Program.
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(2023). Does Preschool Education Moderate the Associations Between Paternal, Maternal, and Allocaregivers’ Engagement and Children’s Literacy and Social Skills in African Countries?
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(2022). Preliterate Young Children’s Reading Attitudes: Connections to the Home Literacy Environment and Maternal Factors.
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(2022). Democracy or legacy? Boys’ views on early literacy in three Maltese state schools.
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(2022). Rate of Growth of Preschool-Age Children’s Oral Language and Decoding Skills Predicts Beginning Writing Ability.
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(2021). Conceptualisations of writing in the curricula and the teachers’ guides of Greek preschool education: a critical discourse analysis.
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(2021). Home-Based Activities in Support of New Zealand Children’s Literacy and Numeracy Skills.
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(2021). Getting Books in Children’s Hands: Creating a Citywide Book Distribution Policy Using a Mixed-Methods Geospatial Approach.
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(2020). The literacy environment of preschool classrooms in three Nordic countries : Challenges in a multilingual and digital society.
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(2020). “I Love Paw Patrol!”: Book Selection and the Allure of Popular Media Characters Among Preschoolers.
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(2020). Impact of Literacy Interventions on Reading Skills in Low- and Middle-Income Countries: A Meta-Analysis.
Child Development, 91(2), 638-660.
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(2020). Enhancing Storytelling Activities to Support Early (Digital) Literacy Development in Early Childhood Education.
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(2020). Literacy Training of Kindergarten Children With Pencil, Keyboard or Tablet Stylus : The Influence of the Writing Tool on Reading and Writing Performance at the Letter and Word Level.
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(2020). Time well spent: Home learning activities and gains in children’s academic skills in the prekindergarten year.
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(2020). Multimodal Literacy and Social Interaction : Young Children’s Literacy Learning.
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(2020). The Influence of Interactive Features in Storybook Apps on Children’s Reading Comprehension and Story Enjoyment.
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(2020). The Contribution of Home Literacy Context to Preschool Academic Competencies for American Indian and Alaska Native Children.
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(2020). Benefits of Playing Numerical Card Games on Head Start Children’s Mathematical Skills.
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(2019). Preschoolers’ Emergent Motivations to Learn Reading: A Grounded Theory Study.
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(2019). Exploring the Literacy Habits of Caregivers with Young Children Ages 11–25 Months Old in Lima, Peru: A Pilot Study for the LIBRE Project.
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