"Making the Case for Using Informational Text in Preschool Classrooms"
written by Susan L. Massey,
published by Creative Education, Vol.5 No.6, 2014
has been cited by the following article(s):
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[1] Joint Reading of Informational Science Text Versus Narrative Stories: How Does each Affect Language and Literacy Abilities Among Kindergarteners?
[2] Preschool teachers' perceptions about read-alouds as a means to support children's early literacy and language development
[3] Upper Elementary Teachers' Use of Pedagogical Content Knowledge with Nonfiction Reading Instruction
[4] An Early Childhood Expository Comprehension Measure: A Look At Validity
[5] International Journal of Comparative Education and Development
[6] A comparative study of two interventions to support reading comprehension in primary-aged students
International Journal of Comparative Education and Development, 2018
[7] The social practice of parents' storybook reading: a critical discourse analysis
Early Child Development and Care, 2018
[8] Elementary school children's literacy practices: Acquiring knowledge through multiple sources
ProQuest Dissertations Publishing, 2017
[9] Parents' shared storybook reading–learning to read
African Journal of Aquatic Science, 2016
[10] Exploring Preschool Teachers' Perceptions Regarding the Barriers to Selecting Literature Genres and Utilizing Extension Activities: A Qualitative Multiple Case Study
ProQuest Dissertations Publishing, 2016
[11] Using informational texts and science journals in a prekindergarten setting
ProQuest Dissertations Publishing, 2016
[12] Examining a Year-Long Intervention Program to Teach Expository Text Structure Within Social Studies Content to Second-Grade Students
[13] Impact of an afterschool science eBook club for gifted and talented elementary students
ProQuest Dissertations Publishing, 2015