|
[1]
|
‘This is My Favorite Book’: Exploring Children’s Perspectives on Books and Reading
Early Childhood Education Journal,
2025
DOI:10.1007/s10643-023-01585-6
|
|
|
|
|
[2]
|
Investigating Informational Text Read-alouds in Greek Kindergarten Classrooms: Differences According to Text Structures
Early Childhood Education Journal,
2024
DOI:10.1007/s10643-024-01749-y
|
|
|
|
|
[3]
|
Twenty-five books a day: Literacy events in subsidized childcare
Journal of Early Childhood Literacy,
2023
DOI:10.1177/14687984211010273
|
|
|
|
|
[4]
|
Promoting
Meaning‐Focused
Skills: Creating a Foundation for Comprehension in Early Childhood Classrooms
The Reading Teacher,
2023
DOI:10.1002/trtr.2165
|
|
|
|
|
[5]
|
Communicating Climate Change Risk to Children: A Thematic Analysis of Children’s Literature
Early Childhood Education Journal,
2023
DOI:10.1007/s10643-021-01294-y
|
|
|
|
|
[6]
|
‘But dragons don’t exist, do they?’: Preschoolers’ focus in determining whether a picturebook is a non-fiction or not
Journal of Early Childhood Literacy,
2023
DOI:10.1177/14687984231161115
|
|
|
|
|
[7]
|
‘This is My Favorite Book’: Exploring Children’s Perspectives on Books and Reading
Early Childhood Education Journal,
2023
DOI:10.1007/s10643-023-01585-6
|
|
|
|
|
[8]
|
Twenty-five books a day: Literacy events in subsidized childcare
Journal of Early Childhood Literacy,
2023
DOI:10.1177/14687984211010273
|
|
|
|
|
[9]
|
Communicating Climate Change Risk to Children: A Thematic Analysis of Children’s Literature
Early Childhood Education Journal,
2022
DOI:10.1007/s10643-021-01294-y
|
|
|
|
|
[10]
|
Preschoolers’ learning of information from fantastical narrative versus expository books
Journal of Experimental Child Psychology,
2021
DOI:10.1016/j.jecp.2021.105170
|
|
|
|
|
[11]
|
Preschool teachers' perceptions about read-alouds as a means to support children's early literacy and language development
Journal of Early Childhood Literacy,
2021
DOI:10.1177/1468798419852136
|
|
|
|
|
[12]
|
Preschoolers’ learning of information from fantastical narrative versus expository books
Journal of Experimental Child Psychology,
2021
DOI:10.1016/j.jecp.2021.105170
|
|
|
|
|
[13]
|
Twenty-five books a day: Literacy events in subsidized childcare
Journal of Early Childhood Literacy,
2021
DOI:10.1177/14687984211010273
|
|
|
|
|
[14]
|
Preschoolers’ learning of information from fantastical narrative versus expository books
Journal of Experimental Child Psychology,
2021
DOI:10.1016/j.jecp.2021.105170
|
|
|
|
|
[15]
|
Preschool teachers' perceptions about read-alouds as a means to support children's early literacy and language development
Journal of Early Childhood Literacy,
2021
DOI:10.1177/1468798419852136
|
|
|
|
|
[16]
|
A comparative study of two interventions to support reading comprehension in primary-aged students
International Journal of Comparative Education and Development,
2018
DOI:10.1108/IJCED-08-2017-0018
|
|
|
|
|
[17]
|
The social practice of parents’ storybook reading: a critical discourse analysis
Early Child Development and Care,
2018
DOI:10.1080/03004430.2018.1498091
|
|
|
|
|
[18]
|
Joint Reading of Informational Science Text Versus Narrative Stories: How Does each Affect Language and Literacy Abilities Among Kindergarteners?
Reading Psychology,
2018
DOI:10.1080/02702711.2018.1547343
|
|
|
|
|
[19]
|
Parents’ shared storybook reading – learning to read
Early Child Development and Care,
2017
DOI:10.1080/03004430.2016.1261514
|
|
|
|