1 |
Adams, M. J. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: MIT Press.
|
2 |
Administration for Children and Families. (2005). Head Start impact study: First year findings. Washington, DC.
|
3 |
Anderson, A. B., & Stokes, S. J. (1984). Social and institutional influences on the development and practice of literacy. In H. Goelman, A. Oberg, & F. Smith (Eds.), Awakening to literacy (pp.24-37). Exeter, NH: Heinemann.
|
4 |
Anderson-Yockel, J., & Haynes, W. O. (1994). Joint book-reading strategies in working-class African American and white mother-toddler dyads. Journal of Speech and Hearing Research, 37, 583-593.
DOI
|
5 |
Beals, D. E., DeTemple, J. M., & Dickinson, D. K. (1994). Talking and listening that support early literacy development of children from low-income families. In D. K. Dickinson (Ed.), Bridges to Literacy: Children, families, and schools (pp.19-40). Cambridge, MA: Blackwell.
|
6 |
Britto, P. R., & Brooks-Gunn, J. (2001). Beyond shared book reading: Dimensions of home literacy and low-income Africa American preschooler's skills. New Directions for Child and Adolescent Development, 92, 73-89.
|
7 |
Brizius, J. A., & Foster, S. A. (1993). Generation to Generation: Realizing the Promise of Family Literacy. (ERIC Document Reproduction Service ED, 357869)
|
8 |
Bus, A. G., Van Ijzendoorn, M. H., & Pellegrini, A. D. (1995). Joint book reading makes for success in learning to read: A meta-analysis on intergenerational transmission of literacy. Review of Educational Research, 65(1), 1-21.
DOI
ScienceOn
|
9 |
Byrnes, J., & Wasik. B. A. (2009). Picture this: Using photography as a learning tool in early childhood classrooms. Childhood Education, 85(4), 243-248.
DOI
|
10 |
Campbell, F., & Ramey, C. (1994). Effects of early intervention on intellectual and academic achievement: A follow-up study of children from low-income families. Child Development, 65, 684-698.
DOI
ScienceOn
|
11 |
Chae, E. H. (2007). Vocabulary, receptiveexpressive language, and concepts about print among the low-income children at ages 3 to 5. Unpublished master's thesis, Yonsei University, Seoul, S. Korea.
|
12 |
Cho, M. H. (1979). Social Class Differences in Linguistics Expressions of the Children. Unpublished master's thesis, Ewha Womans University, Seoul, S. Korea.
|
13 |
Clay, M. M. (1970). Language skills: A comparison of Maori, Samoan and Pakehha children aged 5 to 7 years. New Zealand Journal of Educational Studies,5(2), 153-170.
|
14 |
Clay, M. M. (1993). Reading recovery: A guidebook for teachers in training. Portsmouth, NH: Heinemann.
|
15 |
Clay, M. M. (2000a). Follow me, moon. Auckland: Heinemann.
|
16 |
Clay, M. M. (2000b). No shoes. Auckland: Heinemann.
|
17 |
Clay, M. M. (2002). An observation survey of early literacy achievement (2nd ed.). Auckland: Heinemann.
|
18 |
Dickinson, D. K. (1994). Bridges to literacy: Children, families, and schools. Cambridge, MA: Blackwell.
|
19 |
Dickinson, D. K., & Tabors, P. O. (1991). Early literacy: Linkages between home, school and literacy achievement at age five. Childhood Education International, 6(1), 30-46.
DOI
|
20 |
Dunning, D. B., Mason, J. M., & Stewart, J. P. (1994). Reading to preschoolers: A response to Scarborough and Dobrich (1994) and recommendations for future research. Developmental Review, 14, 324-339.
DOI
ScienceOn
|
21 |
Elliot, J. A., & Hewison, J. (1994). Comprehension and interest in home reading. Journal of Educational Psychology, 64, 203- 220.
DOI
|
22 |
Feitelson, D., Goldstein, Z., Iraqi, J., & Share, D. L. (1993). Effects of listening to story reading on aspects of literacy acquisition in a dialogic situation. Reading Research Quarterly, 28, 71-79.
|
23 |
Fowler, W., Ogston, K., Roberts-Fiati, G., & Swenson, A. (1997). The effects of enriching language in infancy on the early and later development of competence. Early Child Development and Care, 135, 41-77.
DOI
ScienceOn
|
24 |
Gray, L. S. (1995). Taking from books by asking questions. Journal of Research in Childhood Education, 10(1), 23-28.
DOI
|
25 |
Harlin, R. P. (1984). What do pre readers know about print? (ERIC Document Reproduction Service No. ED, 255 891)
|
26 |
Hart, B., & Risley, T. R. (1995). Meaningful differences in the everyday experience of young American children. Baltimore: Brooker.
|
27 |
Jung, J. Y. (2004). The relationships between home literacy environment and children's print concepts. Unpublished master's thesis, Yonsei University, Seoul, S. Korea.
|
28 |
Karweit, N. (1988). STaR (Story telling and retelling): Teacher's manual. Baltimore: Johns Hopkins University, Center for Social Organization of Schools.
|
29 |
Karweit, N. (1994). The effect of story reading on the language development of disadvantaged prekindergarten and kindergarten students. In D. K. Dickinson (Ed.), Bridges to literacy: Children, families, and schools (pp.43-65), Cambridge, MA: Blackwell.
|
30 |
Kim, K. H. (1989). A study of influences on the language ability and academic achievement by the socio-cultural background of a family. Unpublished doctoral dissertation, Sungkyunkwan University, Seoul, S. Korea.
|
31 |
Kim, M. S. (1996). Holistic intervention of family literacy programs. Yonsei Journal of Human Ecology 10, 78-89.
|
32 |
Kim, M. S. (1997). Effects of school literacy environment on 4- and 5-year-old children's storytelling. Early Childhood Education Research, 17(2), 77-95.
|
33 |
Kim, M. S., & Kim, S. H. (2004). Relationships between Print Concepts and Language Ability in 4-to 6-year old Korean Children. Korean Journal of Child Studies, 25(6), 371-383.
|
34 |
Kim, M. S., & Lee, M. H. (2006). Comprehensive childcare services. Daum Generation: Seoul, S. Korea.
|
35 |
Kim, S. H. (2003). The relationships between print concepts and language ability in 4- to 6- year old Korean children. Unpublished master's thesis, Yonsei University, Seoul, S. Korea.
|
36 |
Kim, Y. T., Sung, T. J., & Lee, Y. K. (2003). Preschool Receptive-Expressive language Scale (PRES). Seoul Community Rehabilitation Center.
|
37 |
Lee, B. J., Yang S., & Kim, M. S. (2006). Kyung-gi Province WE Start Village making project handbook Final report.
|
38 |
Lee, E. H., Kim. M. S., Jun. H. J., & Lee. J. R. (2008). Samsung Childcare center's comprehensive childcare services Effect: Second year results. Samsung Welfare Foundation research report. Seoul: Samsung Welfare Foundation.
|
39 |
Lee, K. W. (1997). Picture-books appropriate for young children. Seoul: Yangseowon.
|
40 |
Lee, K. Y. (2004). Mother-child interactions in picture-book reading and children's language ability among low-income families. Unpublished doctoral dissertation, Yonsei University, Seoul, S. Korea.
|
41 |
Lonigan, C., & Whitehurst, G. J. (1998). Examination of the relative efficacy of parent and teacher involvement in a shared-reading intervention for preschool children from lowincome background. Early Childhood Research Quarterly, 13, 263-290.
DOI
ScienceOn
|
42 |
Lee, K. Y., & Kim, M. S. (2006), Mother-child interactions in picture-book reading and children's language ability among low-income. Journal of ARAHE, 13(1), 39-49
|
43 |
Morrow, L. M. (1989). The effect of small group story reading on children's questions and comments. In S. McCormick, & J. Zutell (Eds.), Cognitive and social perspectives for literacy research and instruction: Thirtyeighth yearbook of the National Reading Conference (pp.77-86). Chicago: National Reading Conference.
|
44 |
Lee, V., Brooks-Gunn, J., & Schnur, E. (1988). Does Head Start work? A 1-year follow-up comparison of disadvantaged children attending Head Start, no preschool, and other preschool programs. Developmental Psychology, 24, 210-22.
DOI
|
45 |
McLoyd, V. (1998). Socioeconomic disadvantage and child development. American Psychologist, 53(2), 185-204.
DOI
ScienceOn
|
46 |
Meier, J., & Invernizzi, M. A. (1999). Book buddies in the Bronx: Testing a model for America Reads. Journal for Educational Placement of Children Placed at Risk, 6(4), 319-333.
|
47 |
NICHD, (2005). Pathways to Reading: The Role of Oral Language in the Transition to Reading. Developmental Psychology, 41(2), 428-442.
DOI
ScienceOn
|
48 |
Neuman, S. B. (1999). Books make a difference: A study of access to literacy. Reading Research Quarterly, 34(3), 286-311.
DOI
ScienceOn
|
49 |
Nickse, R. S. (1990). Family literacy programs ideas for action. Adult Learning, 1(5), 9-13, 28-29.
DOI
|
50 |
Nickse, R. S. (1991). A typology of family and intergenerational literacy program: Implication for evaluation. Chicago, IL: American Educational Research Association, Educational Document, 3, 331-366.
|
51 |
Phillips, D. A., Scarr, S., & McCartney, K. (1987). Dimensions and effects of child care quality: The Bermuda study. In D. A. Phillips (Ed.), Quality in child care: What does research tell us? Washington, D. C.: National Association for the Education of Young Children.
|
52 |
Phillips, L. M., Norris, S. P., & Mason, J. M. (1996). Longitudinal effects of early literacy concepts on reading achievement: A kindergarten intervention and five-year follow-up. Journal of Literacy Research, 28(1), 173-195
DOI
|
53 |
Pinnell, G. S., Lyons, C. A., DeFord, D. E., Bryk, A., & Seltzer, N. (1994). Comparing instructional models for the literacy education of high risk first graders. Reading Research Quarterly, 29, 8-39.
DOI
ScienceOn
|
54 |
Purcell-Gate, V. (1996). Relationships between parental literacy skills and functional uses of print and children's ability to learn literacy skills (ERIC Document Reproduction Service ED, 372 28)
|
55 |
Reynolds, A. (1995). One year of preschool intervention or two: Does it matter? Early Childhood Research Quarterly, 10, 1-31.
DOI
ScienceOn
|
56 |
Reynolds, A., & Temple, J. (1998). Extended early childhood intervention and school achievement: Age thirteen findings from the Chicago Longitudinal Study. Child Development, 69, 231-246.
DOI
ScienceOn
|
57 |
Reynolds, A., Mavrogenes, N., Bezrucko, N., & Hagemann, M. (1996). Cognitive and family support mediators of preschool effectiveness: A confirmatory analysis. Child Development, 67, 1119-1140.
DOI
ScienceOn
|
58 |
Reynolds, A., Mehana, M., & Temple, J. (1995). Does preschool intervention affect children's perceived competence? Journal of Applied Developmental Psychology, 16, 211-230.
|
59 |
Sameroff, A. J. (1986). Environmental context of child development. Journal of Pediatrics, 109, 192-200.
DOI
|
60 |
Roy, A. (2003). Evaluation of the Head Start Program: Additional evidence from the NLSCM79 data. State University of New York at Albany.
|
61 |
Schwartz, I., Carta, J., & Grant, S. (1996). Examining the use of recommended language intervention practices in early childhood special education classrooms. Topics in Early Childhood Special Education, 16, 251-72.
DOI
|
62 |
Schwartz, R. M. (2005). Literacy learning of atrisk first-grade students in the Reading Recovery early intervention. Journal of Educational Psychology, 97(2), 257-267.
DOI
ScienceOn
|
63 |
Senechal, M. (1997). The differential effect of storybook reading on preschoolers' acquisition of expressive and receptive vocabulary. Journal of Child Language, 24, 123-138.
DOI
|
64 |
Senechal, M., & LeFevre, J. (2002). Parental involvement in the development of children's reading skill: A five-year longitudinal study. Child Development, 73, 445-460.
DOI
ScienceOn
|
65 |
Senechal, M., Thomas, E., & Monker, J. (1995). Individual differences in 4-year-old children's acquisition of vocabulary during storybook reading. Journal of Educational Psychology, 87, 218-229.
DOI
ScienceOn
|
66 |
Sin, Y. J. (2004). Influence of the family income and classroom literacy environment upon children's concept about print. Unpublished master's thesis, Yonsei University, Seoul, S. Korea.
|
67 |
Snow, C. E., Barnes, W. S., Chandler, J., Goodman, I. F., & Hempfill, L. (1991). Unfulfilled expectations: Home and school influences on Literacy. Cambridge, MA: Harvard.
|
68 |
Snow, C. E., Burns, M. S., & Griffin, P. (1998). Preventing reading difficulties in. young children. Washington DC: National Academy Press.
|
69 |
Taylor, B., Strait, J., & Medo, M. (1994). Early intervention in reading: Supplemental instruction for group of low-achieving students provided by first-grade teachers. In E. Hiebert & B. Taylor (Eds.), Getting reading right from the start: Effective early literacy intervention. Boston: Allyn & Bacon.
|
70 |
So, H. A. (1999). Low-income mother-child interactions during book reading. Unpublished master's thesis, Yonsei University, Seoul, S. Korea.
|
71 |
Valdez-Menchaca, M. C., & Whitehurst, G. J. (1992). Accelerating language development through picture book reading: A systematic extension to Mexican day care. Developmental Psychology, 28, 1106-1114.
DOI
|
72 |
Wasik, B. A., Bond, M. A., & Hindman, A. (2006). The effects of a language and literacy intervention on Head Start children and teachers. Journal of Educational Psychology, 98, 63-74.
DOI
ScienceOn
|
73 |
Wells, G. (1985). Language development in the preschool year. New York, NY: Cambridge University Press.
|
74 |
Whang, H. Y. (2005). Influence of the family income, children's language ability and home literacy environment. Unpublished master's thesis, Yonsei University, Seoul, S. Korea.
|
75 |
Whitehurst, G. C., & Lonigan, C. J. (2001). Emergent literacy: Development from prereaders to readers. In S. B. Neuman, & D. K. Dickinson (Eds.), Handbook of early literacy research (Vol. 1, pp. 11-29). New York: Guilford Press.
|
76 |
Whitehurst, G. J., Epstein, J. N., Angell, A. L., Payne, A. C., Crone, D. A., & Fischel, J. E. (1994a). Outcomes of an emergent literacy intervention in Head Start. Journal of Educational Psychology, 86, 542-555.
DOI
ScienceOn
|
77 |
Whitehurst, G. J., Arnold, D. S., Epstein, J. N., Angell, A. L., Smith, M., & Fischel, J. E. (1994b). A picture book reading intervention in day care and home for children from lowincome families. Developmental Psychology, 30, 679-689.
DOI
ScienceOn
|
78 |
Whitehurst, G. J., Falco, F. L., Lonigan, C., Fischel, J. E., DeBaryshe, B. D., Valdez- Menchaca, M. C., & Caulfield, M. (1988). Accelerating language development through picture book reading. Developmental Psychology, 24, 552-558.
DOI
|