Kirsten Read

Datos Biográficos

ID6739353
NOMBREKirsten Read
NOMBRESKirsten
APELLIDORead
FIRMAREAD K
AFILIACIONESSanta Clara University
ORCID0000-0002-1334-9610
VERIFICADOSí
TOTAL DE OBRAS7
TOTAL DE CITAS7
TOTAL COMO AUTOR7
TOTAL COMO EDITOR0
PRIMER AÑO DE PUBLICACIÓN2014
AÑO MÁS RECIENTE DE PUBLICACIÓN2025
ÍNDICE H1

  • It’s the talk that counts

    Open AccessKirsten Read, Sara Rabinowitz et al.ARTICLEJournal of Early Childhood Literacy2025

    Extra-textual talk (ETT), the spontaneous conversation that occurs alongside the text read aloud during book reading is a common but also critically important feature of shared reading that cultivates interactions and supports the language development of young children. This exploratory review of 45 papers describing observations and measures of spontaneous ETT in parent-and-child dyadic shared reading from 1977 to 2022 illustrates the varying me…

  • Rhyme over time

    Open AccessKirsten Read, Alena Rogojina et al.ARTICLEFirst Language2022

    There is robust evidence that reading aloud with young children can help them learn new vocabulary. Building upon prior research, this study tested the effects of both book text features and readers’ spontaneous extra-textual word-highlighting strategies on 3- to 4-year-olds’ vocabulary retention from repeated read alouds of a story in their own homes. Parent–child dyads ( n = 30) were provided with either a rhymed or unrhymed version of the same…

  • Read Conmigo

    Kirsten Read, Paloma D Contreras et al.ARTICLEEarly Education and Development2021

    Research Findings: Storybooks provide opportunities for children to encounter new words in context and build vocabulary. Storybooks intended for dual-language learners (DLLs) can come in two types – immersive monolingual second language (L2) books, or an emerging style of “code–switching” books written predominantly in a child’s dominant language (L1), but highlighting target vocabulary in L2. In this study we investigated how book type affects v…

  • Tres formas

    Kirsten Read, Paloma D Contreras et al.ARTICLEBilingual Research Journal2021Citada por: 6Referencias: 5

    Shared book reading has positive impacts on language development, yet how it is navigated with young dual-language learning (DLL) children is less well understood. This study explored differences in shared reading practices among families raising Spanish/English DLL children with a survey for primary caregivers (n = 96) of DLLs between 2–5 years old. Respondents self-reported their household primary language and were categorized into three groups…

  • Using strategic pauses during shared reading with preschoolers

    Open AccessKirsten Read, Erin Furay et al.ARTICLEFirst Language2019

    Preschoolers can learn vocabulary through shared book reading, especially when given the opportunity to predict and/or reflect on the novel words encountered in the story. Readers often pause and encourage children to guess or repeat novel words during shared reading, and prior research has suggested a positive correlation between how much readers dramatically pause and how well words are later retained. This experimental study of 60 3- to 5-year…

  • Pie, fry, why

    Open AccessKirsten Read, Sarah James et al.ARTICLEJournal of Early Childhood Research2017Citada por: 1Referencias: 5

    This study examined the relationship between four common types of language play and their correlations with the verbal and social abilities of 3- to 5-year-old children. While observation has shown that children this age produce a range of play, research has not yet examined whether play is a measurable skill connected to preschoolers’ language development. In this study, we designed four language play elicitation games involving creating rhymes,…

  • The Seuss boost

    Open AccessKirsten Read, Megan Macauley et al.ARTICLEFirst Language2014

    This study examines the potential benefits of rhyme on young children’s word retention during shared reading. In two experiments, 2- to 4-year-old children heard their parent read either a rhymed or non-rhymed version of the same animal story, and were then tested on how many animal names they subsequently recognized from the story in Experiment 1 and could correctly identify in Experiment 2. In both experiments, children performed better in the …