Efficacy of the Tell language and literacy curriculum for preschoolers with developmental speech and/or language impairment
Bibliographic Data
| ID | 12136602 |
|---|---|
| Authors | M Jeanne Wilcox (Arizona State University, corresponding author), Shelley Gray (0000-0002-7258-547X, Arizona State University), Shelley I Gray, Amy B Guimond (Arizona State University), Addie E Lafferty (Arizona State University) |
| Year | 2011 |
| Volume | 26 |
| Issue | 3 |
| Pages | 278-294 |
| Publication date | 2011-01-24 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Early Childhood Research Quarterly (JOURNAL) |
| Journal identifiers | ISSN: 0885-2006 • E-ISSN: 1873-7706 |
| Publisher | Elsevier BV (PUBLISHER) |
| DOI | 10.1016/j.ecresq.2010.12.003 |
| OpenAlex | W2034392042 |
| Language | EN |
| Citations received | 11 |
| References cited | 74 |
Contrast (vision · Curriculum · Developmental psychology · Language development · Linguistics · Literacy · Pedagogy · Phonological awareness · Vocabulary · Computer Science · Infant Development and Preterm Care · Language Development and Disorders · Psychology · Reading and Literacy Development
Is Use of Literacy-Focused Curricula Associated with Children’s Literacy Gains and Are Associations Moderated by Risk Status, Receipt of Intervention, or Preschool Setting
Early Literacy Skills and Later Reading and Writing Performance Across Countries
Bilingual education for all
Underlying manifestations of developmental phonological disorders in French-speaking pre-schoolers
A meta-analysis and systematic review of the associations between professional development of early childhood educators and children's outcomes
Self-efficacy of early childhood special education teachers
The Impacts of a Scalable Intervention on the Language and Literacy Development of Rural Pre-Kindergartners
Combined Language and Code Emergent Literacy Intervention for At-Risk Preschool Children
Supporting language and literacy development with intensive small-group interventions
Preschoolers with developmental speech and/or language impairment
Fidelity of implementation for an early-literacy intervention
Applied Multiple Regression/Correlation Analysis for the Behavioral Sciences
Children with Specific Language Impairment
Estimating Effect Sizes From Pretest-Posttest-Control Group Designs
Transactional Regulation
An Approximate Distribution of Estimates of Variance Components
A Longitudinal Investigation of Reading Outcomes in Children With Language Impairments
Responsiveness of Child Care Providers in Interactions With Toddlers and Preschoolers
Language Basis of Reading and Reading Disabilities
Beyond the pages of a book
Predicting reading comprehension in early elementary school
Controlling the False Discovery Rate
Meaningful Differences in the Everyday Experience of Young American Children
Effects of phonological awareness training on reading achievement
Relative efficacy of parent and teacher involvement in a shared-reading intervention for preschool children from low-income backgrounds
Research on the implementation of preschool intervention programs
The effect of teacher style on interactive engagement of preschool-aged children with special learning needs
Ready to learn? Children's pre-academic achievement in pre-Kindergarten programs
Relative efficacy of parent and teacher involvement in a shared-reading intervention for preschool children from low-income backgrounds
Implementation fidelity of MyTeachingPartner literacy and language activities
Examining different forms of implementation and in early childhood curriculum research
Quality of language and literacy instruction in preschool classrooms serving at-risk pupils
Variation in preschool teachers' styles of reading books
Long-Term Effects of Preschool Teachers' Book Readings on Low-Income Children's Vocabulary and Story Comprehension
Development of emergent literacy and early reading skills in preschool children
Accelerating language development through picture book reading
Fostering High-Quality Teaching With an Enriched Curriculum and Professional Development Support
The Impact of Professional Development and Coaching on Early Language and Literacy Instructional Practices
The comprehensive language approach to early literacy
A Prospective Study of the Relationship between Specific Language Impairment, Phonological Disorders and Reading Retardation
Oral language and code-related precursors to reading
| Unique citing works | 11 |
|---|---|
| Citations per year | 0,85 |
| Citation span | 2013 - 2025 (13) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 11 |