A standardized tool for assessing the quality of classroom-based shared reading
Systematic Assessment of Book Reading (Sabr)
Bibliographic Data
| ID | 12137683 |
|---|---|
| Authors | Jill M Pentimonti (The Ohio State University, corresponding author), Tricia A Zucker (0000-0003-3707-4946, The University of Texas Health Science Center at Houston), Laura M Justice (0000-0002-0580-0280, The Ohio State University), Yaacov Petscher (0000-0001-8858-3498, Florida State University), Shayne B Piasta (0000-0003-3655-4702, The Ohio State University), Joan N Kaderavek (University of Toledo) |
| Year | 2012 |
| Volume | 27 |
| Issue | 3 |
| Pages | 512-528 |
| Publication date | 2012-01-14 |
| 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.2011.12.007 |
| OpenAlex | W2084434749 |
| Language | EN |
| Citations received | 10 |
| References cited | 68 |
Developmental psychology · Early childhood education · Literacy · Mathematics education · Medical education · Observational study · Pedagogy · Quality (philosophy · Reading (process · Reliability (semiconductor · SABR volatility model · Standardized test · Child Development and Digital Technology · Computer Science · Medicine · Parental Involvement in Education · Psychology · Reading and Literacy Development
Book sharing with young children
Preschool Science Teaching in Head Start Classrooms
Association between teachers’ shared book reading strategies and children’s vocabulary development in rural China preschools
Evaluation of global health capacity building initiatives in low-and middle-income countries
"¿Listos para la escuela? Ready, set, ¡vamos!"; [Ready for school? Ready, set, let’s go!] Understanding teachers’ language switching in linguistically diverse preschool classrooms
Profiles of teacher & child talk during early childhood classroom shared book reading
Activity settings, content, and pedagogical strategies in preschool classrooms
Development and validation of the Systematic Assessment of Book Reading (Sabr-2.2)
The role of frequent, interactive prekindergarten shared reading in the longitudinal development of language and literacy skills
Shared Book Reading and English Learners’ Narrative Production and Comprehension
Statistical Methods for Rates and Proportions
The Role of Home Literacy Practices in Preschool Children's Language and Emergent Literacy Skills
Testing the Home Literacy Model
Relation Between Language Experiences in Preschool Classrooms and Children’s Kindergarten and Fourth-Grade Language and Reading Abilities
Interactive Book Reading in Early Education
Joint Book Reading Makes for Success in Learning to Read
The effects of a language and literacy intervention on Head Start children and teachers.
The Relation of Preschool Child-Care Quality to Children's Cognitive and Social Developmental Trajectories through Second Grade
Shared book reading
Added Value of Dialogic Parent–Child Book Readings
Measures of Classroom Quality in Prekindergarten and Children’s Development of Academic, Language, and Social Skills
Vocabulary acquisition from teacher explanation and repeated listening to stories
Increasing Young Low‐Income Children’s Oral Vocabulary Repertoires through Rich and Focused Instruction
Learning New Words From Storybooks
Outcomes of an emergent literacy intervention in Head Start.
The Classroom Assessment Scoring System
Beyond the pages of a book
An effective method for building meaning vocabulary in primary grades.
Early Teacher–Child Relationships and the Trajectory of Children's School Outcomes through Eighth Grade
On the Efficacy of Reading to Preschoolers
Improving Young Children’s Social and Emotional Competence
Building support for language and early literacy in preschool classrooms through in-service professional development
Can I say ‘Once Upon a Time’?”
An investigation into teaching phonemic awareness through shared reading and writing
How early childhood teacher beliefs vary across grade level
Early childhood education teachers
Development and validation of the Preschool Temperament Classification System for use with teachers
A scalable tool for assessing children's language abilities within a narrative context
The early childhood classroom observation measure
Stability and change in early childhood classroom interactions during the first two hours of a day
Evaluating the Early Childhood Environment Rating Scale (Ecers)
Ready to learn? Children's pre-academic achievement in pre-Kindergarten programs
Shared book reading and children’s language comprehension skills
Preschool teachers’ literal and inferential questions and children's responses during whole-class shared reading
A book reading intervention with preschool children who have limited vocabularies
Untangling the effects of shared book reading
The influence of home-based reading interactions on 5-year-olds’ reading motivations and early literacy development
Book reading with preschoolers
Talk During Book Sharing Between Parents and Preschool Children
Long-Term Effects of Preschool Teachers' Book Readings on Low-Income Children's Vocabulary and Story Comprehension
Home Literacy
Coefficient alpha and the internal structure of tests
The effects of a responsive parenting intervention on parent–child interactions during shared book reading
Quality of adult book reading affects children's emergent literacy
Accelerating language development through picture book reading
The treatment utility of assessment
Principles and Practice of Structural Equation Modeling
Enhancing school-based prevention and youth development through coordinated social, emotional, and academic learning
Intraclass correlations
| Citations per year | 0.77 |
|---|---|
| Citation span | 2013 - 2026 (14) |
| Highly cited | No |