Influences of Text and Pictures on Shared and Emergent Readings
Bibliographic Data
| ID | 13683655 |
|---|---|
| Authors | Charles A Elster (Purdue University, corresponding author) |
| Year | 1998 |
| Volume | 32 |
| Issue | 1 |
| Pages | 43-78 |
| Publication date | 1998-02-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Research in the Teaching of English (JOURNAL) |
| Journal identifiers | ISSN: 0034-527X • E-ISSN: 1943-2348 |
| Publisher | Routledge (PUBLISHER • GB) |
| DOI | 10.58680/rte19983899 |
| OpenAlex | W146691432 |
| Language | EN |
| Citations received | 2 |
| References cited | 12 |
Examines influences of text language and structure and text-picture relationships on 33 preschoolers’ emergent readings of three picture books and teacher-led shared readings that preceded them. Indicates findings on emergent readings support a transactional model of emergent reading and highlight the importance of considering the influence of textual features on early reading behaviors and knowledge
Cognitive psychology · Emergent literacy · Linguistics · Reading (process · Transactional leadership · Child Development and Digital Technology · Psychology · Reading and Literacy Development · Social Psychology · Themes in Literature Analysis
Scripts in memory for text
Ways with Words
On the Efficacy of Reading to Preschoolers
The Sociocognitive Construction of Written Genres in First Grade
Teacher Storybook Reading Style
Book reading with preschoolers
Joint reading between mothers and their head start children
Variation in preschool teachers' styles of reading books
Patterns within Preschoolers' Emergent Readings
Effects of Listening to Story Reading on Aspects of Literacy Acquisition in a Diglossic Situation
Children's Emergent Reading of Favorite Storybooks
Long-Term Effects of Preschool Teachers' Book Readings on Low-Income Children's Vocabulary and Story Comprehension
| Citations per year | 0.07 |
|---|---|
| Citation span | 1999 - 2002 (4) |
| Highly cited | No |