An Investigation of Read-alouds, Classroom Interactions, and Guided Play as Supports for Vocabulary Learning in Preschool
<p> A large body of research has established the existence of a gap in vocabulary knowledge that occurs largely along socioeconomic lines, is evident prior to age two, and continues to widen as children age. Because research has shown that early vocabulary knowledge supports present and later...
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| Language: | EN |
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University of Pittsburgh
2019
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| Online Access: | http://pqdtopen.proquest.com/#viewpdf?dispub=13819972 |