Bibliografia
Dikinson, D. K., Porche, M. V. (2011). Relation Between Language Experiences in Preschool Classrooms and Children’s Kindergarten and Fourth‑Grade Language and Reading Abilities. Child Development, 82(3), 870–886.
Grøver Aukrust, V. (2007). Young Children Acquiring Second Language Vocabulary in Preschool Group‑Time: Does Amount, Diversity, and Discourse Complexity of Teacher Talk Matter? Journal of Research in Childhood Education, 22(1), 17–37.
Grøver, V., Lawrence J., Rydland, V. (2018). Bilingual preschool children’s second‑language vocabulary development: The role of first‑language vocabulary skills and second‑language talk input. International Journal of Bilingualism, 22(2), 234–250.
Han, M., Moore, N., Vukelich, C., Buell, M. (2010). Does Play Make a Difference? How Play Intervention Affects the Vocabulary Learning of At‑Risk Preschoolers. American Journal of Play, 3(1), 82–105.
Hutton, J., S., Phelan, K., Horowitz‑Kraus, T., Dudley, J., Altaye, M., DeWitt, T., Holland, S. K. (2017). Shared Reading Quality and Brain Activation during Story Listening in Preschool‑Age Children. The Journal of Paediatrics, 191, 204–211.
Marulis, L. M., Neuman, S. B. (2010). The effects of vocabulary intervention on young children’s word learning: A meta‑analysis. Review of Educational Research, 80(3), 300–335.
McLeod, R., Kaiser, A. P. i Hardy, J. K. (2019). The Relation Between Teacher Vocabulary Use in Play and Child Vocabulary Outcomes. Topics in Early Childhood Special Education, 39(2), 103–116.
Mol, S. E., Bus, A. G., de Jong, M. T., Smeets, D. J. H. (2008). Added value of dialogic parent–child book readings: A meta‑analysis. Early Education and Development,19(1), 7–26.
Mol, S. E., Bus, A. G., de Jong, M. T. (2009). Interactive book reading in early education: A tool to stimulate print knowledge as well as oral language. Review of Educational Research, 79(2), 979–1007.
National Early Literacy Panel (2008). Developing early literacy. http://www.lincs.ed.gov/publications/pdf/NELPReport09.pdf
Neuman, S. B., Kaefer, T. (2013). Enhancing the intensity of vocabulary instruction for preschoolers at risk: The effects of group size on word knowledge and conceptual development. The Elementary School Journal, 113(4), 589–608.
Pico, D. L., Woods, C. (2023). Shared Book Reading for Spanish‑Speaking Emergent Bilinguals: A Review of Experimental Studies. Review of Educational Research, 93(1), 103–138.
Quirk, E., Brouillard, M. i Byers‑Heinlein, K. (2024). Reading in two languages: Parents’ strategy and language use across book formats during bilingual shared reading. Bilingual Research Journal [first online].
Salley, B., Daniels, D., Walker, C., Fleming, K. (2022). Shared book reading intervention for parents of infants and toddlers. Journal of Early Childhood Research, 20(3), 322–340.
Sim, S. i Berthelsen, D. (2014). Shared book reading by parents with young children: Evidence‑based practice. Australasian Journal of Early Childhood, 39(1), 50–55.
Toub, T. S., Hassinger‑Dasa, B., Nesbitt, K. T., Ilhaz, H., Weisberg, D. S., Hirsh‑Pasek, K., Golinkoff, R. M., Nicolopoulou, A., Dickinson, D. K. (2018). The language of play: Developing preschool vocabulary through play following shared book‑reading. Early Childhood Research Quarterly, 45, 1–17.
Wasik, B. A., Hindman, A. H., Snell, E. K. (2016). Book reading and vocabulary development: A systematic review. Early Childhood Research Quarterly, 37, 39–57.