Search results for author:"Joan N. Kaderavek"
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Children with Communication Impairments: Caregivers' and Teachers' Shared Book-Reading Quality and Children's Level of Engagement
Child Language Teaching and Therapy Vol. 30, No. 3 (October 2014) pp. 289–302
This study addressed two aims: First, to examine the quality of adult shared book-reading behaviors for teachers and caregivers of children with communication impairments (CI) and, second, to compare the level of child literacy engagement during the ...
Exceptional Children Vol. 81, No. 3 (April 2015) pp. 292–311
The purpose of this study was to examine the impacts of print-focused read-alouds, implemented by early childhood special education (ECSE) teachers alone or in conjunction with caregivers, on the print knowledge of children with language impairment (...
Relations among preschool teachers' self-efficacy, classroom quality, and children's language and literacy gains
Teaching and Teacher Education: An International Journal of Research and Studies Vol. 26, No. 4 (May 2010) pp. 1094–1103
This study examined the relations among preschool teachers' self-efficacy (n = 67), classroom quality (instructional and emotional support), and children's (n = 328) gains in print awareness and vocabulary knowledge over an academic year in the US....
Journal of Early Intervention Vol. 35, No. 1 (March 2013) pp. 40–60
The purpose of this study was to examine the quality of the literacy environment in inclusive early childhood special education (ECSE) classrooms ("N" = 54). The first aim was to describe the quality of the literacy environment in terms of ...
The Role of Frequent, Interactive Prekindergarten Shared Reading in the Longitudinal Development of Language and Literacy Skills
Developmental Psychology Vol. 49, No. 8 (August 2013) pp. 1425–1439
In this study, we examined the longitudinal relations between frequency and features of reading experiences within the preschool classroom to children's language and literacy outcomes in kindergarten and 1st grade. "Frequency" refers...