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Teacher Use Of Interactive Read Alouds Using Nonfiction In Early Childhood Classrooms
2011
Journal of College Teaching & Learning (TLC)
Children enter kindergarten in the United States with large differences in their background knowledge, vocabulary, and early literacy experiences. There is a strong relationship between language development during the early years and reading ability in the primary grade and teachers must understand the importance of developing vocabulary and its relationship to literacy. It is essential that teachers provide time and effort to quality language experiences. One researched based strategy to
doi:10.19030/tlc.v5i12.1213
fatcat:2dc7b4w65zbcdfvtr24zmev6q4