Tiffin-Richards, S. P., Grolig, L., Cohrdes, C., & Schroeder, S. (2019). Effects of preschoolers' storybook exposure and literacy environments on lower level and higher-level language skills. Reading & Writing, 32(4), 1061.
This article discusses research that children's storybook exposure was a predictor of vocabulary, grammar, comprehension monitoring, and narrative comprehension.
Howlett, K. M., Bowles, F. A., & Lincoln, F. (2017). Infusing multicultural literature into teacher education programs: Three instructional approaches. Multicultural Education, 24(3/4), 10–15.
This article explores the use of three instructional approaches for incorporating multicultural literature: Read-Aloud Strategy, the Topic-Based Selections strategy, and the Modified Literature Circles Strategy.
Lorio, C. M., & Woods, J. J. (2020). Multi-component professional development for educators in an Early Head Start: Explicit vocabulary instruction during interactive shared book reading. Early Childhood Research Quarterly, 50 (Part 1), 86–100. doi:10.1016/j.ecresq.2018.12.003
Professional development with coaching may support student vocabulary gains during shared storybook reading.
Cabell, S. Q., Zucker, T. A., DeCoster, J., Melo, C., Forston, L., & Hamre, B. (2018). Prekindergarten interactive book reading quality and children's language and literacy development: Classroom organization as a moderator. Early Education and Development. doi:10.1080/10409289.2018.1514845
This study emphasizes the importance of classroom organization when planning for quality interactive book reading.
Warwick, I. (Academic). (2015). Urban education & academic literacy [Video file]. SAGE Video. In this 11-minute video, Dr. Ian Warwick discusses urban education, academic literacy, and the importance of community support for children brought up in poverty.