Enhancing young children's early literacy achievement is a top priority in many countries.
There is a considerable body of research demonstrating young children's language …

Teacher talk is an integral part of classroom dialogue. However, emerging empirical
research has shown inconsistent correlations between specific teacher talk moves (TTMs) …

Question answering (QA) is a fundamental means to facilitate assessment and training of
narrative comprehension skills for both machines and young children, yet there is scarcity of …

Individual differences in young children's language acquisition reflect in part the variability in
the language-learning environment that they experience, both at home and in the …

Professional development (PD) is increasingly used to improve early childhood educators'
skills and knowledge in providing quality language and emergent literacy environments for …

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 …

This study examined the extent to which preschool teachers used different types of
questions during classroom-based shared book reading. Our goals were to describe the …

In the current study, we focus on teacher-student discourse in Pre-K science activities, with
particular attention to teacher questioning. Videotaped classroom observations and teacher …

This research focuses on the associations between interactive processes of early childhood
classrooms and gains in children's cognitive self-regulation (CSR) across the preschool …

This observational study analyzed patterns of teacher extratextual talk as it occurs before,
during, and after reading books to children, and the frequency and duration of teacher …