Article published In:
Narrative Inquiry
Vol. 15:1 (2005) ► pp.101125
Cited by

Cited by 78 other publications

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2022. Book sharing and reminiscing: Caregivers’ conversational style and children's language and literacy development in low-income Costa Rican families. Early Childhood Research Quarterly 60  pp. 110 ff. DOI logo
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Caspe, Margaret
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Chen, Yu, Natasha Cabrera, Charlotte Sudduth & Stephanie M. Reich
2024. Contributions of mothers' and fathers' shared book reading with infants at 9 months to language skills at 18 months in ethnically and socioeconomically diverse families. Infant and Child Development DOI logo
Cline, Keely D. & Carolyn Pope Edwards
2017. Parent–Child Book-Reading Styles, Emotional Quality, and Changes in Early Head Start Children’s Cognitive Scores. Early Education and Development 28:1  pp. 41 ff. DOI logo
Cline, Keely Dyan & Carolyn Pope Edwards
2013. The Instructional and Emotional Quality of Parent–Child Book Reading and Early Head Start Children's Learning Outcomes. Early Education & Development 24:8  pp. 1214 ff. DOI logo
Cristofaro, Tonia N. & Catherine S. Tamis-Lemonda
2008. Lessons in Mother–Child and Father–Child Personal Narratives in Latino Families. In Spanish-Language Narration and Literacy,  pp. 54 ff. DOI logo
Cristofaro, Tonia N. & Catherine S. Tamis-LeMonda
2012. Mother-child conversations at 36 months and at pre-kindergarten: Relations to children's school readiness. Journal of Early Childhood Literacy 12:1  pp. 68 ff. DOI logo
Cuneo, C. Nicholas, Allyssa Mccabe & Gigliana Melzi
2008. Mestizaje: Afro-Caribbean and Indigenous Costa Rican Children's Narratives and Links with Other Traditions. In Spanish-Language Narration and Literacy,  pp. 237 ff. DOI logo
Davis, Heather S., Jorge E. Gonzalez, Sharolyn Pollard-Durodola, Laura M. Saenz, Denise A. Soares, Nora Resendez, Leina Zhu & Shanna Hagan-Burke
2016. Home literacy beliefs and practices among low-income Latino families. Early Child Development and Care 186:7  pp. 1152 ff. DOI logo
Escobar, Kelly, Gigliana Melzi & Catherine S. Tamis‐LeMonda
2017. Mother and child narrative elaborations during booksharing in low‐income Mexican‐American dyads. Infant and Child Development 26:6 DOI logo
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2015. Discourse organization in parent-led narratives. Narrative Inquiry 25:1  pp. 70 ff. DOI logo
Fernández, Camila & Gigliana Melzi
2008. Evaluation in Spanish-Speaking Mother–Child Narratives: The Social and Sense-Making Function of Internal-State References. In Spanish-Language Narration and Literacy,  pp. 92 ff. DOI logo
Gómez, Ligia E., M. Adelaida Restrepo, Arthur M. Glenberg & Erin Walker
2023. Enhancing Question-Asking during Shared Reading in Immigrant Latino Families. Journal of Latinos and Education 22:4  pp. 1389 ff. DOI logo
Gómez, Ligia E., Marina Vasilyeva & Alana Dulaney
2017. Preschool teachers' read-aloud practices in Chile as predictors of children's vocabulary. Journal of Applied Developmental Psychology 52  pp. 149 ff. DOI logo
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2023. Science in stories: Implications for Latine children’s science learning through home-based language practices. Frontiers in Psychology 14 DOI logo
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Hoff, Erika & Katherine F. Shanks
2024. Mother–Child Conversations of Latina Immigrant and U.S.-Born Mothers in the United States. Journal of Cross-Cultural Psychology 55:1  pp. 74 ff. DOI logo
ILGAZ, Hande, Aslı ALTAN & Serap HAŞİMOĞLU-ERTAŞ
2021. Turkish Mothers’ Use of Complementation in Storytelling. Dilbilim Araştırmaları Dergisi 32:3  pp. 43 ff. DOI logo
Kuchirko, Yana, Catherine S Tamis-LeMonda, Rufan Luo & Eva Liang
2016. ‘What happened next?’: Developmental changes in mothers’ questions to children. Journal of Early Childhood Literacy 16:4  pp. 498 ff. DOI logo
Kucirkova, Natalia & Vibeke Grøver
2024. The Importance of Embodiment and Agency in Parents’ Positive Attitudes Towards Shared Reading with Their Children. Early Childhood Education Journal 52:1  pp. 221 ff. DOI logo
Lenhart, Jan, Wolfgang Lenhard, Enni Vaahtoranta & Sebastian Suggate
2020. More than words: Narrator engagement during storytelling increases children’s word learning, story comprehension, and on-task behavior. Early Childhood Research Quarterly 51  pp. 338 ff. DOI logo
Leyva, Diana, Monica Berrocal & Virginia Nolivos
2014. Spanish-Speaking Parent–Child Emotional Narratives and Children's Social Skills. Journal of Cognition and Development 15:1  pp. 22 ff. DOI logo
Leyva, Diana & Maryanne Smith
2016. Beyond book reading: Narrative participation styles in family reminiscing predict children’s print knowledge in low-income Chilean families. Early Childhood Research Quarterly 37  pp. 175 ff. DOI logo
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2021. Maternal book-sharing styles and goals and children’s verbal contributions in three communities. Early Childhood Research Quarterly 54  pp. 228 ff. DOI logo
Lin, Grace C., Ilana Schoenfeld, Meredith Thompson, Yiting Xia, Cigdem Uz-Bilgin & Kathryn Leech
2022. Interaction Design and Children,  pp. 185 ff. DOI logo
Lorio, Ciera M., Abigail D. Delehanty & Mollie K. Romano
2022. A Systematic Review of Parent–Child Shared Book Reading Interventions for Infants and Toddlers. Topics in Early Childhood Special Education 42:3  pp. 222 ff. DOI logo
Luo, Rufan, Kelly Escobar & Catherine S. Tamis-LeMonda
2020. Heterogeneity in the trajectories of US Latine mothers’ dual-language input from infancy to preschool. First Language 40:3  pp. 275 ff. DOI logo
Luo, Rufan & Catherine S. Tamis-LeMonda
2017. Reciprocity between maternal questions and child contributions during book-sharing. Early Childhood Research Quarterly 38  pp. 71 ff. DOI logo
Luo, Rufan, Catherine S. Tamis-LeMonda, Yana Kuchirko, Florrie F. Ng & Eva Liang
2014. Mother-Child Book-Sharing and Children's Storytelling Skills in Ethnically Diverse, Low-Income Families. Infant and Child Development 23:4  pp. 402 ff. DOI logo
Luo, Rufan, Catherine S. Tamis‐LeMonda & Alan L. Mendelsohn
2020. Children's Literacy Experiences in Low‐Income Families: The Content of Books Matters. Reading Research Quarterly 55:2  pp. 213 ff. DOI logo
Luo, Ya-Hui, Catherine E Snow & Chien-Ju Chang
2012. Mother–child talk during joint book reading in low-income American and Taiwanese families. First Language 32:4  pp. 494 ff. DOI logo
Manz, Patricia H., Cheyenne Hughes, Ernesto Barnabas, Catherine Bracaliello & Marika Ginsburg-Block
2010. A descriptive review and meta-analysis of family-based emergent literacy interventions: To what extent is the research applicable to low-income, ethnic-minority or linguistically-diverse young children?. Early Childhood Research Quarterly 25:4  pp. 409 ff. DOI logo
McWayne, Christine M., Gigliana Melzi & Jayanthi Mistry
2022. A home-to-school approach for promoting culturally inclusive family–school partnership research and practice. Educational Psychologist 57:4  pp. 238 ff. DOI logo
Melzi, Gigliana & Margaret Caspe
2008. Research Approaches to Narrative, Literacy, and Education. In Encyclopedia of Language and Education,  pp. 3351 ff. DOI logo
Melzi, Gigliana & Adina Schick
2010. Literacy. In Encyclopedia of Cross-Cultural School Psychology,  pp. 592 ff. DOI logo
Melzi, Gigliana, Adina R. Schick & Joy L. Kennedy
2011. Narrative Elaboration and Participation: Two Dimensions of Maternal Elicitation Style. Child Development 82:4  pp. 1282 ff. DOI logo
Melzi, Gigliana, Adina R. Schick & Lauren Scarola
2019. Literacy Interventions that Promote Home-to-School Links for Ethnoculturally Diverse Families of Young Children. In Ethnocultural Diversity and the Home-to-School Link,  pp. 123 ff. DOI logo
Melzi, Gigliana, Adina R. Schick & Cassie Wuest
2023. Stories beyond Books: Teacher Storytelling Supports Children’s Literacy Skills. Early Education and Development 34:2  pp. 485 ff. DOI logo
Mesa, Carol & M. Adelaida Restrepo
2019. Effects of a Family Literacy Program for Latino Parents: Evidence From a Single-Subject Design. Language, Speech, and Hearing Services in Schools 50:3  pp. 356 ff. DOI logo
Muhinyi, Amber & Meredith L. Rowe
2019. Shared reading with preverbal infants and later language development. Journal of Applied Developmental Psychology 64  pp. 101053 ff. DOI logo
Nieto, Ana María, Diana Leyva & Hirokazu Yoshikawa
2019. Guatemalan Mayan book-sharing styles and their relation to parents’ schooling and children’s narrative contributions. Early Childhood Research Quarterly 47  pp. 405 ff. DOI logo
Orellana, Marjorie Faulstich & Jacqueline D’warte
2010. Recognizing Different Kinds of “Head Starts”. Educational Researcher 39:4  pp. 295 ff. DOI logo
Paulick, Judy, Alexa Miller Quinn, Amanda K. Kibler, Natalia Palacios & Tatiana Hill
2020. Lessons for teachers: A wordless picturebook in the hands of one Mexican immigrant family. TESOL Journal 11:3 DOI logo
Purcell-Gates, Victoria, Gigliana Melzi, Behnosh Najafi & Marjorie Faulstich Orellana
2011. Building Literacy Instruction From Children’s Sociocultural Worlds. Child Development Perspectives 5:1  pp. 22 ff. DOI logo
Read, Kirsten, Sara Rabinowitz & Hayley Harrison
2023. It’s the talk that counts: a review of how the extra-textual talk of caregivers during shared book reading with young children has been categorized and measured. Journal of Early Childhood Literacy DOI logo
Reese, Elaine, Diana Leyva, Alison Sparks & Wendy Grolnick
2010. Maternal Elaborative Reminiscing Increases Low-Income Children's Narrative Skills Relative to Dialogic Reading. Early Education & Development 21:3  pp. 318 ff. DOI logo
Reese, Elaine, Alison Sparks & Diana Leyva
2010. A Review of parent interventions for preschool children’s language and emergent literacy. Journal of Early Childhood Literacy 10:1  pp. 97 ff. DOI logo
Riordan, Jessica, Elaine Reese, Sarah Rouse & Elizabeth Schaughency
2018. Promoting code-focused talk: The rhyme and reason for why book style matters. Early Childhood Research Quarterly 45  pp. 69 ff. DOI logo
ROCHANAVIBHATA, Sirada & Viorica MARIAN
2021. Cross-cultural differences in mother-preschooler book sharing practices in the United States and Thailand. Journal of Child Language 48:4  pp. 834 ff. DOI logo
Saracho, Olivia N.
2020. The social practice of parents’ storybook reading: a critical discourse analysis. Early Child Development and Care 190:6  pp. 855 ff. DOI logo
Schick, Adina
2015. Wordless book-sharing styles in bilingual preschool classrooms and Latino children’s emergent literacy skills. Journal of Early Childhood Literacy 15:3  pp. 331 ff. DOI logo
Schick, Adina & Gigliana Melzi
2010. The Development of Children's Oral Narratives Across Contexts. Early Education & Development 21:3  pp. 293 ff. DOI logo
Schick, Adina R & Gigliana Melzi
2016. Print-related practices in low-income Latino homes and preschoolers’ school-readiness outcomes. Journal of Early Childhood Literacy 16:2  pp. 171 ff. DOI logo
Schick, Adina R, Lauren Scarola, Silvia Niño & Gigliana Melzi
2023. Beyond the written word: The role of text on preschool teachers’ book sharing styles. Journal of Early Childhood Literacy 23:3  pp. 445 ff. DOI logo
Schick, Adina R.
2014. Home-school literacy experiences of Latino preschoolers: Does continuity predict positive child outcomes?. Journal of Applied Developmental Psychology 35:4  pp. 370 ff. DOI logo
Schick, Adina R., Gigliana Melzi & Javanna Obregón
2017. The bidirectional nature of narrative scaffolding: Latino caregivers’ elaboration while creating stories from a picture book. First Language 37:3  pp. 301 ff. DOI logo
Shin, So Yeon, Kathryn A. Leech & Meredith L. Rowe
2020. Examining relations between parent-child narrative talk and children’s episodic foresight and theory of mind. Cognitive Development 55  pp. 100910 ff. DOI logo
Shirefley, Tess A., Claudia L. Castañeda, Joyce Rodriguez-Gutiérrez, Maureen A. Callanan & Jennifer Jipson
2020. Science Conversations during Family Book Reading with Girls and Boys in Two Cultural Communities. Journal of Cognition and Development 21:4  pp. 551 ff. DOI logo
Stavans, Anat
2015. Enabling bi-literacy patterns in Ethiopian immigrant families in Israel: a socio-educational challenge. International Journal of Multilingualism 12:2  pp. 178 ff. DOI logo
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2012. Compartir cuentos en el hogar. Diferentes estilos de lectura en poblaciones urbano marginadas de Argentina. Infancia y Aprendizaje 35:4  pp. 405 ff. DOI logo
Tamis‐LeMonda, Catherine S., Margaret O'Brien Caughy, Raúl Rojas, Roger Bakeman, Lauren B. Adamson, Daniel Pacheco, Margaret Tresch Owen, Katharine Suma & Amy Pace
2020. Culture, parenting, and language: Respeto in Latine mother–child interactions. Social Development 29:3  pp. 689 ff. DOI logo
Tamis‐LeMonda, Catherine S., Rufan Luo & Lulu Song
2014. Parents' Role in Infants' Language Development and Emergent Literacy. In Wellbeing,  pp. 1 ff. DOI logo
Verdi, Gail Grace & Miriam Eisenstein Ebsworth
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[no author supplied]
2008. DEVELOPING INDEPENDENT NARRATION. In Spanish-Language Narration and Literacy,  pp. 143 ff. DOI logo
[no author supplied]
2008. PARENT–CHILD NARRATIVES. In Spanish-Language Narration and Literacy,  pp. 3 ff. DOI logo

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