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Patterns of Teacher–Child Conversations in Head Start Classrooms: Implications for an Empirically Grounded Approach to Professional Development

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675 cited

2008Quality of language and literacy instruction in preschool classrooms serving at-risk pupils641 cited

2001Beginning Literacy with Language: Young Children Learning at Home and School.617 cited

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2019How Classroom Conversations Unfold: Exploring Teacher–Child Exchanges During Shared Book Reading97 cited
2010Connecting Instructional Technology Professional Development to Teacher and Student Outcomes92 cited
2014Understanding the Active Ingredients in an Effective Preschool Vocabulary Intervention: An Exploratory Study of Teacher and Child Talk During Book Reading84 cited
2017Variations in Classroom Language Environments of Preschool Children Who Are Low Income and Linguistically Diverse77 cited
2015Experimental impacts of a teacher professional development program in early childhood on explicit vocabulary instruction across the curriculum68 cited
2016The quality of classroom experiences in Chinese kindergarten classrooms across settings and learning activities: Implications for teacher preparation58 cited
2018Frequency of instructional practices in rural prekindergarten classrooms and associations with child language and literacy skills54 cited
2010The Effects of Explicitly Teaching Story Structure to Primary Grade Children52 cited
2010Impact of Professional Development on Preschool Teachers’ Print References During Shared Read Alouds: A Latent Growth Curve Analysis37 cited
2017The Routledge International Handbook of early Literacy Education34 cited
2016Academic Language in Early Childhood Classrooms31 cited
2016Relationships of Teachers’ Language and Explicit Vocabulary Instruction to Students’ Vocabulary Growth in Kindergarten30 cited