Cited by

• 2013Observations of Effective Teacher–Student Interactions in Secondary School Classrooms: Predicting Student Achievement With the Classroom Assessment Scoring System—Secondary466 cited
• 2009The Effects of Preschool Education427 cited
• 2010Teacher–Child Interactions in the Classroom: Toward a Theory of Within- and Cross-Domain Links to Children's Developmental Outcomes343 cited
• 2009Shared book reading: When and how questions affect young children's word learning.325 cited
• 2016Book reading and vocabulary development: A systematic review322 cited
• 2009The Individualized Classroom Assessment Scoring System (inCLASS): Preliminary reliability and validity of a system for observing preschoolers’ competence in classroom interactions314 cited
• 2011Improving vocabulary and pre-literacy skills of at-risk preschoolers through teacher professional development.296 cited
• 2012The role of frequent, interactive prekindergarten shared reading in the longitudinal development of language and literacy skills.251 cited
• 2018The effects of shared storybook reading on word learning: A meta-analysis.232 cited
• 2009Direct Vocabulary Instruction in Kindergarten: Teaching for Breadth versus Depth231 cited
• 2011The effects of a responsive parenting intervention on parent–child interactions during shared book reading.214 cited
• 2011A Synthesis of Read-Aloud Interventions on Early Reading Outcomes Among Preschool Through Third Graders at Risk for Reading Difficulties199 cited
• 2006Evidence-Based Practice, Response to Intervention, and the Prevention of Reading Difficulties196 cited
• 2007Language Intervention Practices for School-Age Children With Spoken Language Disorders: A Systematic Review185 cited
• 2010Facilitating Vocabulary Acquisition of Young English Language Learners184 cited
• 2011The Impact of Teacher Responsivity Education on Preschoolers' Language and Literacy Skills175 cited