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Direct linkCohen, Lynn E.; Kramer-Vida, Louisa; Frye, Nancy – NHSA Dialog, 2012
Professional development was conducted to assess the effects of dialogic reading (DR) on child outcomes related to vocabulary development in English and Spanish. Six teachers and 72 children enrolled in a state-funded public universal prekindergarten program, partnering with higher education, participated in the study. The content of the…
Descriptors: Communities of Practice, Higher Education, Preschool Education, Vocabulary Development
