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by Jim Trelease
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• Chapter 3—footnotes •
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Handbook

These are the footnotes for a brief excerpt from the Introduction to
The Read-Aloud Handbook (Penguin, 2013, 6th edition).

Footnotes for CHAPTER THREE

(THE STAGES OF READ-ALOUD)

  1. Peter W. Jusczyk and Elizabeth A. Hohne, “Infants’ Memory for Spoken Words,” Science, September 26, 1997, pp. 1984–85.
  2. Anthony J. DeCasper and Melanie J. Spence, “Prenatal Maternal Speech Influences Newborns’ Perception of Speech Sounds,” Infant Behavior and Development, 1986, vol. 9(2), pp. 133–50. See also “Rhyme’s Reason: Linking Thinking to Train the Brain?” by Gina Kolata, The New York Times, February 19, 1995, p. E3.
  3. “The Experience of Touch: Research Points to a Critical Role,” The New York Times, February 2, 1988, Science Times section, p. 17.
  4. Linda Lamme and Athol Packer, “Bookreading Behaviors of Infants,” The Reading Teacher, February 1986, pp. 504–9; Michael Resnick and others, “Mothers Reading to Infants: A New Observational Tool,” The Reading Teacher, May 1987, pp. 888–94.
  5. A. Ninio and J. S. Bruner, "The achievement and antecedents of labeling," Journal of Child Language, vol. 5, 1978, pp. 1-15.
  6. A. Ninio, "Picture book reading in mother-infant dyads belonging to two subgroups in Israel," Child Development, vol. 51, 1980, pp. 587-590.
  7. Joannis K. Flatley and Adele D. Rutland, “Using Wordless Picture Books to Teach Linguistically/Culturally Different Students,” The Reading Teacher, December 1986, pp. 276–81; Donna Read and Henrietta M. Smith, “Teaching Visual Literacy Through Wordless Picture Books,” The Reading Teacher, May 1982, pp. 928–52; J. Stewig, Children and Literature (Chicago: Rand McNally, 1980), pp. 131–58.
Chapter Three — p. 1  p. 2  p. 3

 

Footnotes by chapter — 1   2   3   5   7   8   9


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