Вы находитесь на странице: 1из 3

References

Baker, S. K., Santoro, L. E., Chard, D. J., Fien, H., Park, Y., and Otterstedt, J. (2013). An
evaluation of an explicit read aloud intervention taught in whole-classroom formats
in first grade. The Elementary School Journal, Vol. 113, No. 3. 331-358.
Beck, I. L., and McKeown, M. G. (2007). Increasing young low-income childrens oral
vocabulary repertoires through rich and focused instruction. The Elementary School
Journal, Vol. 107, No. 3. 251-271.
Blabey, A. (2011). Stanley Paste. Melbourne: Penguin Group (Australia).
Braun, P. (2010). Taking the time to read aloud. Science Scope, Vol. 34, No. 2. 45-49.
Brown, H. D. (2000). Principles of language learning and teaching (4th ed.). White plains,
NY: Pearson/Longman.
Brown, H. D. (2007). Teaching by principles: An interactive approach to language pedagogy
(3rd ed.). White plains, NY: Pearson/Longman.
Brown, M. V. (2012). Count to 10 with a mouse. Bath, UK: Parragon
Brown, S., and Attardo, S. (2005). Understanding language structure, interaction, and
variation: An introduction to applied linguistics and sociolinguistics for
nonspecialists (2nd ed.). Ann Arbor: University of Michigan Press.
Butler, Y. G. (2009). Teaching English to young learners: The influence of global and local
factors. In J. Enerver, J. Moon & U. Raman (Eds.), Young learner English language
policy and implementation: International perspectives (pp. 23-29). Reading: Garnet
Publishing Ltd.
Calkins, L. M. (2001) The art of teaching reading. New York, NY: Longman.
Carle, E. (2002). The very hungry caterpillar. London: Penguin Group.
Cho, B. E. (2004). Issues concerning Korean learners of English: English education in Korea
and some common difficulties of Korean students. The East Asian Learner, Vol. 1 (2).
31-36.
Collins, M. F. (2005). ESL preschoolers English vocabulary acquisition from storybook
reading. Reading Research Quarterly, Vol. 40, No. 4. 406-408.
Cruz-Ferreira, M. (2011). First language acquisition and teaching. AILA Review, No. 24.
78-87.
Drnyei, Z., & Skehan, P. (2003). Individual differences in second language learning. In C. J.
Doughty, & M. H. Long (Eds.), The handbook of second language acquisition (pp.
589-630). Oxford: Blackwell.

Evans, M. A., Reynolds, K., Shaw, D., and Pursoo, T. (2011). Parental explanations of
vocabulary during shared book reading: A missed opportunity. First Language, 31(2).
195-213.
Gibson, S. (2008). Reading aloud: A useful learning tool? ELT Journal, Vol. 62, No. 1. 29-36.
Goodluck, H. (2010). First language acquisition. Wiley Interdisciplinary Reviews: Cognitive
Science, Vol. 2, Issue 1. 47-54.
Haznedar, B. (2013). Child second language acquisition from a generative perspective.
Linguistic Approaches to Bilingualism, Vol. 3, No. 1. 26-47
Hickman, P., Pollard-Durodola, S., and Vaughn, S. (2004). Storybook reading: Improving
vocabulary and comprehension for English-language learners. The Reading Teacher,
Vol. 57, No. 8. 720-730.
Hilden, K., and Jones, J. (2013). Effective read-alouds build stronger comprehension.
Reading Today, Vol. 30, Issue 5. 17-19.
Hoffman, J. L. (2011). Coconstructing meaning: Interactive literacy discussions in
kindergarten read-alouds. The Reading Teacher, Vol. 65, Issue 3. 183-194.
Hoffman, J. V., Roser, N. L., and Battle, J. (1993). Reading aloud in classrooms: From the
modal toward a model. The Reading Teacher, Vol. 46, No. 6. 496-503.
Hubbard, R. S., and Power, B. M. (2003). The art of classroom inquiry: A handbook for
teacher-researchers. Portsmouth, NH: Heinemann.
Juffs, A. (2011). Second language acquisition. WIREs Cognitive Science, Vol. 2. 277-286.
Kesler, T. (2010). Shared reading to build vocabulary and comprehension. The Reading
Teacher, Vol. 64, No. 4. 272-277.
Kuhl, P. K. (2004). Early language acquisition: Cracking the speech code. Nature Reviews
Neuroscience, No. 5. 831-843.
Lane, H. B., and Wright, T. L. (2007). Maximizing the effectiveness of reading aloud. The
Reading Teacher, Vol. 60, No. 7. 668-675.
Lee, J. A. (2001). Korean Speakers. In M. Swan & B. Smith (Eds.), Learner English: A
teachers guide to interference and other problems (2nd ed.) (pp. 325-342). Cambridge:
Cambridge University Press.
Lee, Y., Lee, J., Han, M., and Schickedanz, J. A. (2011). Comparison of preschoolers
narratives, the classroom book environment, and teacher attitudes toward literacy
practices in Korea and the United States. Early Education and Development, 22:2.
234-255.

Lightbrown, P. M., and Spada, N. (2006). How languages are learned (3rd ed.). New York,
NY: Oxford University Press.
Ministry of Education and Human Resources Development, Korea. (2007). English
Curriculum (Proclamation of the Ministry of Education and Human Resources
Development:
#2007-79
[separate
volume
14]).
Retrieved
from
ncic.kice.re.kr/English.kri.org.inventoryList.do
Park, J. K. (2009). English fever in South Korea: its history and symptoms. English Today
97, vol. 25, No. 1. 50-57.
Pentimonti, J. M., and Justice, L. M. (2010). Teachers use of scaffolding strategies during
read alouds in the preschool classroom. Early Childhood Education, Vol. 37. 241-248.
Rosen, M. and Langley, J. (2011). Snore! London, UK: HarperCollins Publishers.
Spencer, E. J., Goldstein, H., and Kaminski, R. (2012). Teaching vocabulary in storybooks:
Embedding explicit vocabulary instruction for young children. Young Exceptional
Children, Vol. 15, No. 1. 18-32.
Toth, A. (2013). Not just for after lunch: Accelerating vocabulary growth during read-aloud.
The Reading Teacher, Vol. 67, Issue 3. 203-207.
Trelease, J. (1989). Jim Trelease speaks on reading aloud to children. The Reading Teacher,
Vol. 43, No. 3. 200-206.
VanDeWeghe, R. (2003). Classroom discussions of literature. The English Journal, Vol. 93,
No. 1. 87-91.
Vinish, L. (2014, June 26). Are Korean students really learning English? Retrieved from
www.gooverseas.com/blog/are-korean-students-really-learning-english.
Wiseman, A. (2011). Interactive read alouds: Teachers and students constructing knowledge
and literacy together. Early Childhood Education Journal, Vol.38. 431-438.
Zolfagharkhani, M., and Kowsary, M. A. (2013). The relationship between reading aloud
strategies and comprehension among the Iranian EFL learners in pre-intermediate
levels. Studies in Literature and Language, Vol. 6, No. 1. 74-77.
Zucker, T. A., Justice, L. M., Piasta, S. B., and Kaderavek, J. N. (2010). Preschool teachers
literal and inferential questions and childrens responses during whole-class shared
reading. Early Childhood Research Quarterly, Vol. 25. 65-83.