REFERENCES

Anderson, R.C., & Freebody, P. (1981). Vocabulary knowledge. In J.T. Guthrie (Ed.),
Comprehension and teaching: Research reviews, pp. 77117. Newark, DE:
International Reading Association.
Anderson, R.C., & Nagy, W.E. (1991). Word meanings. In R. Barr, M.L. Kamil, P.
Mosenthal, & P.D. Pearson (Eds.), Handbook of reading research, Vol. 2, pp. 690
724. White Plains, NY: Longman.
Baker, S.K., Simmons, D.C., & Kameenui, E.J. (1998). Vocabulary acquisition:
Research bases. In D.C. Simmons & E.J. Kameenui (Eds.), What reading research
tells us about children with diverse learning needs: Bases and basics, pp. 183218.
Mahwah,
NJ: Erlbaum.
Beck, I.L., & McKeown, M.G. (2001). Text talk: Capturing the benefits of
read-aloud experiences for young children. The Reading Teacher, 55, 10-20.
Bravo, M. A., Hiebert, E. H., & Pearson, P. D. (2007). Tapping the linguistic
resources of Spanish-English bilinguals: The role of cognates in science. In R. K.
Wagner, A. E. Muse, & K. R. Tannenbaum (Eds.), Vocabulary acquisition:
Implications for reading comprehension, pp. 140156. New York: Guildford Press.
Brown, C. (1993). Factors affecting the acquisition of vocabulary: Frequency and
saliency of the words. In T. Huckin, M. MHaynes, & J. Coady (Eds.), Second
language reading and vocabulary learning, pp. 263-286. Norwood, NJ.: Ablex.
Biemiller, A. (2001, Spring). Teaching vocabulary: Early, direct, and sequential.
American Educator, 25 2428, 47.
David, P. (1998). New concreteness and visual-verbal association: Do news pictures
narrow the recall gap between concrete and abstract news? Human Communication
Res. 25: pp. 180-201.
Dickinson, D.K., & Tabors, P.O. (2001). Beginning literacy with language.
Baltimore: Brookes.
Dickinson, D.K., & Smith, M.W. (1994). Long-term effects of preschool teachers
book readings on low-income childrens vocabulary and story comprehension.
Reading Research
Quarterly, 29, 104122.
Elley, W.B. (1989). Vocabulary acquisition from listening to stories. Reading
Research Quarterly, 24, 174187.
Fisher, D., Flood, J., Lapp, D. & Frey, N. (2004). Interactive read-alouds: Is there a
common set of implementation practices? The Reading Teacher, 58(1), 8-17.
Fountas, I.C., & Pinnell, S. (2006). Teaching for comprehending and fluency. Ports
Mouth, NH: Heinemann.
60

Hargrave, A.C., & Snchal, M. (2000). A book reading intervention with preschool
children who have limited vocabularies: The benefits of regular and dialogic reading.
Early Childhood Research Quarterly, 15, 75-90.
Macmillan English Dictionary for Advanced Learners, 3rd ed: Macmillan
EducationPrint, 2002.
Paivio, A. (1971). Imagery and verbal processes. New York: Holt, Rinehart &
Winston.
Paivio, A., Rogers, A., & Smythe, P. (1968). Why are pictures easier to recall than
words. Psychonomic Science, 11(4), 1968, pp. 137-138.
Potter, M. and Faulconer, B. (1975). Time to understand pictures and words. Nature
253, pp. 437 - 438
Plass and Jones, (2005). Multimedia learning in second language acquisition. In The
Cambridge Handbook of Multimedia Learning, R. Mayer ed. Cambridge: Cambridge
University Press.
Robbins, C., & Ehri, L.C. (1994). Reading storybooks to kindergartners helps them
learn new vocabulary words. Journal of Educational Psychology, 86, 5464.
Snchal, M. (1997). The differential effect of storybook reading on preschoolers
acquisition of expressive and receptive vocabulary. Journal of Child Language, 24,
123138.
Stenberg, G. Radeborg, K. & Hedman, L. (1995). The picture superiority effect in a
cross-modality recognition task. Memory & Cognition, 23 (4), pp. 425-441.

61

APPENDICES

62