Monique SÚnÚchal
Monique SÚnÚchal
professor of psychology, Carleton University
Geverifieerd e-mailadres voor carleton.ca - Homepage
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Parental involvement in the development of children’s reading skill: A five‐year longitudinal study
M SÚnÚchal, JA LeFevre
Child development 73 (2), 445-460, 2002
Differential effects of home literacy experiences on the development of oral and written language
M SÚnÚchal, JA Lefevre, EM Thomas, KE Daley
Reading research quarterly 33 (1), 96-116, 1998
A book reading intervention with preschool children who have limited vocabularies: The benefits of regular reading and dialogic reading
AC Hargrave, M SÚnÚchal
Early Childhood Research Quarterly 15 (1), 75-90, 2000
Testing the home literacy model: Parent involvement in kindergarten is differentially related to grade 4 reading comprehension, fluency, spelling, and reading for pleasure
M SÚnÚchal
Scientific studies of reading 10 (1), 59-87, 2006
The differential effect of storybook reading on preschoolers' acquisition of expressive and receptive vocabulary
M SÚnÚchal
Journal of child language 24 (1), 123-138, 1997
Knowledge of storybooks as a predictor of young children's vocabulary.
M SÚnÚchal, JA LeFevre, E Hudson, EP Lawson
Journal of Educational Psychology 88 (3), 520, 1996
The effect of family literacy interventions on children’s acquisition of reading from kindergarten to grade 3: A meta-analytic review
M SÚnÚchal, L Young
Review of educational research 78 (4), 880-907, 2008
Individual differences in 4-year-old children's acquisition of vocabulary during storybook reading.
M SÚnÚchal, E Thomas, JA Monker
Journal of educational psychology 87 (2), 218, 1995
Vocabulary acquisition through shared reading experiences
M Senechal, EH Cornell
Reading research quarterly, 360-374, 1993
The misunderstood giant: On the predictive role of early vocabulary to future reading
M SÚnÚchal, G Ouellette, D Rodney
Handbook of early literacy research 2, 173-182, 2006
Discussing stories: On how a dialogic reading intervention improves kindergartners’ oral narrative construction
R Lever, M SÚnÚchal
Journal of experimental child psychology 108 (1), 1-24, 2011
Continuity and change in the home literacy environment as predictors of growth in vocabulary and reading
M SÚnÚchal, JA LeFevre
Child development 85 (4), 1552-1568, 2014
On refining theoretical models of emergent literacy the role of empirical evidence
M SÚnÚchal, JA LeFevre, BL Smith-Chant, KV Colton
Journal of school psychology 39 (5), 439-460, 2001
Relations among the frequency of shared reading and 4-year-old children's vocabulary, morphological and syntax comprehension, and narrative skills
M SÚnÚchal, S Pagan, R Lever, GP Ouellette
Early Education and development 19 (1), 27-44, 2008
Learning literacy skills at home: Parent teaching, expectations, and child interest.
F Martini, M SÚnÚchal
Canadian Journal of Behavioural Science/Revue canadienne des sciences duá…, 2012
Age-related differences in the organization of parent-infant interactions during picture-book reading
M SÚnÚchal, EH Cornell, LS Broda
Early Childhood Research Quarterly 10 (3), 317-337, 1995
Pathways to literacy: A study of invented spelling and its role in learning to read
G Ouellette, M SÚnÚchal
Child development 79 (4), 899-913, 2008
Storybook reading and parent teaching: links to language and literacy development.
JA LeFevre
New Directions for Child & Adolescent Development 2001 (92), 2001
Orthographic and phonological processing skills in reading and spelling in Persian/English bilinguals
N Arab-Moghaddam, M SÚnÚchal
International journal of behavioral development 25 (2), 140-147, 2001
A window into early literacy: Exploring the cognitive and linguistic underpinnings of invented spelling
GP Ouellette, M SÚnÚchal
Scientific Studies of Reading 12 (2), 195-219, 2008
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