University of Groningen

Language and science in young learnersMenninga, Astrid

IMPORTANT NOTE: You are advised to consult the publisher's version (publisher's PDF) if you wish to cite fromit. Please check the document version below.

Document VersionPublisher's PDF, also known as Version of record

Publication date:2017

Link to publication in University of Groningen/UMCG research database

Citation for published version (APA):Menninga, A. (2017). Language and science in young learners: Intervening in the balance betweenchallenging and adapting. Rijksuniversiteit Groningen.

CopyrightOther than for strictly personal use, it is not permitted to download or to forward/distribute the text or part of it without the consent of theauthor(s) and/or copyright holder(s), unless the work is under an open content license (like Creative Commons).

The publication may also be distributed here under the terms of Article 25fa of the Dutch Copyright Act, indicated by the “Taverne” license.More information can be found on the University of Groningen website: https://www.rug.nl/library/open-access/self-archiving-pure/taverne-amendment.

Take-down policyIf you believe that this document breaches copyright please contact us providing details, and we will remove access to the work immediatelyand investigate your claim.

Downloaded from the University of Groningen/UMCG research database (Pure): http://www.rug.nl/research/portal. For technical reasons thenumber of authors shown on this cover page is limited to 10 maximum.

Download date: 25-07-2022

208

References

209

Abell, S. K., Bryan, L. A., & Andersen, M. A. (1998). Investigating preservice elementary science teacher reflective thinking using integrated media case-based instruction in elementary science teacher preparation. Science Education, 82, 491–510. doi:10.1002/(SICI)1098-237X(199807)82:4491::AID-SCE53.0.CO;2-6

Abney, D. H., Warlaumont, A. S., Haussman, A., Ross, J. M., and Wallot, S. (2014). Using nonlinear methods to quantify changes in infant limb movements and vocalizations. Frontiers in Psychology, 5, 771. doi: 10.3389/fpsyg.2014.00771

Ajzen, I. (2001). Nature and operation of attitudes. Annual review of psychology, 52(1), 27-58. doi:10.1146/annurev.psych.52.1.27

Alfieri, L., Brooks, P. J., Aldrich, N. J., & Tenenbaum, H. R. (2011). Does discovery-based instruction enhance learning? Journal of Educational Psychology, 103(1), 1-18. doi:10.1037/a0021017

Appleton, K. (2003). How do beginning primary school teachers cope with science? Toward an understanding of science teaching practice. Research in Science Education, 33(1), 1-25. doi: 10.1023/A:1023666618800

Araujo, L. (2002). The literacy development of kindergarten English-language learners. Journal of Research in Childhood Education, 16(2), 232-247. doi: 10.1080/02568540209594987

Bailey, A. L. (Ed.). (2007). The language demands of school: Putting academic English to the test. New Haven, CT: Yale University Press.

Bailey, A. L. (2007). The language demands of school: Putting academic English to the test. Yale University

Bakeman, R., & Quera, V. (2011). Sequential analysis and observational methods for the behavioral sciences. New York: Cambridge University Press.

Barber, M., & Mourshed, M. (2007). How the world's best-performing schools systems come out on top. New York, NY: McKinsey & Company.

Barlow, D. H., & Nock, M. K. (2009). Why can't we be more idiographic in our research?. Perspectives on Psychological Science, 4(1), 19-21. doi:10.1111/j.1745-6924.2009.01088

Bassano, D., & Van Geert, P. (2007). Modeling continuity and discontinuity in utterance length: a quantitative approach to changes, transitions and intra-individual variability in early grammatical development. Developmental Science, 10(5), 588-612. doi:10.1111/j.1467-7687.2006.00629.x

Beck, I., McKeown, M., Sandora, C., Kucan, L., & Worthy, J. (1996). Questioning the Author: A Yearlong Classroom Implementation to Engage Students with Text. The Elementary School Journal, 96(4), 385-414. Retrieved from: http://www.jstor.org/stable/1001863

Bleicher, R. E. (2007). Nurturing confidence in preservice elementary science teachers. Journal of science teacher education, 18(6), 841-860. doi: 10.1007/s10972-007-9067-2

Bleicher, R. E., & Lindgren, J. (2005). Success in science learning and preservice science teaching self-efficacy. Journal of Science Teacher Education, 16(3), 205-225. doi: 10.1007/s10972-005-4861-1

Boelhouwer, M. D. (2013). Tussen weerstand en weerbaarheid, en andere recepten; Een effectevaluatie Van het WIBO-lesprogramma met behulp Van vragenlijsten, dagboeken en observaties [Between resistence and empowerment; the evaluation of the WIBO prevention program] (Unpublished doctoral dissertation), University of Groningen, The Netherlands. Retrieved from: http://www.rug.nl/research/portal/files/2404860/proefschrift_Marieke_Boelhouwe_1.pdf

210

Bradley, B. A., & Reinking, D. (2011). A formative experiment to enhance teacher-child language interactions in a preschool classroom. Journal of Early Childhood Literacy, 11(3), 362-401. doi: 10.1177/1468798411410802

Branigan, H. P., Pickering, M. J., & Cleland, A. A. (2000). Syntactic co-ordination in dialogue. Cognition, 75(2), 13–25. doi:10.1016/S0010-0277(99)00081-5

Breen, M. P., Hird, B., Milton, M., Oliver, R., & Thwaite, A. (2001). Making sense of language teaching: Teachers' principles and classroom practices. Applied Linguistics, 22(4), 470-501. doi: 10.1093/applin/22.4.470

Brennan, S. E., & Clark, H. H. (1996). Conceptual pacts and lexical choice in conversation. Journal of Experimental Psychology: Learning, Memory, and Cognition, 22(6), 1482. doi: 10.1037/0278-7393.22.6.1482

Brewer, W.F., Chinn, C.A., & Samaranpungavan, A. (1998). Explanation in Scientist and Children. Minds and Machines, 8(1), 119-136. doi: 10.1023/A:1008242619231

Bronfenbrenner, U., & Morris, P. A. (2006). The bio ecological model of human development. In W. Damon (Series Ed.) & R. M. Lerner (Vol. Ed.), Handbook of child psychology (Vol. 1): Theoretical models of human development (5th ed.; pp. 994–1028). New York: Wiley.

Bronfenbrenner, U., & Morris, P. A. (2006). The bio ecological model of human development. In W. Damon (Series Ed.) & R. M. Lerner (Vol. Ed.), Handbook of child psychology (Vol. 1): Theoretical models of human development (5th ed.) (pp. 994–1028). New York: Wiley.

Brown-Schmidt, S., & Tanenhaus, M. K. (2008). Real-time investigation of referential domains in unscripted conversation: A targeted language game approach. Cognitive science, 32(4), 643-684. doi: 10.1080/03640210802066816

Brown, R. (1973). A first language: The early stages. London, UK: George Allen & Unwin.

Bryan, L. A., & Abell, S. K. (1999). Development of professional knowledge in learning to teach elementary science. Journal of Research in Science Teaching, 36, 121–139. doi:10.1002/(SICI)1098-2736(199902)36:2121::AID-TEA23.0.CO;2-U

Callanan, M. A., & Jipson, J. L. (2001). Children’s Developing Scientific Literacy. In K. Crowley, C.D. Schunn, & T. Okada (Eds.), Designing for science: Implications from everyday, classroom, and professional settings. Mahwah, NJ: Lawrence Erlbaum Associates Publishers.

Cameron, L., & Larsen-Freeman, D. (2007). Complex systems and applied linguistics. International Journal of Applied Linguistics, 17, 226–240. doi:10.1111/j.1473-4192.2007.00148.x

Cassata-Widera, A., Kato-Jones, Y., Duckles, J. M., Conezio, K., & French, L. (2008). Learning the language of science. The International Journal of Learning, 15(8), 141-152.

Chamot, A. U., & O'Malley, J. M. (1994). The CALLA handbook: Implementing the cognitive academic language learning approach. Reading, MA: Addison-Wesley Publishing Company.

Childers, J. B., & Tomasello, M. (2002). Two-year-olds learn novel nouns, verbs, and conventional actions from massed or distributed exposures. Developmental Psychology, 38(6), 967. doi:10.1037/0012-1649.38.6.967

Chin, C. (2006). Classroom interaction in science: Teacher questioning and feedback to students' responses. International Journal of Science Education, 28, 1315–1346. doi: 10.1080/09500690600621100

211

Choi, S., & Ramsey, J. (2009). Constructing elementary teachers' beliefs, attitudes, and practical knowledge through an inquiry-based elementary science course. School Science and Mathematics, 109, 313-324. doi: 10.1111/j.1949-8594.2009.tb18101.x

Christie, D., Tolmie, A., Thurston, A., Howe, C., & Topping, K. (2009). Supporting group work in Scottish primary classrooms: improving the quality of collaborative dialogue. Cambridge Journal of Education, 39(1), 141-156. Doi: 10.1080/03057640802702000

Clark, H.H. (1996). Using Language. Cambridge, UK: Cambridge University Press.

Clotfelter, C. T., Ladd, H. F., & Vigdor, J. L. (2007). Teacher credentials and student achievement: Longitudinal analysis with student fixed effects. Economics of Education Review, 26(6), 673-682. doi: 10.1016/j.econedurev.2007.10.002

Cohen, J. (1992). A power primer. Psychological Bulletin, 112, 155-159. doi: 10.1037/0033-2909.112.1.155

Conezio, K. & French, L. (2002). Science in the preschool classroom. Capitalizing on Children's Fascination with the Everyday World to Foster Language and Literacy Development. Young children, 57(5), 12-18. Retrieved from: www.journal.naeyc.org/btj/200209

Corno, L., & Snow, R. E. (1986). Adapting teaching to individual differences among learners. In M. C. Wittrock (Ed.), Handbook for research on teaching (3rd; pp. 605–629). New York, NY: Simon & Schuster Macmillan.

Cox, R. F., & Van Dijk, M. (2013). Microdevelopment in parent-child conversations: From global changes to flexibility. Ecological Psychology, 25(3), 304-315. doi:10.1080/10407413.2013.810095

Cox, R. F. A., Van der Steen, S., Guevara Guerrero, M., Hoekstra, L., & Van Dijk, M. (2016). Chromatic and anisotropic cross-recurrence quantification analysis of interpersonal behavior. In C. Webber, C. Ioana, & N. Marwan (Eds.), Recurrence Plots and Their Quantifications: Expanding Horizons. Proceedings of the 6th International Symposium on Recurrence Plots, Grenoble, France, 17-19 June 2015 (Vol. 180, pp. 209-225). Springer International Publishing. doi:10.1007/978-3-319-29922-8

Cummins, J. (1980). The construct of language proficiency in bilingual education. In J. E. Alatis (ed.), Current issues in bilingual education. Georgetown University Round Table on Languages and Linguistics (GURT), pp. 81–103. Washington, DC: Georgetown University Press.

Cummins, J. (1981). The role of primary language development in promoting educational success for language minority students. In California State Department (Eds.), Schooling and language minority students: A theoretical framework (pp. 3–49). Los Angeles, CA: Evaluation, Dissemination and Assessment Center, California State University. doi:10.13140/2.1.1334.9449

Cummins, J. (2000). Language, power, and pedagogy: Bilingual children in the crossfire (Vol. 23). UK, Clevedon: Multilingual Matters.

Dai, D. Y., & Sternberg, R. J. (Eds.). (2004). Motivation, emotion, and cognition: Integrative perspectives on intellectual functioning and development. Mahwah, NJ: Lawrence Erlbaum Associates, Publishers.

Dale, R., & Spivey, M. J. (2006). Unraveling the dyad: Using recurrence analysis to explore patterns of syntactic coordination between children and caregivers in conversation. Language Learning, 56, 391–430. doi:10.1111/j.1467-9922.2006.00372.x

212

Dale, R., Warlaumont, A. S., & Richardson, D. C. (2011). Nominal cross recurrence as a generalized lag sequential analysis for behavioral streams. International Journal of Bifurcation and Chaos, 21, 1153-1161. doi: 10.1142/S0218127411028970

Danis, A., Bernard, J. M., & Leproux, C. (2000). Shared picture-book reading: A sequential analysis of adult-child verbal interactions. British Journal of Developmental Psychology, 18, 369–388. doi:10.1348/026151000165751

Darling-Hammond, L. (2000). Teacher quality and student achievement. Education policy analysis archives, 8, 1. doi: 10.14507/epaa.v8n1.2000

Darling-Hammond, L. (2000). Teacher quality and student achievement. Education policy analysis archives, 8, 1. doi:10.14507/epaa.v8n1.2000

Darling-Hammond, L. (2000). Teacher quality and student achievement. Education policy analysis archives, 8, 1. doi: 10.14507/epaa.v8n1.2000

De Bot, K., Lowie, W., & Verspoor, M. (2007). A dynamic systems theory approach to second language acquisition. Bilingualism: Language and Cognition, 10, 7–21. doi:10.1017/S1366728906002732

De Graag, J. A., Cox, R. F., Hasselman, F., Jansen, J., & De Weerth, C. (2012). Functioning within a relationship: Mother–infant synchrony and infant sleep. Infant Behavior and Development, 35(2), 252-263. doi:10.1016/j.infbeh.2011.12.006

De Groot, A. D. (1994). Methodologie: grondslagen Van onderzoek en denken in De gedragswetenschappen. ’s Gravenhage, The Netherlands: Mouton and Co.

De Rivera, C., Girolametto, L., Greenberg, J., & Weitzman, E. (2005). Children’s responses to educators’ questions in day care play groups. American Journal of Speech-Language Pathology, 14, 14–26. doi:10.1044/1058-0360(2005/004)

De Temple, J. M., Wu, H. F., & Snow, C. E. (1991). Papa Pig just left for Pigtown: Children's oral and written picture descriptions under varying instructions. Discourse Processes, 14, 469-495. doi:10.1080/01638539109544797

Dejonckheere, P. J., Van De Keere, K., & Mestdagh, N. (2009). Training the scientific thinking circle in pre-and primary school children. The Journal of Educational Research, 103, 1-16. doi: 10.1080/00220670903228595

Demsar. J., Curk, T., Erjavec, A., Gorup, C., Hocevar, T., Milutinovic, M., Mozina, M., Polajnar, M., Toplak, M., Staric, A., Stajdohar, M., Umek, L., Zagar, L., Zbontar, J., Zitnik, M., Zupan, B. (2013). Orange: Data Mining Toolbox in Python. Journal of Machine Learning Research, 14(Aug), 2349−2353.

Desimone, L. M. (2009). Improving impact studies of teachers’ professional development: Toward better conceptualizations and measures. Educational Researcher, 38, 181-199. doi: 10.3102/0013189X08331140

Diamond, B. S., Maerten-Rivera, J., Rohrer, R. E., & Lee, O. (2014). Effectiveness of a curricular and professional development intervention at improving elementary teachers' science content knowledge and student achievement outcomes: Year 1 results. Journal of Research in Science Teaching, 51, 635-658. doi: 10.1002/tea.21148

Dickinson, D. K. (2001). Large-group and free-play times: Conversational settings supporting language and literacy development. In D. K. Dickinson & P. O. Tabors (Eds.), Beginning literacy with language: Young children learning at home and school (pp. 223–255). Baltimore, MD: Brookes Publishing Company.

213

Dickinson, D. K. and Porche, M. V. (2011), Relation Between Language Experiences in Preschool Classrooms and Children’s Kindergarten and Fourth-Grade Language and Reading Abilities. Child Development, 82, 870–886. doi:10.1111/j.1467-8624.2011.01576.x

Dickinson, D. K., & Neuman, S. B. (Eds.). (2007). Handbook of early literacy research (Vol. 2). New York, NY: Guilford.

Dickinson, D. K., & Smith, M. W. (1994). Long-term effects of preschool teachers’ book readings on low-income children’s vocabulary and story comprehension. Reading Research Quarterly, 29, 105–122. doi:10.2307/747807

Dickinson, D. K., & Tabors, P. O. (2001). Beginning literacy with language: Young children learning at home and school. Baltimore, MD: Brookes Publishing Company.

Diessel, H. (2004). The acquisition of complex sentences (Vol. 105). Cambridge, UK: Cambridge University Press.

Domitrovich, C. E., Gest, S. D., Gill, S., Jones, D., & DeRousie, R. S. (2009). Individual factors associated with professional development training outcomes of the Head Start REDI program. Early Education and Development, 20, 402-430. doi: 10.1080/10409280802680854

Downer, J., Sabol, T. J., & Hamre, B. (2010). Teacher–child interactions in the classroom: Toward a theory of within-and cross-domain links to children's developmental outcomes. Early Education and Development, 21, 699-723. doi: 10.1080/10409289.2010.497453

Dutro, S., & Moran, C. (2003). Rethinking English language instruction: An architectural approach. In G. García (Eds.) English learners: Reaching the highest level of English literacy (227-258). Newark, NJ: International Reading Association.

Eagly, A. H., & Chaiken, S. (1993). The psychology of attitudes. Orlando, FL: Harcourt Brace Jovanovich College Publishers.

Eggins, S. (2004). Introduction to systemic functional linguistics. London, UK: Continuum.

Engel, S. (2006). Open Pandora’s box: Curiosity in the classroom. Occasional Paper, Child Development Institute, Sarah Lawrence College, Bronxville, NY.

Engel, S. (2011). Children's need to know: Curiosity in schools. Harvard Educational Review, 81(4), 625-645.

Ensing, A., Van der Aalsvoort, G. M., & Van Geert, P. (2012). How dynamic patterns of teacher-child interaction can provide insight in the learning potential of five year olds. In E. Hjörne, G. Van der Aalsvoort, & G. De Abrue (Eds.), Learning, social interaction and diversity: Exploring identities in school practices (pp. 189–202). Rotterdam, Netherlands: Sense Publishers. doi:10.1007/978-94-6091-803-2_13

Esbach, H., & Fried, M.N., (2005). Should Science be Taught in Early Childhood? Journal of Science Education and Technology, 14, 315-336. doi:10.1007/s10956-005-7198-9

Eshach, H. (2003). Inquiry-events as a tool for changing science teaching efficacy belief of kindergarten and elementary school teachers. Journal of Science Education and Technology, 12, 495-501. doi:10.1023/B:JOST.0000006309.16842.c8

Fabiano, G. A., Vujnovic, R. K., Waschbusch, D. A., Yu, J., Mashtare, T., Pariseau, M. E., … Smalls, K. J. (2013). A comparison of workshop training versus intensive, experiential training for improving behavior support skills in early educators. Early Childhood Research Quarterly, 28, 450–460. doi:10.1016/j.ecresq.2012.12.001

214

Feryok, A. (2004). Personal practice theories: Exploring the role of language teacher experiences and beliefs in the integration of theory and practice. Unpublished PhD thesis. University of Auckland.

Feryok, A. (2008). An Armenian English language teacher’s practical theory of communicative language teaching. System, 36(2), 227-240. doi:10.1016/j.system.2007.09.004

Fetters, M. K., Czerniak, C. M., Fish, L., & Shawberry, J. (2002). Confronting, challenging, and changing teachers' beliefs: Implications from a local systemic change professional development program. Journal of Science Teacher Education, 13(2), 101-130. doi:10.1023/A:1015113613731

Fischer, K. W. (1980). A theory of cognitive development: The control and construction of hierarchies of skills. Psychological review, 87, 477. doi:10.1037/0033-295X.87.6.477

Fischer, K. W., & Bidell, T. R. (2006). Dynamic development of action and thought. In W. Damon & R. M. Lerner (Eds.), Theoretical models of human development. Handbook of child psychology. (pp. 313-399). New York, NY: John Wiley & Sons, Inc.

Fischer, K. W., & Van Geert, P. (2014). Dynamic development of brain and behavior. In P. C. M. Molenaar, R. M. Lerner, & K. M. Newell (Eds.), Handbook of developmental systems theory and methodology, (pp. 287-315). New York, NY: The Guilford Press.

Fonseca, B. A., & Chi, M. T. H. (2011). Instruction based on self-explanation. In R. Mayer & P. Alexander (Eds.), The handbook of research on learning and instruction (pp. 296–321). New York: Routledge Press.

Francis, D. J., Rivera, M., Lesaux, N., Kieffer, M., & Rivera, H. (2006). Research-based recommendations for instruction and academic interventions. Practical guidelines for the education of English language learners. Portsmouth, NH: RMC Research Corporation, Centre on Instruction.

Fredrickson, B. L. (2013). Updated thinking on positivity ratios. The American Psychologist, 68, 814–22. doi:10.1037/a0033584

Fredrickson, B. L. (2015). The broaden-and-build theory of positive emotions. Philosophical Transactions, 359(1449), 1367–1377. doi: 10.1098/rstb.2004.1512

French, L. (2004). Science as the center of a coherent, integrated early childhood curriculum. Early Childhood Research Quarterly, 19, 138–149. doi:10.1016/j.ecresq.2004.01.004

French, L. A., & Peterson, S. M. (2009). Learning language through preschool science. In C. Andersen, N. Scheuer, M. Pérez Echeverría, & E. Teubal (Eds.), Representational systems and practices as learning tools (pp. 77–92). Rotterdam, The Netherlands: Sense Publishers.

Fukkink, R. G., & Tavecchio, L. W. (2010). Effects of video interaction guidance on early childhood teachers. Teaching and Teacher Education, 26, 1652-1659. doi: 10.1016/j.tate.2010.06.016

Fukkink, R. G., Trienekens, N., & Kramer, L. J. C. (2010). Video feedback in education and training: putting learning in the picture. Educational Psychology Review, 23, 45–63. http://dx.doi.org/doi:10.1007/s10648-010-9144-5

Fuligni, A. S., Howes, C., Lara-Cinisomo, S., & Karoly, L. (2009). Diverse pathways in early childhood professional development: An exploration of early educators in public preschools, private preschools, and family child care homes. Early education and development, 20, 507-526. doi: 10.1080/10409280902783483

Gallas, K. (1995). Talking their way into science: Hearing children's questions and theories, responding with curricula. New York, NY: Teachers College Press.

215

Garet, M. S., Porter, A. C., Desimone, L., Birman, B. F., & Yoon, K. S. (2001). What makes professional development effective? Results from a national sample of teachers. American Educational Research Journal, 38, 915-945. doi:10.3102/00028312038004915

Garrod, S., & Anderson, A. (1987). Saying what you mean in dialogue: A study in conceptual and semantic co-ordination. Cognition, 27, 181-218. doi:10.1016/0010-0277(87)90018-7

Garrod, S., & Pickering, M. J. (2004). Why is conversation so easy?. Trends in cognitive sciences, 8, 8-11. doi: 10.1016/j.tics.2003.10.016

Garrod, S., & Pickering, M. J. (2009). Joint action, interactive alignment, and dialog. Topics in Cognitive Science, 1, 292-304. doi: 10.1111/j.1756-8765.2009.01020.x

Ge, X., & Land, S. M. (2003). Scaffolding students’ problem-solving processes in an ill-structured task using question prompts and peer interactions. Educational Technology Research and Development, 51, 21-38. doi:10.1007/BF02504515

Gee, J. P., & Green, J. L. (1998). Discourse analysis, learning, and social practice: A methodological study. Review of research in education, 23, 119-169. Retrieved from: http://www.jstor.org/stable/1167289

Gelman, R., & Brenneman, K. (2004). Science learning pathways for young children. Early Childhood Research Quarterly, 19, 150-158. doi: 10.1016/j.ecresq.2004.01.009

Geringer, J. (2003). Reflections on professional development: toward high-quality teaching and learning. Phi Delta Kappan, 84, 373-4. doi: 10.1177/003172170308400510

Geveke, C. (2016). It's not rocket science: Developing pupils’ science talent in out-of-school science education for Primary Schools. (Unpublished doctoral dissertation) University of Groningen, The Netherlands.

Gibbons, P. (2002). Scaffolding language, scaffolding learning: Teaching second language learners in the mainstream classroom. Portsmouth, NH: Heinemann.

Gigerenzer, G. (2004). Mindless statistics. The Journal of Socio-Economics, 33, 587–606. doi:10.1016/j.socec.2004.09.033

Girolametto, L., Weitzman, E., & Greenberg, J. (2003). Training day care staff to facilitate children’s language. American Journal of Speech-Language Pathology, 12, 299–311. doi:10.1044/1058-0360(2003/076)

Glass, R., & Oliveira, A. W. (2014). Science language accommodation in elementary school read-alouds. International Journal of Science Education, 36, 577–609. doi:10.1080/09500693.2013.802057

Goldin-Meadow, S. (1998). The development of gesture and speech as an integrated system. New Directions for Child and Adolescent Development, 1998(79), 29-42. doi: 10.1002/cd.23219987903

Goldman, R., Pea, R., Barron, B., & Denny, S. J. (Eds.) (2007). Video research in the learning sciences. Mahwah, NJ: Lawrence Erlbaum Associates.

Goldstein, M. H., King, A. P., & West, M. J. (2003). Social interaction shapes babbling: Testing parallels between birdsong and speech. Proceedings of the National Academy of Sciences, 100(13), 8030-8035. doi: 10.1073/pnas.1332441100

Good, P. (2000). Permutation tests: a practical guide to resampling methods for testing hypotheses (2nd ed.). New York, NY: Springer Science & Business Media.

216

Good, P.I. (2006). Resampling methods: a practical guide to data analysis (3rd ed.). Boston, MA: Birkhäuser.

Granic, I. (2005). Timing is everything: Developmental psychopathology from a dynamic systems perspective. Developmental Review, 25, 386-407. doi:10.1016/j.dr.2005.10.005

Granic, I. & Hollenstein, T. (2003). Dynamic systems methods for models of developmental psychopathology. Development and Psychopathology, 15, 641-669. doi:10.1017/S0954579403000324

Granic, I., O’Hara, A., Pepler, D., & Lewis, M. D. (2007). A dynamic systems analysis of parent–child changes associated with successful “real-world” interventions for aggressive children. Journal of Abnormal Child Psychology, 35, 845-857. doi:10.1007/s10802-007-9133-4

Granott, N. (2005). Scaffolding dynamically toward change: Previous and new perspectives. New Ideas in Psychology, 23(3), 140-151. doi:10.1016/j.newideapsych.2006.07.002

Granott, N., & Parziale, J. (Eds.). (2002). Microdevelopment: Transition processes in development and learning (Vol. 7). Cambridge, UK: Cambridge university press.

Greenfield, D. B., Jirout, J., Dominguez, X., Greenberg, A., Maier, M., & Fuccillo, J. (2009). Science in the preschool classroom: A programmatic research agenda to improve science readiness. Early Education and Development, 20, 238-264. doi: 10.1080/10409280802595441

Guevara-Guerrero, M. (2015). Peer interaction and scientific reasoning processes in preschoolers: An intra-individual approach (Unpublished doctoral dissertation), University of Groningen, The Netherlands. Retrieved from: http://www.rug.nl/research/portal/en/publications/peer-interaction-and-scientific-reasoning-processes-in-preschoolers(04542f56-ccb9-494e-9c58-3f776d48ada7).html

Guo, Y., Wang, S., Hall, A. H., Breit-Smith, A., & Busch, J. (2016). The effects of science instruction on young children’s vocabulary learning: A research synthesis. Early Childhood Education Journal, 44(4), 359-367. doi:10.1007/s10643-015-0721-6

Halliday, M. A. K. (1985). Spoken and written language (1st ed.). Geelong, Australia: Deakin University.

Halliday, M. A. K. (1993). Towards a language-based theory of learning. Linguistics and Education, 5, 93–116. doi:10.1016/0898-5898(93)90026-7

Halliday, M. A. (1994). Functional grammar: An introduction to functional grammar (2nd ed.). London, U.K.: Edward Arnold.

Halliday, M. A. K., & Martin, J. R. (1993). Writing science: Literacy and discursive power. Pittsburgh, PA: University of Pittsburgh Press.

Hamre, B. K., Pianta, R. C., Downer, J. T., DeCoster, J., Mashburn, A. J., Jones, S. M., ... & Brackett, M. A. (2013). Teaching through interactions: Testing a developmental framework of teacher effectiveness in over 4,000 classrooms. The Elementary School Journal, 113, 461-487.

Han, S. S., & Weiss, B. (2005). Sustainability of teacher implementation of school-based mental health programs. Journal of abnormal child psychology, 33, 665-679. doi: 10.1007/s10802-005-7646-2

Haney, J. J., Czerniak, C. M., & Lumpe, A. T. (1996). Teacher beliefs and intentions regarding the implementation of science education reform strands. Journal of Research in Science Teaching, 33, 971-993. Doi: 10.1002/(SICI)1098-2736(199611)33:9<971::AID-TEA2>3.0.CO;2-S

Harris, D. N., & Sass, T. R. (2009). The effects of NBPTS-certified teachers on student achievement. Journal of Policy Analysis and Management, 28(1), 55-80. doi:10.1002/pam.20402

217

Hattie, J. (2003). Teachers Make a Difference, What is the research evidence? Interpretations, 36(2), 27-38.

Hattie, J. (2009). The black box of tertiary assessment: An impending revolution. Tertiary assessment & higher education student outcomes: Policy, Practice & Research, 259-275.

Henrichs, L. F. (2010). Academic language in early childhood interactions. A longitudinal study of 3- to 6-year-old Dutch monolingual children. (Unpublished doctoral dissertation). University of Amsterdam, The Netherlands.

Henrichs, L. F., & Leseman, P. P. M. (2014). Early science instruction and academic language development can go hand in hand. The promising effects of a low-intensity teacher-focused intervention. International Journal of Science Education, 36, 2978-2995. http://doi.org/10.1080/09500693.2014.948944

Heritage, M., & Heritage, J. (2013). Teacher questioning: The epicenter of instruction and assessment. Applied Measurement in Education, 26(3), 176-190. doi: 10.1080/08957347.2013.793190

Hollenstein, T. (2007). State space grids: Analyzing dynamics across development. International Journal of Behavioral Development, 31, 384-396. doi:10.1177/0165025407077765

Hollenstein, T. (2013). State space grids (pp. 11-33). New York, NY: Springer Science business Media.

Hong, S. Y., & Diamond, K. E. (2012). Two approaches to teaching young children science concepts, vocabulary, and scientific problem-solving skills. Early Childhood Research Quarterly, 27(2), 295-305. doi:10.1016/j.ecresq.2011.09.006

Hopkins, Z., Yuill, N., & Keller, B. (2016). Children with autism align syntax in natural conversation. Applied Psycholinguistics, 37, 347-370. doi:10.1017/S0142716414000599

Howes, C., Burchinal, M., Pianta, R., Bryant, D., Early, D., Clifford, R., et al. (2008). Ready to learn? Children’s pre-academic achievement in pre-kindergarten programs. Early Childhood Research Quarterly, 23, 27–50. doi:10.1016/j.ecresq.2007.05.002

Huttenlocher, J., Vasilyeva, M., & Shimpi, P. (2004). Syntactic priming in young children. Journal of Memory and Language, 50, 182–195. doi:10.1016/j.jml.2003.09.003

Huttenlocher, J., Vasilyeva, M., Cymerman, E., & Levine, S. (2002). Language input and child syntax. Cognitive Psychology, 45, 337–374. doi:10.1016/S0010-0285(02)00500-5

Huttenlocher, J., Waterfall, H., Vasilyeva, M., Vevea, J., & Hedges, L. V. (2010). Sources of variability in children’s language growth. Cognitive Psychology, 61, 343–365. doi:10.1016/j.cogpsych.2010.08.002

Jarvis, T., & Pell, A. (2004). Primary teachers’ changing attitudes and cognition during a two-year science in-service programme and their effect on students. International Journal of Science Education, 26, 1787-1811. doi:10.1080/0950069042000243763

Jorde, D. & Dillon, J. (2012). Science education research and practices in Europe: Retrospective and prospective. Rotterdam, The Netherlands: Sense Publishers.

Justice, L. M., McGinty, A. S., Zucker, T., Cabell, S. Q., & Piasta, S. B. (2013). Bi-directional dynamics underlie the complexity of talk in teacher-child play-based conversations in classrooms serving at-risk pupils. Early Childhood Research Quarterly, 28, 496–508. doi:10.1016/j.ecresq.2013.02.005

218

Kallery, M., & Psillos, D. (2001). Pre-school teachers’ content knowledge in science: Their understanding of elementary science concepts and of issues raised by children’s questions. International Journal of Early Years Education, 9, 165–179. doi:10.1080/09669760120086929

Kallery*, M. (2004). Early years teachers' late concerns and perceived needs in science: an exploratory study. European Journal of Teacher Education, 27(2), 147-165. doi:10.1080/026197604200023024

Kane, T. J., Rockoff, J. E., & Staiger, D. O. (2008). What does certification tell us about teacher effectiveness? Evidence from New York City. Economics of Education review, 27, 615-631. doi:10.1016/j.econedurev.2007.05.005

Kennedy, H., Landor, M., & Todd, L. (Eds). (2011). Video interaction guidance: A relationship-based intervention to promote attunement, empathy and wellbeing. London, UK: Jessica Kingsley Publishers.

Keys, C. W., & Bryan, L. A. (2001). Co-constructing inquiry-based science with teachers: Essential research for lasting reform. Journal of Research in Science Teaching, 38, 631-645. doi:10.1002/tea.1023

Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational Psychologist, 41(2), 75-86. doi:10.1207/s15326985ep4102_1

Klahr, D. (2000). Exploring science: The cognition and development of discovery processes. MIT press.

Klein, E., Hammrich, P. L., Bloom, S., & Ragins, A. (2000). Language development and science inquiry: The Head Start on Science and Communication program. Early Childhood Research and Practice, 2, 1–22.

Ko, E. S., Seidl, A., Cristia, A., Reimchen, M., & Soderstrom, M. (2016). Entrainment of prosody in the interaction of mothers with their young children–ERRATUM. Journal of child language, 43, 964-965. doi:10.1017/S0305000915000410

Koballa, T.R. & Glynn, S.M. (2008). Attitudinal and motivational constructs in science learning. In S.K. Abell, & N.G. Lederman, Handbook of Research on Science Education pp. 75-102. New York: Routledge.

Kramer, F., & Rabe-Kleberg, U. (2011). Wissenschaftliche Untersuchungen zur Arbeit der Stiftung “Haus der kleinen Forscher.” Köln, Germany: Bildungsverlag EINS GmbH.

Kunnen, S., & Van Geert, P. (2011). General characteristics of a dynamic systems approach. A dynamic systems approach to adolescent development, 1(pp. 5-34). New York, NY: Psychology Press.

Ladd, H. F. (2008). Teacher effects: What do we know?. Teacher quality: Broadening and deepening the debate, 3-26.

Lakshmanan, A., Heath, B. P., Perlmutter, A., & Elder, M. (2011). The impact of science content and professional learning communities on science teaching efficacy and standards-based instruction. Journal of research in science teaching, 48, 534-551. doi:10.1002/tea.20404

Landis, J. R., & Koch, G. G. (1977). The measurement of observer agreement for categorical data. Biometrics, 33, 159–174. doi:10.2307/2529310

Langen, A. V., & Dekkers, H. (2005). Cross‐national differences in participating in tertiary science, technology, engineering and mathematics education. Comparative Education, 41(3), 329-350. doi:10.1080/03050060500211708

219

Laufer, B., & Nation, P. (1995). Vocabulary size and use: Lexical richness in L2 written production. Applied Linguistics, 16(3), 307-322. doi:10.1093/applin/16.3.307

Lee, Y. & Kinzie, M.B. (2012). Teacher question and student response with regard to cognition and language use. Instructional Science, 40, 857-874. doi:10.1007/s11251-011-9193-2

Lee, Y., Kinzie, M. B., & Whittaker, J. V. (2012). Impact of online support for teachers’ open-ended questioning in pre-k science activities. Teaching and Teacher Education, 28, 568-577. doi:10.1016/j.tate.2012.01.002

Legare, C. H., & Lombrozo, T. (2014). Selective effects of explanation on learning during early childhood. Journal of Experimental Child Psychology, 126, 198-212. doi:10.1016/j.jecp.2014.03.001

Lemke, J. L. (1990). Talking science: Language, learning, and values. Norwoord, NJ: Ablex Publishing Corporation.

Lemke, J. L. (2007). Video epistemology in-and-outside the box: Traversing attentional spaces. In R. Goldman, R. Pea, B. Barron, & S. J. Derry (Eds.). Video research in the learning sciences, 39-51. Mahwah, NJ: Lawrence Erlbaum.

Leseman, P. P. M., Mayo, A. Y., Messer, M. E., Scheele, A. F., & Van der Heyden, K. M. (2009). De vroege ontwikkeling Van schooltaal: Het DASH-project [The early development of the language of schooling: the DASH project]. Tijdschrift voor Orthopedagogiek, 48, 271-287.

Lewis, M. D. (2002). Interacting time scales in personality (and cognitive) development: Intentions, emotions, and emergent forms. In N. Granott & J. Parziale (Eds.), Microdevelopment: Transition processes in development and learning, (pp. 183-212). New York, NY: Cambridge University Press.

Lewis, M. D., Lamey, A. V., & Douglas, L. (1999). A new dynamic systems method for the analysis of early socioemotional development. Developmental Science, 2, 457-475.

Lichtwarck-Aschoff, A., & Van Geert, P. (2004). A dynamic systems perspective on social cognition, problematic behavior, and intervention in adolescence. European Journal of Developmental Psychology, 1, 399-411. doi: 10.1080/17405620444000157

Lotter, C. (2004). Preservice science teachers' concerns through classroom observations and student teaching: Special focus on inquiry teaching. Science Educator, 13(1), 29.

Lumpe, A. T., Haney, J. J., & Czerniak, C. M. (2000). Assessing teachers' beliefs about their science teaching context. Journal of research in science teaching, 37, 275-292. doi:10.1002/(SICI)1098-2736(200003)37:3<275::AID-TEA4>3.0.CO;2-2

Lutz, S. L., Guthrie, J. T., & Davis, M. H. (2006). Scaffolding for engagement in elementary school reading instruction. The Journal of Educational Research, 100, 3-20. doi:10.3200/JOER.100.1.3-20

MacWhinney, B. (2000). The CHILDES Project: Tools for Analyzing Talk.Volume I transcription formats and programs (Third Edition). Mahwah, NJ: Lawrence Erlbaum Associates.

Marwan, N., Romano, M. C., Thiel, M., & Kurths, J. (2007). Recurrence plots for the analysis of complex systems. Physics reports, 438(5), 237-329.

Mashburn, A. J., Pianta, R. C., Hamre, B. K., Downer, J. T., Barbarin, O. A., Bryant, D., et al. (2008). Measures of classroom quality in prekindergarten and children’s development of academic, language, and social skills. Child Development, 79, 732–749. doi:10.1111/j.1467-8624.2008.01154.x

220

Massey, S. L., Pence, K. L., Justice, L. M., & Bowles, R. P. (2008). Educators’ use of cognitively challenging questions in economically disadvantaged preschool classroom contexts. Early Education and Development, 19, 340–360. doi:10.1080/10409280801964119

Mayer, R. E. (2004). Should there be a three-strikes rule against pure discovery learning?. American Psychologist, 59(1), 14-19. 10.1037/0003-066X.59.1.14

Mayo, A. Y., & Leseman, P. P. M. (2008). Off to a Good Start? Vocabulary development and differences in early family and classroom experiences of children from native-Dutch and immigrant families in the Netherlands. Educational and Child Psychology, 25(3).

McIntyre, L. J., & Hellsten, L. A. M. (2004). The influence of teacher characteristics on teachers’ knowledge of language form, content, and use. Developmental Disabilities Bulletin, 32, 140–154.

McKee, G., Malvern, D., & Richards, B. (2000). Measuring vocabulary diversity using dedicated software. Literary and Linguistic Computing, 15(3), 323-338. doi:10.1093/llc/15.3.323

McKenzie, P., Santiago, P., Sliwka, P., & Hiroyuki, H. (2005). Teachers matter : Attracting, Developing and Retaining Effective Teachers. OECD report. Available at: http://works.bepress.com/phil_mckenzie/133/

Meindertsma, H. B. (2014). Predictions and explanations: Short-term processes of scientific understanding in young children (Unpublished doctoral dissertation), University of Groningen, The Netherlands. Retrieved from: http://www.rug.nl/research/portal/files/2332705/volledigedissertatie.pdf

Mercer, N. (1995). The Guided Construction of Knowledge: Talk amongst Teachers and Learners. Clevedon, UK: Multilingual Matters.

Mercer, N. (2000). Words and minds: How we use language to think together. London, UK: Routledge.

Mercer, N., & Dawes, L. (2008). The value of exploratory talk. In N. Mercer & S. Hodgkinson (Eds.), Exploring talk in School: Inspired by the work of Douglas Barnes (pp. 55–72). London, UK: Sage.

Miller, K., & Zhou, X. (2007). Learning from classroom video: what makes it compelling and what makes it hard. In R. Goldman, R. Pea, B. Barron, & S. J. Derry (Eds.), Video research in the learning sciences (pp. 321-334). Mahwah, NJ: Lawrence Erlbaum.

Mitchell, E. W. (2005). The influence of beliefs on the teaching practices of high school foreign language teachers. Amherst, MA: Amherst University.

Molenaar, P. C. (2004). A manifesto on psychology as idiographic science: Bringing the person back into scientific psychology, this time forever. Measurement: Interdisciplinary Research and Perspectives, 2(4), 201-218. doi:10.1207/s15366359mea0204_1

Molenaar, P. C., & Campbell, C. G. (2009). The new person-specific paradigm in psychology. Current Directions in Psychological Science, 18(2), 112-117. doi:10.1111/j.1467-8721.2009.01619.x

Mortenson, B. P., & Witt, J. C. (1998). The use of weekly performance feedback to increase teacher implementation of a prereferral academic intervention. School Psychology Review, 27, 613.

Murphy, C., & Beggs, J. (2005). Primary science in the UK: A scoping study. Final report to the Wellcome Trust. London, UK: Wellcome Trust.

Murphy, C., & Smith, G. (2012). The impact of a curriculum course on pre-service primary teachers' science content knowledge and attitudes towards teaching science. Irish Educational Studies, 31, 77-95. doi:10.1080/03323315.2011.634061

221

Murphy, C., Neil, P., & Beggs, J. (2007). Primary science teacher confidence revisited: Ten years on. Educational research, 49, 415-430. doi:10.1080/00131880701717289

Nagy, W., & Townsend, D. (2012). Words as tools: Learning academic vocabulary as language acquisition. Reading Research Quarterly, 47(1), 91-108. doi: 10.1002/RRQ.011

National Research Council (2000). Eager to Learn: Educating Our Preschoolers. Washington, DC: The National Academies Press. doi:10.17226/9745.

National Research Council (2007). Taking Science to School: Learning and Teaching Science in Grades K-8. Washington, DC: The National Academies Press. doi:10.17226/11625.

National Research Council (2013). Next generation science standards: By states, for states. Washington, DC: National Academies Press. doi:10.17226/18290.

Nesselroade, J. R., & Molenaar, P. C. M. (2010). When persons should be few and occasions should be many – Modeling a different kind of longitudinal data. ISSBD Bulletin, 57, 2‐4.

Nesselroade, J. R., & Ram, N. (2004). Studying intraindividual variability: What we have learned that will help us understand lives in context. Research in Human Development, 1, 9–29. doi:10.1080/15427609.2004.9683328

Neumann, K., Fischer, H., & Kauertz, A. (2010). From PISA to educational standards: The impact of large-scale assessments on science education in Germany. International Journal of Science and Mathematics Education, 8, 545–563.

Newton, D. P., & Newton, L. D. (2000). Do teachers support causal understanding through their discourse when teaching primary science?. British Educational Research Journal, 26, 599-613. doi:10.1080/713651580

Newton, L. D. (1997) Teachers' questioning for understanding in science, British Journal of Curriculum and Assessment, 8, 28-32.

Noell, G. H., Duhon, G. J., Gatti, S. L., & Connell, J. E. (2002). Consultation, follow-up, and implementation of behavior management interventions in general education. School Psychology Review, 31(2), 217.

Noell, G. H., Witt, J. C., Gilbertson, D. N., Ranier, D. D., & Freeland, J. T. (1997). Increasing teacher intervention implementation in general education settings through consultation and performance feedback. School Psychology Quarterly, 12, 77. doi:10.1037/h0088949

Noell, G. H., Witt, J. C., LaFleur, L. H., Mortenson, B. P., Ranier, D. D., & LeVelle, J. (2000). Increasing intervention implementation in general education following consultation: A comparison of two follow-up strategies. Journal of Applied Behavior Analysis, 33, 271-284. doi:10.1901/jaba.2000.33-271

Noell, G. H., Witt, J. C., Slider, N. J., & Connell, J. E. (2005). Treatment implementation following behavioral consultation in schools: A comparison of three follow-up strategies. School Psychology Review, 34, 87.

Oliveira, A. W. (2009). “Kindergarten, can I have your eyes and ears?” politeness and teacher directive choices in inquiry-based science classrooms. Cultural Studies of Science Education, 4, 803-846. doi:10.1007/s11422-009-9193-6

Oliveira, A. W. (2010). Improving teacher questioning in science inquiry discussions through professional development. Journal of Research in Science Teaching, 47, 422–453. doi:10.1002/tea.20345

222

Patrick, H., Mantzicopoulos, P., Samarapungavan, A., & French, B. F. (2008). Patterns of young children’s motivation for science and teacher-child relationships. The Journal of Experimental Education, 76, 121–144. doi:10.3200/JEXE.76.2.121-144

Pedersen, J. E., & McCurdy, D. W. (1992). The effects of hands-on, minds-on teaching experiences on attitudes of preservice elementary teachers. Science Education, 76(2), 141-146. doi:10.1002/sce.3730760203

Peisner-Feinberg, E. S., Burchinal, M. R., Clifford, R. M., Culkin, M. L., Howes, C., Kagan, S. L., et al. (2001). The relation of preschool child-care quality to children’s cognitive and social developmental trajectories through second grade. Child Development, 72, 1534–1553. doi:10.1111/1467-8624.00364

Pennings, H. J., Van Tartwijk, J., Wubbels, T., Claessens, L. C., Van der Want, A. C., & Brekelmans, M. (2014). Real-time teacher–student interactions: A Dynamic Systems approach. Teaching and Teacher Education, 37, 183-193. doi:10.1016/j.tate.2013.07.016

Peterson, S. M., & French, L. (2008). Supporting young children’s explanations through inquiry science in preschool. Early Childhood Research Quarterly, 23, 395–408. doi:10.1016/j.ecresq.2008.01.003

Pham, L. N. K., & Hamid, M. O. (2013). Beginning EFL teachers’ beliefs about quality questions and their questioning practices. Teacher Development, 17, 246-264. doi:10.1080/13664530.2012.753947

Pianta, R. C. (1999). Enhancing relationships between children and teachers. American Psychological Association. doi:10.1037/10314-000

Pianta, R., Howes, C., Burchinal, M., Bryant, D., Clifford, R., Early, D., & Barbarin, O. (2005). Features of pre-kindergarten programs, classrooms, and teachers: Do they predict observed classroom quality and child-teacher interactions?. Applied developmental science, 9(3), 144-159. doi:10.1207/s1532480xads0903_2

Pickering, M. J., & Garrod, S. (2004). The interactive-alignment model: Developments and refinements. Behavioral and Brain Sciences, 27, 212-225. doi:10.1017/S0140525X04450055

Powell, D. R., Diamond, K. E., Burchinal, M. R., & Koehler, M. J. (2010). Effects of an early literacy professional development intervention on head start teachers and children. Journal of Educational Psychology, 102, 299-312. doi:10.1037/a0017763

Randi, J., & Corno, L. (2005). Teaching and learner variation. Pedagogy: Teaching for learning. Monograph series II: Psychological aspects of education, 3, 47–69. doi:10.1348/000709905X62110

Rappolt-Schlichtmann, G., Tenenbaum, H. R., Koepke, M. F., & Fischer, K. W. (2007). Transient and robust knowledge: Contextual support and the dynamics of children’s reasoning about density. Mind, Brain, and Education, 1(2), 98-108.

Reinke, W. M., Sprick, R., & Knight, J. (2009). Coaching classroom management. In J. Knight (Ed.), Coaching: Approaches & perspectives (91-112). Thousand Oaks, CA: Corwin Press.

Reuzel, E., Embregts, P. J., Bosman, A. M., Cox, R., Van Nieuwenhuijzen, M., & Jahoda, A. (2013). Conversational synchronization in naturally occurring settings: a recurrence-based analysis of gaze directions and speech rhythms of staff and clients with intellectual disability. Journal of Nonverbal Behavior, 37(4), 281-305. doi:10.1007/s10919-013-0158-9

Reuzel, E., Embregts, P. J., Bosman, A. M., Cox, R. F., Van Nieuwenhuijzen, M., & Jahoda, A. (2014). Verbal interactional dominance and coordinative structure of speech rhythms of staff and clients with an intellectual disability. Nonlinear dynamics, psychology, and life sciences, 18(4), 371-396.

223

Richards, B. J., & Malvern, D. D. (1997). Quantifying lexical diversity in the study of language development. Reading, U.K.: University of Reading, The New Bulmershe Papers.

Richardson, D. C., Dale, R., & Kirkham, N. Z. (2007). The art of conversation is coordination common ground and the coupling of eye movements during dialogue. Psychological science, 18, 407-413. doi:10.1111/j.1467-9280.2007.01914.x

Richardson, V. (2003). Preservice teachers’ beliefs. In J. Raths & A. McAninch (eds.) Teacher beliefs and classroom performance: The impact of teacher education, 6, 1-22. Greenwich, CT: Information Age Publishing Inc.

Rivkin, S. G., Hanushek, E. A., & Kain, J. F. (2005). Teachers, schools, and academic achievement. Econometrica, 73(2), 417-458. doi: 10.1111/j.1468-0262.2005.00584.x

Roehrig, G. H., Kruse, R. A., & Kern, A. (2007). Teacher and school characteristics and their influence on curriculum implementation. Journal of Research in Science Teaching, 44, 883-907. doi:10.1002/tea.20180

Rojas-Drummond, S., & Mercer, N. (2003). Scaffolding the development of effective collaboration and learning. International Journal of Educational Research, 39(1), 99-111. doi:10.1016/S0883-0355(03)00075-2

Rose, L. T., Rouhani, P., & Fischer, K. W. (2013). The science of the individual. Mind, Brain, and Education, 7(3), 152-158. doi:10.1111/mbe.12021

Roth, W. M. (1996). Teacher questioning in an open‐inquiry learning environment: Interactions of context, content, and student responses. Journal of Research in Science Teaching, 33(7), 709-736. doi:10.1002/(SICI)1098-2736(199609)33:7<709::AID-TEA2>3.0.CO;2-R

Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55, 68–78. doi:10.1037/0003-066x.55.1.68

Saavedra, A. R., & Opfer, V. D. (2012). Learning 21st-century skills requires 21st-century teaching. Phi Delta Kappan, 94(2), 8-13. doi: 10.1177/003172171209400203

Sabol, T. J., & Pianta, R. C. (2012). Recent trends in research on teacher–child relationships. Attachment & Human Development, 14(3), 213-231. doi:10.1080/14616734.2012.672262

Saçkes, M., Trundle, K. C., Bell, R. L., & O'Connell, A. A. (2011). The influence of early science experience in kindergarten on children's immediate and later science achievement: Evidence from the early childhood longitudinal study. Journal of Research in Science Teaching, 48, 217-235. doi:10.1002/tea.20395

Samarapungavan, A., Mantzicopoulos, P., Patrick, H., & French, B. (2009). The development and validation of the science learning assessment (SLA): A measure of kindergarten science learning. Journal of Advanced Academics, 20, 502-535. doi:10.1177/1932202X0902000306

Sameroff, A. J., & Mackenzie, M. J. (2003). Research strategies for capturing transactional models of development: The limits of the possible. Development and Psychopathology, 15, 613–640. doi:10.1017/S0954579403000312

Sanger, M. J. (2008). How does inquiry-based instruction affect teaching majors' views about teaching and learning science?. Journal of Chemical Education, 85, 297-302. doi:10.1021/ed085p297

Scarcella, R. (2003). Academic English: A Conceptual Framework. UC Berkeley: University of California Linguistic Minority Research Institute. Retrieved from: http://escholarship.org/uc/item/6pd082d4

224

Scheele, A. F., Leseman, P. P. M., Mayo, A. Y., & Elbers, E. (2012). The relation of home language and literacy to three-year-old children's emergent academic language in narrative and instruction genres. The Elementary School Journal, 112(3), 419-444. doi:10.1086/663300

Schleppegrell, M. J. (2001). Linguistic features of the language of schooling. Linguistics and Education, 12, 431–459. doi:10.1016/S0898-5898(01)00073-0

Schleppegrell, M.J. (2004). The language of schooling. A functional Linguistics Perspective. Mahwah, NJ: Lawrence Erlbaum Associates.

Schneider, J. W. (2015). Null hypothesis significance tests. A mix-up of two different theories: The basis for widespread confusion and numerous misinterpretations. Journal Scientometrics, 102(1), 411–432. doi:10.1007/s11192-014-1251-5

Schrooten, W. & Vermeer, A. (1994). Woorden in het basisonderwijs: 15.000 woorden aangeboden aan leerlingen [Words in elementary school: 15,000 words provided to students]. Tilburg, The Netherlands: Tilburg University Press.

Schwartz, M. (2009). Cognitive development and learning: Analyzing the building of skills in classrooms. Mind, Brain, and Education, 3(4), 198-208. doi:10.1111/j.1751-228X.2009.01070.x

Schwarz, C. V., Gunckel, K. L., Smith, E. L., Covitt, B. A., Bae, M., Enfield, M., et al. (2008). Helping elementary preservice teachers learn to use curriculum materials for effective science teaching. Science Education, 92, 345–377. doi:10.1002/sce.20243

Seidel, T., Stürmer, K., Blomberg, G., Kobarg, M., & Schwindt, K. (2011). Teacher learning from analysis of videotaped classroom situations: Does it make a difference whether teachers observe their own teaching or that of others? Teaching and teacher education, 27, 259-267. doi:10.1016/j.tate.2010.08.009

Shockley, K., Baker, A. A., Richardson, M. J., & Fowler, C. A. (2007). Articulatory constraints on interpersonal postural coordination. Journal of Experimental Psychology: Human Perception and Performance, 33, 201-208. doi: 10.1037/0096-1523.33.1.201

Silverman, R.D., & Hartranft, A.M. (2015). Developing Vocabulary and Oral Language in Children. New York, NY: The Guilford Press.

Simon, S., Naylor, S., Keogh, B., Maloney, J., & Downing, B. (2008). Puppets promoting engagement and talk in science. International Journal of Science Education, 30(9), 1229-1248. doi:10.1080/09500690701474037

Smith, L. B., & Thelen, E. (2003). Development as a dynamic system. Trends in cognitive sciences, 7(8), 343-348. doi:10.1016/S1364-6613(03)00156-6

Snow, C. E. (1972). Mothers’ speech to children learning language. Child Development, 43, 549–565. doi:10.2307/1127555

Snow, C. E. (1983). Literacy and language: Relationships during the preschool years. Harvard Educational Review, 53, 165–189. doi:10.17763/haer.53.2.t6177w39817w2861

Snow, C. E. (1989). Understanding social interaction and language acquisition; sentences are not enough. In M. Bornstein & J.S. Bruner (Eds.), Interaction in human development (p.83-103). Hillsdale, NJ, US: Lawrence Erlbaum Associates.

Snow, C. E. (2010). Academic language and the challenge of reading for learning about science. Science, 328, 450–452. doi:10.1126/science.1182597

225

Snow, C.E. (2014). Deep comprehension: what does it look like in two- to three-year-olds? [PowerPoint slides]. Retrieved from http://www.lucasacademie.nl/uimages/CatherineSnow_ECCESS2014%20%282%29.pdf

Snow, C. E., & Ferguson, C. A. (1977). Talking to children. Cambridge, UK: Cambridge University Press.

Snow, C.E., & Kurland, B. (1996). Sticking to the point: Talk about magnets as a preparation for literacy. In D. Hicks (Ed.), Child discourse and social learning: An interdisciplinary perspective (pp. 189-220). New York, NY: Cambridge University Press.

Snow, C. E., & Uccelli, P. (2009). The challenge of academic language. In D. R. Olson & N. Torrance (Eds.), The Cambridge handbook of literacy (pp. 112–133). New York, NY: Cambridge University Press.

Sokolov, J. (1993). A local contingency analysis of the fine-tuning hypothesis. Developmental Psychology, 29, 1008–1023. doi:10.1037/0012-1649.29.6.1008

Sorsana, C. (2008). Introduction: Developmental co-construction of cognition. European Journal of Developmental Psychology, 5, 537-543. doi:10.1080/13546800701851179

Spiro, R. J., Collins, B. P., & Ramchandran, A. (2007). Reflections on a post-Gutenberg epistemology for video use in ill-structured domains: Fostering complex learning and cognitive flexibility. In R. Goldman, R. Pea, B. Barron, & S. J. Derry (Eds.), Video research in the learning sciences (pp. 93-100). Mahwah, NJ: Lawrence Erlbaum.

Spycher, P. (2009). Learning academic language through science in two linguistically diverse kindergarten classes. The Elementary School Journal, 109(4), 359-379. doi: 10.1086/593938

Steenbeek, H., Jansen, L., & Van Geert, P. (2012). Scaffolding dynamics and the emergence of problematic learning trajectories. Learning and Individual Differences, 22(1), 64-75. doi:10.1016/j.lindif.2011.11.014

Steenbeek, H. W., & Uittenbogaard, W. (2009). TalentenKracht brengt talent voor wetenschap en techniek Van jonge kinderen in kaart. In H. Van Keulen, & J. W. Van der Molen (Eds.), Onderzoek naar wetenschap en techniek in het Nederlandse basisonderwijs. (pp. 131-144). Den Haag, The Netherlands: Programma VTB-Pro-Platform Bèta Techniek.

Steenbeek, H. W., & Van Geert, P. L. (2007). A theory and dynamic model of dyadic interaction: Concerns, appraisals, and contagiousness in a developmental context. Developmental Review, 27(1), 1-40. doi:10.1016/j.dr.2006.06.002

Steenbeek, H., & Van Geert, P. (2005). A dynamic systems model of dyadic interaction during play of two children. European Journal of Developmental Psychology, 2, 105–145. doi:10.1080/17405620544000020

Steenbeek, H., & Van Geert, P. (2013). The emergence of learning-teaching trajectories in education: A complex dynamic systems approach. Nonlinear dynamics, psychology, and life sciences, 17, 233-267.

Steenbeek, H., Van Geert, P., & Van Dijk, M. (2011). The dynamics of children's science and technology talents: A conceptual framework for early science education. Netherlands Journal of Psychology, 66(3), 96-109.

Sternberg, R. J., & Horvath, J. A. (1995). A prototype view of expert teaching. Educational Researcher, 24, 9–17. doi:10.3102/0013189X024006009

226

Strathie, S., Strathie, C., & Kennedy, H. (2011). Video enhanced reflective practice: professional development through attuned interactions. In H. Kennedy, M. Landor, & L. Todd (Eds.), Video Interaction Guidance (p.170-180). London, UK: Jessica Kingsley Publishers.

Sullivan, G. M., & Feinn, R. (2012). Using effect size, or why the P value is not enough. Journal of Graduate Medical Education, 4, 279–282. doi:10.4300/JGME-D-12-00156.1

Tamis-LeMonda, C. S. & Bornstein, M. H. (2002). Maternal responsiveness and early language acquisition. Advances in child development and behavior, 29, 89-127.

Tenenbaum, H. R., & Leaper, C. (2003). Parent-child conversations about science: The socialization of gender inequities?. Developmental Psychology, 39, 34-47. doi:10.1037/0012-1649.39.1.34

Thelen, E. (1992). Development as a dynamic system. Current directions in psychological science, 1(6), 189-193.

Thelen, E., & Smith, L. B. (1994). A dynamic systems approach to the development of perception and action. Cambridge, MA: The MIT Press.

Thurston, A., Christie, D., Howe, C. J., Tolmie, A., & Topping, K. J. (2008). Effects of continuing professional development on group work practices in Scottish primary schools. Journal of In-service Education, 34(3), 263-282. doi:10.1080/13674580802264803

Todman, J. B., & Dugard, P. (2001). Single-case and small-n experimental designs: A practical guide to randomization tests. Mahwah, NJ: Lawrence Erlbaum Associates.

Tomasello, M., & Brooks, P. J. (1999). Early syntactic development: A construction grammar approach. The development of language, 161-190.

Treagust, D. F., & Tsui, C. Y. (2014). General instructional methods and strategies. In N. G. Lederman & S. K. Abell (eds.) Handbook of Research on Science Education, Volume II (303-320). New York, NY: Taylor & Francis

Tu, T. (2006). Preschool science environment: What is available in a preschool classroom?. Early Childhood Education Journal, 33(4), 245-251. doi:10.1007/s10643-005-0049-8

Turner, J. C., Christensen, A., Kackar-Cam, H. Z., Trucano, M., & Fulmer, S. M. (2014). Enhancing students’ engagement report of a 3-year intervention with middle school teachers. American Educational Research Journal, 51, 1195-1226. doi:10.3102/0002831214532515

Uccelli, P., Barr, C. D., Dobbs, C. L., Galloway, E. P., Meneses, A., & Sanchez, E. (2015). Core academic language skills: An expanded operational construct and a novel instrument to chart school-relevant language proficiency in preadolescent and adolescent learners. Applied Psycholinguistics, 36(5), 1077-1109. doi:10.1017/S014271641400006X

Van Aalderen-Smeets, S., & Walma Van der Molen, J. (2013). Measuring primary teachers' attitudes toward teaching science: Development of the dimensions of attitude toward science (DAS) instrument. International Journal of Science Education, 35, 577-600. doi:10.1080/09500693.2012.755576

Van Aalderen-Smeets, S. I., Walma Van der Molen, J. H., & Asma, L. J. (2012). Primary teachers' attitudes toward science: A new theoretical framework. Science Education, 96, 158-182. doi:10.1002/sce.20467

Van Benthem, J., Dijkgraaf, R., & De Lange, J. (2005). TalentenKracht gaat op zoek naar De sprankelcoëfficiënt Van jonge kinderen. Didaktief, 4(4), 8-9.

227

Van De Pol, J., Volman, M., & Beishuizen, J. (2010). Scaffolding in teacher–student interaction: A decade of research. Educational Psychology Review, 22(3), 271-296. doi:10.1007/s10648-010-9127-6

Van De Pol, J., Volman, M., & Beishuizen, J. (2011). Patterns of contingent teaching in teacher–student interaction. Learning and Instruction, 21(1), 46-57. doi:10.1016/j.learninstruc.2009.10.004

Van den Heijkant, C., Quak, G., Van Swet, J., Vloet, K., De Vos, M., & Van der Wegen, R. (2006). School video interactie begeleiding; Van meerdere kanten bekeken [School video interaction guidance: Viewed from multiple perspectives]. The Netherlands, Antwerpen- Apeldoorn: Garant.

Van der Steen, S. (2014). “How does it work?”: A longitudinal microgenetic study on the development of young children’s understanding of scientific concepts (Unpublished dotoral dissertation), University of Groningen, The Netherlands. Retrieved from: http://www.rug.nl/research/portal/files/11783737/Complete_dissertation.pdf

Van der Steen, S., Steenbeek, H. W., Van Dijk, M. W. G., & Van Geert, P. L. C. (2014). A process approach to children's understanding of scientific concepts: A longitudinal case study. Learning and Individual Differences, 30, 84-91. doi:10.1016/j.lindif.2013.12.004

Van Dijk, M. W. G., Cox, R. A. & Van Geert, P. L. C. (2016). Dyadic Data (invited entry). In M. H. Bornstein, M. E. Arterberry, K. L. Fingerman & J. E. Lansford (Eds.), The Sage Encyclopedia of Human Development. Thousand oaks, CA, USA: Sage Publishing.

Van Dijk, M. W. G., & Van Geert, P. L. C. (2011). Exploring patterns of adaptation in child directed speech during the process of early grammaticalization of child language. Language, Interaction and Acquisition, 2, 61–81. doi:10.1075/lia.2.1.03dij

Van Dijk, M. W. G., & Van Geert, P. L. C. (2015). The nature and meaning of intraindividual variability in development in the early life span. In M. Diehl, K. Hooker, & M. J. Sliwinski (Eds.), Handbook of intraindividual variability across the life span. (pp. 37-58). London, UK: Routledge, Taylor and Francis group.

Van Dijk, M. W. G., Van Geert, P. L. C., Korecky-Kröll, K., Maillochon, I., Laaha, S., Dressler, W. U., & Bassano, D. (2013). Dynamic adaptation in child–adult language interaction. Language Learning, 63(2), 243-270.

Van Geert, P. L. C. (1997). Time and theory in social psychology. Psychological inquiry, 8, 143-153.

Van Geert, P. L. C. (1991). A dynamic systems model of cognitive and language growth. Psychological Review, 98, 3–53. doi:10.1037/0033-295X.98.1.3

Van Geert, P. L. C. (1994). Dynamic systems of development: Change between complexity and chaos. London, UK: Harvester Wheatsheaf.

Van Geert, P. L. C (2003). Dynamic systems approaches and modeling of developmental processes. In J. Valsener & K. J. Connolly (Eds.), Handbook of developmental psychology, London, UK: Sage Publications Ltd.

Van Geert, P. L. C. (2009). Nonlinear complex dynamical systems in developmental psychology. In S. J. Castello, M. Koopmans, & D. Pincus. (Eds), Chaos and complexity in psychology; The theory of nonlinear dynamical systems (pp. 242-281). Cambridge, UK: Cambridge University Press.

Van Geert, P. L. C., & Fischer, K. W. (2009). Dynamic systems and the quest for individual-based models of change and development. In J. P. Spencer, M. S. C. Thomas, & J. McClelland (Eds.), Toward a New Grand Theory of Development? Connectionism and Dynamic Systems Theory Reconsidered. (pp. 313-336). Oxford: Oxford University Press.

228

Van Geert, P., Savelsbergh, G., & Van der Maas, H. (1999). Transitions and non-linear dynamics in developmental psychology. In G. J. P. Savelsbergh, H. L. J. Van der Maas, & P. L. C. Van Geert (Eds.), Non-linear developmental processes. (pp. 11-20). New York, NY: Elsevier.

Van Geert, P. L. C., & Steenbeek, H. W. (2005). Explaining after by before: Basic aspects of a dynamic systems approach to the study of development. Developmental Review, 25(3), 408-442. doi:10.1016/j.dr.2005.10.003

Van Geert, P. L. C., & Steenbeek, H. W. (2005). The dynamics of scaffolding. New Ideas in Psychology, 23, 115–128. doi:10.1016/j.newideapsych.2006.05.003

Van Geert, P. L. C., & Van Dijk, M. W. G. (2002). Focus on variability: New tools to study intra-individual variability in developmental data. Infant Behavior and Development, 25(4), 340-374. doi:10.1016/S0163-6383(02)00140-6

Van Geert, P. L. C., Steenbeek, H. W., & Van Dijk, M. W. G. (2011). A dynamic model of expert-novice co-adaptation during language learning and acquisition. In M. Schmid & W. M. Lowie (Eds.), Modeling bilingualism: From structure to chaos (pp. 235–266). Amsterdam, The Netherlands: John Benjamins.

Van Hout, R. W. N. M., & Vermeer, A.R. (2007). Comparing measures of lexical richness. In H. Daller, J. Milton & J. Treffers-Daller (Eds.), Modelling and assessing vocabulary knowledge. The Cambridge applied linguistics series (pp. 93-115). New York, NY: Cambridge University Press.

Van Keulen, H., & Sol, Y. (2012). Talent met Wetenschap en Techniek Ontwikkelen. Utrecht: Centrum voor Onderwijs en Leren Universiteit Utrecht.

Van Vondel, S. (2016). Scientific understanding in the picture. The evaluation of Video Feedback Coaching for upper grade teachers during science and technology education (Unpublished doctoral dissertation), University of Groningen, The Netherlands.

Van Vondel, S., Steenbeek, H., Van Dijk, M., & Van Geert, P. (2017). Ask, don't tell; A complex dynamic systems approach to improving science education by focusing on the co-construction of scientific understanding. Teaching and Teacher Education, 63, 243-253. doi:10.1016/j.tate.2016.12.012

Vasilyeva, M., Huttenlocher, J., & Waterfall, H. (2006). Effects of language intervention on syntactic skill levels in preschoolers. Developmental Psychology, 42, 164–174. doi:10.1037/0012-1649.42.1.164

Vilaseca, R. M., & Del Rio, M. J. (2004). Language acquisition by children with Down syndrome: A naturalistic approach to assisting language acquisition. Child Language Teaching and Therapy, 20(2), 163-180. doi:10.1191/0265659004ct269oa

Vygotsky, L. S. (1987). Thinking and speech. In R.W. Rieber & A.S. Carton (Eds.). L.S. Vygotsky, The collected works of L. S. Vygotsky (Vol. I pp. 39–285). New York, NY: Plenum Press.

Wade, R. K. (1985). What Makes a Difference in Inservice Teacher Education? A Meta-Analysis of Research. Educational Leadership, 42(4), 48-54.

Walker, C. M., Lombrozo, T., Legare, C. H., & Gopnik, A. (2014). Explaining prompts children to privilege inductively rich properties. Cognition, 133(2), 343-357. doi:10.1016/j.cognition.2014.07.008

Walker, C.M., Lombrozo, T., Williams, J.J., Rafferty, A.N., & Gopnik, A. (2017). Explaining constrains causal learning in childhood. Child Development, 88(1), 229-246. doi:10.1111/cdev.12590

Wang, A., Chai, C. S., & Hairon, S. (2016). Exploring the impact of teacher experience on questioning techniques in a Knowledge Building classroom. Journal of Computers in Education, 1-16. doi:10.1007/s40692-016-0057-2

229

Wasik, B. A., & Bond, M. A. (2001). Beyond the pages of a book: Interactive book reading and language development in preschool classrooms. Journal of Educational Psychology, 93, 243–250. doi:10.1037/0022-0663.93.2.243

Wasik, B. A., Bond, M. A., & Hindman, A. (2006). The effects of a language and literacy intervention on Head Start children and teachers. Journal of Educational Psychology, 98, 63–74. doi:10.1037/0022-0663.98.1.63

Watters, J. J., Diezmann, C. M., Grieshaber, S.J., & Davis, J. M. (2000). Enhancing science education for young children: A contemporary initiative. Australian Journal of Early Childhood, 26(2), 1–7.

Webber, C. L., Jr. & Zbilut, J. P. (2005). Recurrent quantification analysis of nonlinear dynamical systems. In M. A. Riley & G. C. Van Orden (Eds.), Tutorials in contemporary nonlinear methods for the behavioral sciences (pp. 353–400). Retrieved from http://www.nsf.gov/sbe/bcs/pac/nmbs/nmbs.jsp

Weinburgh, M. (2007). The effect of Tenebrio obscurus on elementary preservice teachers’ content knowledge, attitudes, and self-efficacy. Journal of Science Teacher Education, 18, 801-815. doi: 10.1007/s10972-007-9073-4

Weizman, Z.O., & Snow, C.E. (2001). Lexical output as related to children's vocabulary acquisition: Effects of sophisticated exposure and support for meaning. Developmental Psychology, 37(2), 265-279.

Wellington, J., & Osborne, J. (2001). Language and literacy in science education. Buckingham, UK: Open University Press. Retrieved from: https://www.mheducation.co.uk/openup/chapters/0335205984.pdf

Wenner, G. (2001). Science and mathematics efficacy beliefs held by practicing and prospective teachers: A 5-year perspective. Journal of Science Education and Technology, 10(2), 181-187. doi: 10.1023/A:1009425331964

Wetzels, A. F. M, Steenbeek, H. W., & Van Geert, P. L. C. (submitted). Primary science teaching: The effect of a coaching program on the behavior of teachers and their pupils. Manuscript submitted for publication.

Wetzels, A. F. M. (2015). Curious minds in the classroom: The influence of video feedback coaching for teachers in science and technology lessons (Unpublished doctoral dissertation), University of Groningen, The Netherlands. Retrieved from: http://www.rug.nl/research/portal/files/25528798/Complete_thesis.pdf

Wetzels, A., Steenbeek, H., & Van Geert, P. (2016). A complexity approach to investigating the effectiveness of an intervention for lower grade teachers on teaching science. Complicity, 13(1), 81-104.

White, B. Y., & Frederiksen, J. R. (1998). Inquiry, modeling, and metacognition: Making science accessible to all students. Cognition and instruction, 16(1), 3-118. doi:10.1207/s1532690xci1601_2

Wolf, S. A., Mieras, E. L., & Carey, A. A. (1996). What's after “What's that?”: Preservice teachers learning to ask literary questions. Journal of Literacy Research, 28(4), 459-497. doi:10.1080/10862969609547937

Wolff, C. E., Van den Bogert, N., Jarodzka, H., & Boshuizen, H. P. (2015). Keeping an eye on learning: differences between expert and novice teachers’ representations of classroom management events. Journal of Teacher Education, 66, 68-85. doi:10.1177/0022487114549810

Wong Fillmore, L., & Snow, C. E. (2002). What teachers need to know about language. In C. T. Adger, C. E. Snow, & D. Christian (Eds.), What teachers need to know about language (pp. 7–53). McHenry, IL: Delta Systems Company and Washington, DC: The Center of Applied Linguistics.

230

Yarbourgh, C, & Price, H. (1989). Sequential patterns of instruction in music. Journal of Research in Music Education, 37(3), 179-187.

Yifat, R., & Zadunaisky-Ehrlich, S. (2008). Teachers' talk in preschools during circle time: The case of revoicing. Journal of Research in Childhood Education, 23(2), 211-226. doi:10.1080/02568540809594656

Zucker, T. A., Justice, L. M., Piasta, S. B., & Kaderavek, J. N. (2010). Preschool teachers’ literal and inferential questions and children’s responses during whole-class shared reading. Early Childhood Research Quarterly, 25, 65–83. doi:10.1016/j.ecresq.2009.07.001

Zwiers, J. (2008). Building academic language. London: Newark International Reading Association.

231