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Effects of Print Referencing on Vocabulary Learning


Contemporary Learning and Interdisciplinary Research (CLAIR) student Susan Chambre presented research on the “Effects of Print Referencing on Vocabulary Learning” with Associate Professor Molly Ness, Ph.D., at the Literacy Research Association Conference last month.

Educators use print referencing “to increase emergent readers’ knowledge about and interest in print” by asking questions, making requests or comments, or using nonverbal techniques. Read more about print referencing.

The annual conference hosts teachers, professors, and researchers to engage in research and dialogue around reading and literacy research. This year’s conference focused on Mobilizing Literacy Research for Social Transformation.

The Literacy Research Association promotes high-quality research, provides professional development, advocates for evidence-based improvements in education, and engages in discussions of practice and policy issues.


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