Bibliografia

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Biemiller, A. (2005). Size and sequence in vocabulary development: Implications for choosing words for primary grade vocabulary instruction. In A. Hiebert & M. Kamil (Eds.), Teaching and learning vocabulary: Bringing research to practice (pp. 223–242). Mahwah, NJ: Erlbaum.

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Florit, E. & Levorato, M.C. (2012). A longitudinal study on listening text comprehension and receptive vocabulary in preschoolers. Rivista di Psicolinguistica Applicata, XII, 1-2, 65-79.

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Kiernan, B. e Gray, S. (1998). Word learning in a supported-learning context by preschool children with specific language impairment. Journal of Speech, Language and Hearing Research, 41, 161-171.

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McGregor, K. K., Newman, R. M., Reily, R. M., e Capone, N. C. (2002). Semantic

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Orsolini, M., Santese, A., Desimoni, M., Masciarelli, G., e Fanari, R. (2010). Semantic abilities predict expressive lexicon in children with typical and atypical language development. Clinical Neuropsychologist, 1, 1-29.

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Simmons, W. K., Hamann, S. B., Harenski, C. L., Hu, X. P., & Barsalou, L. W. (2008). fMRI evidence for word association and situated simulation in conceptual processing. Journal of Physiology – Paris, 102, 106–119.

Stokes, S. F., e Klee, T. (2009). Factors that influence vocabulary developmentin two-year-old children. Journal of Child Psychology and Psychiatry 50, 4, 498–505.

Wagner, R. K., Muse, A., e Tannenbaum, K. (Eds.) (2007). Vocabulary acquisition and its implications for reading comprehension. New York: Guilford Press.