When (and how) interacting with technology-enhanced storybooks helps dual language learners.


Journal article


Erin Walker, Ashley Adams, M. Adelaida Restrepo, Sarah Fialko, Arthur M. Glenberg
Translational Issues in Psychological Science, vol. 3(1), 2016 Nov 31, pp. 66-79

View PDF
Cite

Cite

APA   Click to copy
Walker, E., Adams, A., Restrepo, M. A., Fialko, S., & Glenberg, A. M. (2016). When (and how) interacting with technology-enhanced storybooks helps dual language learners. Translational Issues in Psychological Science, 3(1), 66–79.


Chicago/Turabian   Click to copy
Walker, Erin, Ashley Adams, M. Adelaida Restrepo, Sarah Fialko, and Arthur M. Glenberg. “When (and How) Interacting with Technology-Enhanced Storybooks Helps Dual Language Learners.” Translational Issues in Psychological Science 3, no. 1 (November 31, 2016): 66–79.


MLA   Click to copy
Walker, Erin, et al. “When (and How) Interacting with Technology-Enhanced Storybooks Helps Dual Language Learners.” Translational Issues in Psychological Science, vol. 3, no. 1, Nov. 2016, pp. 66–79.


BibTeX   Click to copy

@article{erin2016a,
  title = {When (and how) interacting with technology-enhanced storybooks helps dual language learners.},
  year = {2016},
  month = nov,
  day = {31},
  issue = {1},
  journal = {Translational Issues in Psychological Science},
  pages = {66-79},
  volume = {3},
  author = {Walker, Erin and Adams, Ashley and Restrepo, M. Adelaida and Fialko, Sarah and Glenberg, Arthur M.},
  month_numeric = {11}
}


Share



Follow this website


You need to create an Owlstown account to follow this website.


Sign up

Already an Owlstown member?

Log in