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Beilock, S.L., & Willingham, D.T. (2014). Math anxiety: Can teachers help students reduce it? American Educator, Summer Issue, 28-32, 43.
Gunderson, E. A., & Levine, S. C. (2011). Some types of parent number talk count more than others: relations between parents' input and children's cardinal‐number knowledge. Developmental science, 14(5), 1021-1032.
Isbell, R., Sobol, J., Lindauer, L., & Lowrance, A. (2004). The effects of storytelling and story reading on the oral language complexity and story comprehension of young children. Early Childhood Education Journal, 32(3), 157-163.
Krajewski, K., & Schneider, W. (2009). Early development of quantity to number-word linkage as a precursor of mathematical school achievement and mathematical difficulties: Findings from a four-year longitudinal study. Learning and Instruction, 19, 513-526.
Levine, S. C., Suriyakham, L. W., Rowe, M. L., Huttenlocher, J., & Gunderson, E. A. (2010). What counts in the development of young children's number knowledge?. Developmental psychology, 46(5), 1309.
Niklas, F., Cohrssen, C., & Tayler, C. (2016). Parents supporting learning: a non-intensive intervention supporting literacy and numeracy in the home learning environment. International Journal of Early Years Education, 24(2), 121-142.
Pan, B. A., Rowe, M. L., Singer, J. D., & Snow, C. E. (2005). Maternal correlates of growth in toddler vocabulary production in low-income families. Child Development, 76(4), 763-782.
Ramani, G. B., Rowe, M. L., Eason, S. H., & Leech, K. A. (2015). Math talk during informal learning activities in Head Start families. Cognitive Development, 35, 15-33.
Weisleder, A., & Fernald, A. (2013). Talking to children matters: Early language experience strengthens processing and builds vocabulary. Psychological Science, 24(11), 2143-2152.