Funded Projects

Bridging the Word Gap Research Network (BWG)

Grantee: University of Kansas
Principal Investigator: Judith Carta
Project Number: UA6MC27762
Project Date: 9/1/2016

Project Website

Age group(s)

Perinatal/Infancy (0-12 months)
Toddlerhood (13-35 months)
Early Childhood (3-5 years)

Abstract

The science is clear: Too many children from low-income families enter school with a serious learning disadvantage that emerges in the first months of life - substantially smaller vocabularies than their middle- and high-income classmates. This difference in child vocabulary size is traced to low exposure to talk in children's home and child care environments. The "Word Gap" in exposure that many children growing up in poverty experience, translates to a deficit in vocabulary growth that grows over time, and leads to disparities in academic achievement and later in earnings and family stability in adulthood.

Goals and Objectives:

The social imperative is equally clear: We must galvanize efforts to close this gap in experience. The Goal of this project is to create the Bridging the Word Gap Research Network - a collaboration of nationally recognized Word Gap researchers and practitioners. This group will achieve 7 objectives to intensify efforts to close this gap: 1) Develop an interdisciplinary research network to develop and test interventions; 2) Create a national research agenda to advance the science of intervention; 3) Design a multi-level pilot intervention study to kick-start this work; 4) Create a practice-based research collaborative; 5) Disseminate critical information and foster continued education activities; 6) Improve national capacity to carry out this intervention research through development of a data infrastructure, and syntheses of measures, designs, and analytic approaches; and 7) Expand the pipeline of scientists focused on Word Gap research by creating mentorship and other training opportunities for new investigators. PROPOSED ACTIVITIES AND TARGET POPULATION(S): The applicant, Juniper Gardens Children's Project (JGCP), is the site of the original Hart & Risley word gap discovery, and our local and national network has, and will continue to, build on their discovery by advancing intervention knowledge and practice. Our proposed interdisciplinary network of scientists all work with low-income families in community-based settings. We propose work to achieve each objective in ways that are scientifically rigorous, socially meaningful, and related closely to innovations in intervention and policy.

Coordination:

To achieve these ambitious objectives, the co-PIs and Leadership Team will direct the overall management of the Network. Each member of the Leadership Team will direct one of 6 workgroups focused on key aspects of the research agenda. A national advisory committee representing key stakeholder groups (including researchers, practitioners, policymakers and funders) will oversee progress. Coordination Core staff will provide support to the Leadership Team, Workgroups, and the Practice-Based Research Collaborative. PRODUCTS: Peer-reviewed papers, webinars, summits and presentations describing evidence-based practices for promoting language development in low-income infants and toddlers; and innovative approaches to engaging high-risk families; cutting-edge research methodologies and approaches for assessing children's vocabulary and monitoring growth will also be generated through this Network.

Evaluation:

We describe explicit criteria for monitoring process and progress on each of 7 objectives of the project. Advisory board members representing key stakeholder groups and an External Reviewer will assess the quality of products generated by the network.

Publications

Listed is descending order by year published.

Lorio CM, Carta JJ, Stephens N. Exploring Language Development Support for Foster Children: A Scoping Review of Interventions for Foster Care Families. Am J Speech Lang Pathol. 2023;32(1):358-376. doi:10.1044/2022_AJSLP-22-00082

Greenwood CR, Carta JJ, Schnitz AG, et al. Progress toward a multisectoral community intervention approach to prevention of the word gap. Behavior and Social Issues. Published online December 17, 2021. doi: 10.1007/s42822-021-00074-y

Quinn ED, Kaiser AP, Ledford J. Hybrid telepractice delivery of enhanced milieu teaching: effects on caregiver implementation and child communication. J Speech Lang Hear Res. 2021;64(8):3074-3099. doi:10.1044/2021_JSLHR-20-00430

Adamson LB, Kaiser AP, Tamis-LaMonda CS, Owen MT, Dimitrova, N. (2020). The developmental landscape of early parent-focused language intervention. Early Childhood Research Quarterly, 50, 59-67

Biel CH, Buzhardt J, Brown JA, Romano MK, Lorio CM, Windsor KS, Kaczmarek LA, Gwin R., Sandall SS Goldstein H. (2020). Language interventions taught to caregivers in homes and classrooms: A review of intervention and implementation fidelity. Early Childhood Research Quarterly, 50, 140-156.

Bigelow KM, Walker D, Jia P, Irvin D, Turcotte A, (2020). Text messaging as an enhancement to home visiting: Building parents’ capacity to improve child language-learning environments. Early Childhood Research Quarterly, 51(2), 416-429. https://doi.org/10.1016/j.ecresq.2019.12.010

Canfield CF, Seery A, Weisleder A, Workman C, Cates CB, Roby E, Payne R, Levine S, Mogilner L, Dreyer B, Mendelsohn A. (2020). Encouraging parent–child book sharing: Potential additive benefits of literacy promotion in health care and the community. Early Childhood Research Quarterly, 50, 221-229.

Greenwood CR, Schnitz AG, Cartan JJ, Wallisch A, Irvin, DW (2020). A systematic review of language intervention research with low-income families: A word gap prevention perspective. Early Childhood Research Quarterly, 50, 230-245.

Heidlage JK, Cunningham JE, Kaiser AP, Trivette CM, Barton EE, Frey JR, Roberts MY. (2020). The effects of parent-implemented language interventions on child linguistic outcomes: A meta-analysis. Early Childhood Research Quarterly, 50, 6-23.

Larson AL, Cycyk LM, Carta JJ, Hammer CS, Baralt M, Uchikoshi Y, An ZG, Wood C. (2020). A systematic review of language-focused interventions for young children from culturally and linguistically diverse backgrounds. Early Childhood Research Quarterly, 50, 157-178.

Mahoney AD, McConnell SR, Larson AL, Becklenberg A, Stapel-Wax JL. (2020). Where do we go from here? Examining pediatric and population-level interventions to improve child outcomes. Early Childhood Research Quarterly, 50, 205-220.

Walker D, Sepulveda SJ, Hoff E, Rowe ML, Schwartz IS, Dale PS, Peterson CA, Diamond K, Goldin-Meadow S, Levine SC, Wasik BH, Horm DM, Bigelow KM. (2020). Language intervention research in early childhood care and education: A systematic survey of the literature. Early Childhood Research Quarterly, 50, 68-85.

Albano AD, Cai L, Lease EM, McConnell SR. Computerized adaptive testing in early education: exploring the impact of item position effects on ability estimation. Journal of Educational Measurement, 2019;56:437-451.

Bichay-Awadalla K, Qi CH, Bulotsky-Shearer RJ, Carta JJ. Bidirectional relationship between language skills and behavior problems in preschool children from low-income families. Journal of Emotional and Behavioral Disorders

Bigelow KB, Walker D, Jia F, Irving DW, Tourcotte AD. Enhancing language intervention delivery with text messaging during home visiting. 2019. Early Childhood Research Quarterly

Blinkoff E, Hirsh-Pasek K. Supporting language in the home. Journal of Birth and Parent Education. 2019;6(4):13-15.

Buzhardt J, Greenwood C, Hackworth N, Jia P, Bennetts S, Walker D, Matthews J. Comparison of infant/toddler growth in early expressive communication between the United States and Australia. Early Childhood Research Quarterly. 2019;48(3):284-294.

Buzhardt J, Greenwood CR, Hackworth NJ, Jia F, Bennetts SK, Walker D, Matthews JM. Cross-cultural exploration of growth in expressive communication of English-speaking infants and toddlers. Early Childhood Research Quarterly. 2019;48(3):284-294.

Coogle CG, Larson AL, Ottley JR, Root AK, Bougher-Muckian H. Performance-based feedback to enhance early interventionist's practice and caregiver and child outcome.Topics in Early Childhood Special Education. 2019;39(1):32-44.

Dickinson DK, Collins MF, Nesbitt K, Toub TS, Hassinger-Das B, Hadley EB, Hirsh-Pasek K, Golinkoff RM. Effects of teacher-delivered book reading and play on vocabulary learning and self-regulation among low-income preschool children. Journal of Cognition and Development. 2019;20(2):136-164.

Dickinson DK, Nesbitt KT, Collins MF,Hadley EB, Newman K, Rivera BL, Ilgez H, Nicolopoulou A, Golinkoff RM, Hirsh-Pasek K. Teaching for breadth and depth of vocabulary knowledge: learning from explicit and implicit instruction and the storybook texts. Early Childhood Research Quarterly. 2019;47:341-356.

Dore RA, Shirilla M, Hopkins E, Collins M, Scott M, Schatz J, Lawson-Adams J, Valladares T, Foster L, Puttre H, Toub TS, Hadley E, Golinkoff RM, Dickinson D, Hirsh-Pasek K. Education in the app store: using a mobile game to support U.S. preschoolers' vocabulary learning. Journal of Children and Media. 2019;13(4):452-471.

Fuller EA, Kaiser AP. The effects of early intervention on social communication outcomes for children with autism spectrum disorder: a meta-analysis. Journal of Autism and Developmental Disorders (2019) doi:10.1007/s10803-019-03927-z

Goldstein H, McKenna M, Barker RM, Brown TH. Research-practice partnership: application to implementation of Multi-Tiered System of Supports in early childhood education. ASHA Perspectives. 2019;4(6)38-50.

Goldstein TR, Lerner MD, Paterson S, Jaeggi L, Toub TS, Hirsh-Pasek K, Golinkoff R. Stakeholder perceptions of the effects of a public school-based theatre program for children with ASD. Journal for Learning through the Arts. 2019;15(1).

Golinkoff RM, Hoff E, Rowe ML, Tamis-LeMonda CS, Hirsh-Pasek K. Language matters: denying the existence of the 30-million-word gap has serious consequences. Child Development 2019;90(12):985-992.

Greenwood CR, Buzhardt J, Walker D, Jia F & Carta JJ. Criterion validity of the early commmunication indicator (ECI) for infants and toddlers. Assessment for Effective Intervention. 2019:1-13.

Greenwood CR, Buzhardt J, Walker D, Jia F, Carta JJ. Criterion validity of the early communication indicator for infants and toddlers. Assessment for Effective Intervention. 2019

Greenwood CR, Carta JJ, Schnitz AG, Irvin DW, Jia F, Atwater J. Filling an information gap in preschool MTSS and RTI decision making. Exceptonal Children. 2019;85(3)271-290.

Hadley EB, Dickinson DK, Hirsh-Pasek K, Golinkoff RM. Building semantic networks: the impact of a vocabulary intervention on preschoolers' depth of word knowledge. Reading Research Quarterly. 2019;54(1):41-61.

Hampton LH, Harty M, Fuller EA & Kaiser AP. Enhanced milieu teaching for children with autism spectrum disorder in South Africa. 2019;21(6):635-645.

Heidlage JK, Cunningham JE, Kaiser AP, Trivette CM, Barton EE, Frey JR, Roberts MY. The effects of parent-implemented language interventions on child linguistic outcomes: a meta-analysis. Early Childhood Research Quarterly (2019).

Hirsh-Pasek K, Golinkoff RM. Put your data to use: entering the real world of children and families. Perspectives on Psychological Science. 2019;14(1) 37-42.

Kelly ES, Goldstein H. Examining performance on a process-based assessment of word learning in relation to vocabulary knowledge and learning in vocabulary intervention. Seminars in Speech and Language. 2019;40(5):344-358.

Kong NY, Carta JJ, Greenwood CR. Studies in MTSS problem solving: improving response to a pre-kindergarten supplemental vocabulary intervention. Topics in Early Childhood Special Education

Levin D, Buchsbaum D, Hirsh-Pasek K, Golinkoff RM. Finding events in a continuous world: a developmental account. Developmental Psychobiology. 2019;61(3):376-389.

Luo R, Alper RM, Hirsh-Pasek K, Mogul M, Chen Y, Masek LR, Paterson S, Pace A, Adamson LB, Bakeman R, Golinkoff RM, Owen MT. Community-based , caregiver-implemented early language intervention in high-risk families: lessons learned. 2019;13(3):283-291.

Ma W, Zhou P, Golinkoff RM. Syntactic cues to the noun and verb distinction in Mandarin child-directed speech. First Language. 2019;39(4):433-461.

Mahoney AD, Dooley DG, Davis NV, Stephens M, Falusi OO. Closing the gap: addressing adversity and promoting early childhood development. Advances in Family Practice Nursing. 2019;(1)183-199.

McLeod RH, Kaiser AP, Hardy JK. The relationship between teacher vocabulary use in play and child vocabulary outcomes. Topics in Early Childhood Special Education. 2019;39(2):103-116.

Mendez LI, Hammer CS, Lopez LM, Blair C. Examining language and early numeracy skills in young Latino dual language learners. 2019;46(1):252-261.

Merz EC, Maskus EA, Melvin SA, He Xiaofu, Noble KG. Socioeconomic disparities in language input are associated with children's language-related brain structure and reading skills. Child Development.

Morris A, Hassinger-Das B, Zapata M, Hirsh-Pasek K. Opportunites to enrich caregiver-child interactions. Zero to Three. 2019;40(2):52-58.

Qi CH, Zieher A, VanHorn L, Bulotsky-Shearer R, Carta J. Language skills, behaviour problems, and classroom emotional support among preschool children from low-income families. Early Child Development and Care

Rajan V, Konishi H, Ridge K, Houston DM, Golinkoff RM, Hirsh-Pasek K, Eastman N, Schwartz RG. Novel word learning at 21 months predicts receptive vocabulary outcomes in later childhood. Journal of Child Language. 2019;46(4): 617-631.

Romano MK, Windsor KS. Increasing deictic gesture use to support the language development of toddlers from high poverty backgrounds.

Scarpino SE, Hammer CS, Goldstein B, Rodriguez BL, Lopez LM. Effects of home language, oral language skills, and cross-linguistic phonological abilities on whole-word proximity in Spanish-English-speaking children. 2018;28(1):174-187.

Soto X, Olszewski A, Goldstein H. A systematic review of phonological awareness interventions for Latino children in early and primary grades. Journal of Early Intervention. 2019; 41(4): 340-365.

Weber JR, Ryherd EE. Quiet time impacts on the neonatal intensive care unit soundscape and patient outcomes. The Journal of the Acoustical Society of America. 2019; 145(3):1657-1657.

Willard JA, Hammer CS, Bitetti D, Cycyk LM, Leyendecker B. Mothers' depressive symptoms and their children's Turkish heritage language vocabulary development. International Journal of Bilingualism. 2019;23:71-86.

Windsor KS, Woods J, Kaiser AP. Caregiver-implemented intervention for communication and motor outcomes for infants and toddlers. Topics in Early Childhood Special Education, 2019;39(2):73-87.

Yen S-C, Lee AY. Jumpstart program efficacy: the impact of early childhood education advancement initiatives on low-income preschool children's literacy, agency, and social relations. Cogent Education. 2019; 6(1).

Aravind A, de Villiers J, Pace A, Valentine H, Golinkoff R, Hirsh-Pasek K, Iglesias A, Sweig Wilson M. Fast mapping word meanings across trials: Young children forget all but their first guess. Cognition. 2018;177:177-188.

Barnes EM, Dickinson DK. Relationships Among Teachers’ Use of Mental State Verbs and Children’s Vocabulary Growth. Early Educ Dev. 2018;29(3):307-323.

Cabrera NJ, Volling BL, Barr R. Fathers Are Parents, Too! Widening the Lens on Parenting for Children’s Development. Child Dev Perspect. 2018; 12(3).

Cates CB, Weisleder A, Berkule Johnson S, Seery AM, Canfield CF, Huberman H, Dreyer BP, Mendelsohn AL. Enhancing Parent Talk, Reading, and Play in Primary Care: Sustained Impacts of the Video Interaction Project. J Pediatr. 2018;199:49-56.e1.

Chang YC, Shih W, Landa R, Kaiser A, Kasari C. Symbolic Play in School-Aged Minimally Verbal Children with Autism Spectrum Disorder. J Autism Dev Disord. 2018;48(5):1436-1445.

Choi JH, Mendelsohn AL, Weisleder A, Cates CB, Canfield C, Seery A, Dreyer BP, Tomopoulos S. Real-World Usage of Educational Media Does Not Promote Parent-Child Cognitive Stimulation Activities. Acad Pediatr. 2018 Mar;18(2):172-78.

Dore R., Shirilla M., Verdine B., Zimmermann L., Golinkoff R., Hirsh-Pasek K. Developer meets developmentalist: improving industry–research partnerships in children’s educational technology. Journal of Children and Media. 2018;12. 1-9.

Dore RA, Hassinger-Das B, Brezack N, et al. The parent advantage in fostering children’s e-book comprehension. Early Child Res Q. 2018;44:24-33

Greenwood CR, Schnitz AG, Irvin D, Tsai SF, Carta JJ. Automated Language Environment Analysis: A Research Synthesis. Am J Speech-Language Pathol. 2018;27(2):853.

Hadley EB, Dickinson DK. Measuring young children’s word knowledge: A conceptual review. J Early Child Lit. 2018:146879841775371.

Hiniker, Alexis & Lee, Bongshin & Kientz, Julie & S. Radesky, Jenny. Let's Play!: Digital and Analog Play between Preschoolers and Parents. ResearchGate. 2018;(1)1-13.

Hirsh-Pasek K, Golinkoff RM. “Languagizing” their world: Why talking, reading, and singing are so important. Zero Three. 2018;38(3):12-18.

Horm D, Yazejian N, Kennel P, Jackson C. The SAGE Handbook of Early Childhood Policy. In: Miller L, Camerson C, Dalli C, Barbour N, eds. The SAGE Handbook on Early Childhood Policy. London; Elsavier. 2018:303.

Horm DM, File N, Bryant D, et al. Associations between continuity of care in infant-toddler classrooms and child outcomes. Early Child Res Q. 2018;42:105-118.

Ilgaz H, Hassinger-Das B, Hirsh-Pasek K, Golinkoff RM. Making the Case for Playful Learning. In: Fleer M, van Oers B, eds. International Handbook of Early Childhood Education. Springer Dordrecht; 2018:1245-1263.

Kelley E, Leary E, Goldstein H. Predicting Response to Treatment in a Tier 2 Supplemental Vocabulary Intervention. J Speech Lang Hear Res. 2018 Jan 22;61(1):94-103.

Kelley ES, Leary E, Goldstein H. Predicting response to treatment in a tier 2 supplemental vocabulary intervention. J Speech, Lang Hear Res. 2018;61(1):94.

Leyendecker B, Cabrera N, Lembcke H, Willard J, Kohl K, Spiegler O. Parenting in a New Land. Eur Psychol. 2018;23(1):57-71.

List JA, Samek A, Suskind DL. Combining behavioral economics and field experiments to reimagine early childhood education. Behav Public Policy. 2018:1-21.

McDaniel BT, Radesky JS. Technoference: Parent Distraction With Technology and Associations With Child Behavior Problems. Child Dev. 2018 Jan;89(1):100-9.

Mendelsohn AL, Cates CB, Weisleder A, at al. Reading Aloud, Play, and Social-Emotional Development. Pediatrics. 2018;141(5).

Méndez LI, Hammer CS, Lopez LM, Blair C. Examining language and early numeracy skills in young Latino dual language learners. Early Child Res Q. March 2018.

Nuske HJ, McGhee Hassrick E, Bronstein B, Hauptman L, Aponte C, Levato L, Stahmer A, Mandell DS, Mundy P, Kasari C, Smith T. Broken bridges-new school transitions for students with autism spectrum disorder: A systematic review on difficulties and strategies for success. Autism. 2018 Feb :1362361318754529.

Peredo TN, Zelaya MI, Kaiser AP. Teaching Low-Income Spanish-Speaking Caregivers to Implement EMT en Español With Their Young Children With Language Impairment: A Pilot Study. Am J Speech Lang Pathol. 2018 Feb 6;27(1):136-153.

Radesky J, Leung C, Appugliese D, Miller AL, Lumeng JC, Rosenblum KL. Maternal Mental Representations of the Child and Mobile Phone Use During Parent-Child Mealtimes. J Dev Behav Pediatr. 2018;39(4):310-317.

Sawyer B, Atkins-Burnett S, Sandilos L, Scheffner Hammer C, Lopez L, Blair C. Variations in Classroom Language Environments of Preschool Children Who Are Low Income and Linguistically Diverse. Early Educ Dev. 2018;29(3):398-416.

Schwab JF, Rowe ML, Cabrera N, Lew-Williams C. Fathers' repetition of words is coupled with children's vocabularies. J Exp Child Psychol. 2018;166:437-450.

Singh L, Fu CS, Tay ZW, Golinkoff RM. Novel Word Learning in Bilingual and Monolingual Infants: Evidence for a Bilingual Advantage. Child Dev. 2018 May;89(3):e183-e198.

Snyder P, Hemmeter ML, McLean M, Sandall S, McLaughlin T, Algina J. Effects of Professional Development on Preschool Teachers’ Use of Embedded Instruction Practices. Except Child. 2018;84(2):213-232.

Strouse GA, Troseth GL, O'Doherty KD, Saylor MM. Co-viewing supports toddlers' word learning from contingent and noncontingent video. J Exp Child Psychol. 2018;166:310-326.

Suskind DL, Leung CYY, Webber RJ, Hundertmark AC, Leffel KR, Fuenmayor Rivas IE, Grobman WA. Educating Parents About Infant Language Development: A Randomized Controlled Trial. Clin Pediatr (Phila). 2018;57(8):945-953.

Tavassolie T, López C, De Feyter J, Hartman SC, Winsler A. Migrant preschool children’s school readiness and early elementary school performance. J Educ Res. 2018;111(3):331-344.

TFrey JR, Kaiser AP, Scherer NJ. The Influences of Child Intelligibility and Rate on Caregiver Responses to Toddlers With and Without Cleft Palate. Cleft Palate Craniofac J. 2018 Feb;55(2):276-286.

Uccelli P, Demir-Lira ÖE, Rowe ML, Levine S, Goldin-Meadow S. Children's Early Decontextualized Talk Predicts Academic Language Proficiency in Midadolescence. Child Dev. 2018 Jan 23. [Epub ahead of print]

Weisleder A, Mazzuchelli DSR, Lopez AS, Neto WD, Cates CB, Gonçalves HA, Fonseca RP, Oliveira J, Mendelsohn AL. Reading Aloud and Child Development: A Cluster-Randomized Trial in Brazil. Pediatrics. 2018;141(1).

Curtis PR, Kaiser AP, Estabrook R, Roberts MY. fThe Longitudinal Effects of Early Language Intervention on Children's Problem Behaviors. Child Development. December 2017 (in Press).

Beecher CC, Abbott MI, Petersen S, Greenwood CR. Using the Quality of Literacy Implementation Checklist to Improve Preschool Literacy Instruction. Early Childhood Education Journal. 2017 45(5):595-602.

Biglan A, Van Ryzin MJ, Hawkins JD. Evolving a More Nurturing Society to Prevent Adverse Childhood Experiences. Acad Pediatr. 2017 ;17(7S):S150-S157.

Brito NH. Influence of the home linguistic environment on early language development. Policy Insights from Behav Brain Sci. 2017. 4;2:155-62. doi:10.1177/2372732217720699.

Darcy Mahoney A, Zauche LH, Hallowell S, Weldon A, Stapel-Wax J. Leveraging the Skills of Nurses and the Power of Language Nutrition to Ensure a Better Future for Children. Adv Neonatal Care. 2017;17(1):45-52.

Dore RA, Zosh JM, Hirsh-Pasek K, Golinkoff RM. Plugging Into Word Learning: The Role of Electronic Toys and Digital Media in Language Development. In: Blumberg FC, Brooks PJ, eds. Cognitive Development in Digital Contexts. London: Elsevier; 2017:75-91.

Forrest TM, Wallace-Pascoe DM, Webb MD, Goldstein H. Giving the community a voice: Lessons learned from a comprehensive survey in an urban neighborhood. 2017. 60;130-42.

Frey J, Kaiser A, Scherer N. The influences of child speech intelligibility and rate on caregiver responses to toddlers with and without cleft palate. Cleft Palate- Craniofacial J. 2017; 55:276-286.

Gilkerson J, Richards JA, Warren SF, Montgomery JK, Greenwood CR, Kimbrough Oller D, Hansen JHL, Paul TD. Mapping the Early Language Environment Using All-Day Recordings and Automated Analysis. Am J Speech Lang Pathol. 2017 May 17;26(2):248-265.

Goldstein H, Olszewski A, Haring C, Greenwood CR, McCune L, Carta J, Atwater J, Guerrero G, Schneider N, McCarthy T, Kelley ES. Efficacy of a Supplemental Phonemic Awareness Curriculum to Instruct Preschoolers With Delays in Early Literacy Development. J Speech Lang Hear Res. 2017;60(1):89-103.

Goldstein H, Ziolkowski RA, Bojczyk KE, Marty A, Schneider N, Harpring J, Haring CD. Academic Vocabulary Learning in First Through Third Grade in Low-Income Schools: Effects of Automated Supplemental Instruction. J Speech Lang Hear Res. 2017 Nov 9;60(11):3237-3258.

Goldstein, H., Olswang, L. Is there a science to facilitate implementation of evidence-based practices and programs? Evidence-Based Communication Assessment and Intervention. 2017 11 (3-4):55-60.

Graf E, Garofalo L, Hundertmark AC, et al. Using Formative Research to Develop a Hospital-Based Perinatal Public Health Intervention in the United States: The Thirty Million Words Initiative Newborn Parent Education Curriculum. J Early Hear Detect Interv. 2017;2(1):2-11.

Greenwood C, Beecher C, Atwater J, Petersen S, Schiefelbusch J, Irvin D. An eco-behavioral analysis of child academic engagement: Implications for preschool children not responding to instructional intervention. Topics Early Child Spec Educ. 2017;37(4):219-233.

Greenwood CR, Carta JJ, Walker D, Watson-Thompson J, Gilkerson J, Larson AL, Schnitz A Conceptualizing a Public Health Prevention Intervention for Bridging the 30 Million Word Gap. Clin Child Fam Psychol Rev. 2017;20(1):3-24.

Greenwood CR, Carta JJ, Walker D, Watson-Thompson J, Gilkerson J, Larson AL, Schnitz A. Conceptualizing a Public Health Prevention Intervention for Bridging the 30 Million Word Gap. Clin Child Fam Psychol Rev. 2017;20(1):3-24.

Greenwood, C.R., Abbott, M., Beecher, C., Atwater, J., Petersen, S. Development, Validation, and Evaluation of Literacy 3D: A Package Supporting Tier 1 Preschool Literacy Instruction Implementation and Intervention. Topics in Early Childhood Special Education. 2017 37(1):29-41.

Grob R, Schlesinger M, Pace A, Golinkoff RM, Hirsh-Pasek K. Playing With Ideas: Evaluating the Impact of the Ultimate Block Party, a Collective Experiential Intervention to Enrich Perceptions of Play. Child Dev. 2017 Sep;88(5):1419-1434

Hammer CS, Morgan P, Farkas G, Hillemeier M, Bitetti D, Maczuga S. Late Talkers: A Population-Based Study of Risk Factors and School Readiness Consequences. J Speech Lang Hear Res. 2017;1;60(3):607-626.

Hampton LH, Kaiser AP, Roberts MY. One-Year Language Outcomes in Toddlers With Language Delays: An RCT Follow-up. Pediatrics. 2017 Nov;140(5). pii: e20163646.

Hassinger-Das B, Hirsh-Pasek K, Golinkoff RM. The important role of brain science the case of brain science and guided play. Young Child. 2017 May;72;2:45-50.

Hassinger-Das, B., Toub, T. S., Hirsh-Pasek, K., & Golinkoff, R. M. A matter of principle: Applying language science to the classroom and beyond. Translational Issues in Psychological Science. 2017;3(1), 5-18.

Hassinger-Das, B., Toub, T.S., Zosh, J.M., Michnick, J., Golinkoff, R., Hirsh-Pasek, K. More than just fun: a place for games in playful learning / Más que diversión: el lugar de los juegos reglados en el aprendizaje lúdico. Infancia y Aprendizaje. 2017 40(2):191-218.

Head Zauche L, Darcy Mahoney AE, Thul TA, Zauche MS, Weldon AB, Stapel-Wax JL. The Power of Language Nutrition for Children's Brain Development, Health, and Future Academic Achievement. Journal of Pediatric Health Care. 2017 Jul-Aug;31(4):493-503.

Kaiser, A.P., Scherer, N.J., Frey, J.R., Roberts, M.Y. The effects of enhanced milieu teaching with phonological emphasis on the speech and language skills of young children with cleft palate: A pilot study. American Journal of Speech-Language Pathology. 2017 26(3):806-18.

Knoche, L.L., Witte, A.L. Home-school partnerships in support of young children’s development: The intersection of relationships, rurality, and race. Advances in Race and Ethnicity in Education. (Book Chapter). 2017 5:145-164.

Larson AL, Wackerle-Hollman A. The words within the word gap: Addressing the need for person-centric approaches when communicating with families about language development. In: Corr C, Miller D, eds. Trauma, Abuse, and Toxic Stress (Young Exceptional Children Monograph Series No. 17). Missoula, MT: The Division of Early Childhood of the Council for Exceptional Children; 2017.

Lefever JEB, Bigelow KM, Carta JJ, Borkowski JG, Grandfield E, McCune L, Irvin DW, Warren SF. Long-Term Impact of a Cell Phone-Enhanced Parenting Intervention. Child Maltreat. 2017 Nov;22(4):305-314

Lefever JEB, Bigelow KM, Carta JJ, et al. Long-Term Impact of a Cell Phone-Enhanced Parenting Intervention. Child Maltre at. 2017;22(4):305-314.

Mahoney, A. D., Zauche, L. H., Hallowell, S., Weldon, A., & Stapel-Wax, J. Leveraging the Skills of Nurses and the Power of Language Nutrition to Ensure a Better Future for Children. Advances in Neonatal Care. 2017;17(1), 45-52.

McLeod, R. H., Hardy, J. K., & Kaiser, A. P. The Effects of Play-Based Intervention on Vocabulary Acquisition by Preschoolers at Risk for Reading and Language Delays. Journal of Early Intervention. 2017;39(2), 147-160.

Morini G., Golinkoff R., Morlet T., Houston D. Advances in pediatric hearing loss: A road to better language outcomes. Translational Issues in Psychological Science. 2017;3. 80-93.

Neuman SB, Kaefer T, Pinkham AM. A double dose of disadvantage: Language experiences for low-income children in home and school. J Educ Psychol. 2017;110(1):102-118.

Obus EA, Brito NH, Sanlorenz L, Rea C, Engelhardt L, Kimberly NG. Improving Adherence to Reach Out and Read: A Bookmark Intervention. J Pediatr Pediatr Med. 2017;1(1):1-7.

Olswang, L.B., Goldstein, H. Collaborating on the development and implementation of evidence-based practices: Advancing science and practice. Evidence-Based Communication Assessment and Intervention. 2017 11(3-4):61-71.

Olszewski, A., Soto, X., Goldstein, H. Modeling alphabet skills as instructive feedback within a phonological awareness intervention. American Journal of Speech-Language Pathology. 2017 26(3):769-790.

Pace, A., Luo, R., Hirsh-Pasek, K., & Golinkoff, R. M. Identifying Pathways Between Socioeconomic Status and Language Development. Annual Review of Linguistics. 2017;3(1), 285-308.

Peacock-Chambers E, Ivy K, Bair-Merritt M. Primary Care Interventions for Early Childhood Development: A Systematic Review. Pediatrics. 2017;140(6).

Pianta R, Hamre B, Downer J, et al. Early Childhood Professional Development: Coaching and Coursework Effects on Indicators of Children’s School Readiness. Early Educ Dev. 2017;28(8):956-975.

Reed J, Hirsh-Pasek K, Golinkoff RM. Learning on hold: Cell phones sidetrack parent-child interactions. Dev Psychol. 2017 Aug;53(8):1428-1436.

Romano M, Woods J. Collaborative coaching with EHS teachers using responsive communication strategies. Topics Early Child Spec Educ. 2017.March 14. 3;14:1-12. doi:10.1177/0271121417696276

Russo-Johnson C, Troseth G, Duncan C, Mesghina A. All Tapped Out: Touchscreen Interactivity and Young Children's Word Learning. Front Psychol. 2017 Apr 12;8:578.

Song L, Golinkoff RM, Stuehling A, Resnick I, Mahajan N, Hirsh-Pasek K, Moynihan N. Parents' and Experts' Awareness of Learning Opportunities in Children's Museum Exhibits. J Appl Dev Psychol. 2017 Mar-Apr;49:39-45.

Spencer, T. D., Goldstein, H., Kelley, E. S., Sherman, A., & McCune, L. A Curriculum-Based Measure of Language Comprehension for Preschoolers: Reliability and Validity of the Assessment of Story Comprehension. Assessment for Effective Intervention. 2017;1-15.

Thiemann-Bourque, K.S., McGuff, S., Goldstein, H. Training peer partners to use a speech-generating device with classmates with autism spectrum disorder: Exploring communication outcomes across preschool contexts. Journal of Speech, Language, and Hearing Research. 2017 60(9):2648-62.

Troseth G, Strouse GA. Designing and using digital books for learning: The informative case of young children and video. Int J Child-Computer Interact. 2017. 12:3-7. doi: 10.1016/j.ijcci.2016.12.002.

Weisleder, A. Towards a bioecological model of bilingual development. Bilingualism. 2017 20(1):35-36.

Willard JA, Hammer CS, Bitetti D, Cycyk LM, Leyendecker B. Mothers’ depressive symptoms and their children’s Turkish heritage language vocabulary development. Int J Biling. 2017 1-16. doi:10.1177/1367006917709095.

Wright CA, Kaiser AP. Teaching parents using milieu teaching with words and signs using the teach-model-coach-review model. Topics in Early Childhood Special Education. 2017;36(4)192-204. doi: 10.1177/027112141561027.

DiStefano C, Shih W, Kaiser A, Landa R, Kasari C. Communication growth in minimally verbal children with ASD: the importance of interaction. Autism Res. 2016 Oct;9(10):1093-1102.

Greenwood CR, Carta JJ, Goldstein H, Kaminski R, et al. Developing evidence-based tools for a multi-tier approach to preschool language and early literacy instruction. J Early Inter. 2016;36(4);246-62.

Hammer, C. S., & Sawyer, B. Effects of a Culturally Responsive Interactive Book-Reading Intervention on the Language Abilities of Preschool Dual Language Learners: A Pilot Study. NHSA Dialog. 2016 Nov;18(4),59-79.

Knoche, L.L., Davis, D.L. Rural language and literacy connections: An integrated approach to supporting low-income preschool children’s language and literacy development. Rural Education Research in the United States: State of the Science and Emerging Directions. (Book Chapter) 2016 181-199.

Radesky Js, Carta J, Bair-Merritt M. The 30 million-word gap: relevance for pediatrics. JAMA Pediatr. 2016 Sep 1;170(9):825-826. doi: 10.1001/jamapediatrics.2016.1486. PMID: 27379489.

Roggman LA, Peterson CA, Chazan-Cohen R, Ispa J, Decker KB, Hughes-Belding K, Cook GA, Vallotton CD. Preparing home visitors to partner with families of infants and toddlers. Journal of Early Childhood Teacher Education. 2016 37(4), pp. 301-13

Sherer NJ, Baker S, Kaiser A, Frey JR. Longitudinal comparison of the speech and language performance of United States-born and internationally adopted toddlers with cleft lip and palate: a pilot study. Cleft Palat Craniofac J. 2016 Oct 10 [Epub ahead of print].

Suskind DL, Graf E, Leffel KR, et al. Project ASPIRE: spoken language intervention curriculum for parents of low-socioeconomic status and their deaf and hard-of-hearing children. Otol Neurotol. 2016 Feb;37(2):e110-e117. doi: 10.1097/MAO.0000000000000931. PMID: 26756142.

Suskind DL, Leffel KR, Graf E, et al. A parent-directed language intervention in children of low socioeconomic status: A randomized controlled study [published online June 4 2015]. J Child Lang. 2016;43(2):366-406.

Suskind, D., Leffel, K., Graf, E., Hernandez, M., Gunderson, E., Sapolich, S.,Levine, S. et al.. A parent-directed language intervention for children of low socioeconomic status: A randomized controlled pilot study. Journal of Child Language. 2016;43(2),366-406.

Verdine BN, Lucca KR, Golinkoff RM, Hirsh-Pasek K, et al. The shape of things: The origin of young children's knowledge of the names and properties of geometric forms. J Cogn Dev. 2016;17(1):142-61.

Zauche, L. H., Thul, T. A., Mahoney, A. E. D., & Stapel-Wax, J. L. Influence of language nutrition on children’s language and cognitive development: An integrated review. Early Childhood Research Quarterly. 2016;36, 318-333.

Forrest TM, Wallace-Pascoe D, Goldstein H. Developing a principle-based framework for evaluating comprehensive poverty solutions across contexts [published online July 7 2015]. J Poverty. 2015;19(3):330.

Golinkoff RM, Can DD, Soderstrom M, Hirsh-Pasek K. (Baby) talk to me: The social context of infant-directed speech and its effects on early language acquisition. Curr Dir Psychol Sci. 2015;24(5):339-44.

Hirsh-Pasek K, Adamson LB, Bakeman R, et al. The contribution of early communication quality to low-income children's language success. Psychol Sci. 2015;26(7):1071-83.

Kelley ES, Goldstein H, Spencer TD, Sherman A. Effects of automated Tier 2 storybook intervention on vocabulary and comprehension learning in preschool children with limited oral language skills. Early Child Res Q. 2015;31:47-61.

Ridge KE, Weisberg DS, Ilgaz H, Hirsh‐Pasek KA, et al. Supermarket speak: increasing talk among low‐socioeconomic status families. Mind, Brain, and Education. 2015;9(3):127-135.

Weisberg DS, Ilgaz H, Hirsh-Pasek K, Golinkoff R, et al. Shovels and swords: How realistic and fantastical themes affect children's word learning. Cognitive Development. 2015;35:1-14.

Zosh JM, Verdine BN, Filipowicz A, Golinkoff RM, et al. Talking Shape: Parental Language With Electronic Versus Traditional Shape Sorters. Mind, Brain, and Education [published online July 15 2015]. 2015;9(3):136-144.

Carta JJ, Greenwood CR, Atwater J, McConnell SR, et al. Identifying preschool children for higher tiers of language and early literacy instruction within a Response to Intervention framework. J Early Inter. 2014;36(4):281-91.

Guttentag CL, Landry SH, Williams JM, et al. "My Baby & Me": effects of an early, comprehensive parenting intervention on at-risk mothers and their children. Dev Psychol. 2014;50(5):1482-96.

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