Our lab aims to publish for researchers, as well as for practitioners.
Recent publications for researchers include:
Hindman, A. H., Pendergast, L., & Gooze, R. (In press). Using bifactor models to measure teacher-child interaction quality in early childhood: Evidence from the Caregiver Interaction Scale. Early Childhood Resarch Quarterly.
Hindman, A. H., Wasik, B. A., & Snell, E. K. (In press). Closing the thirty million word gap: Next steps in designing research to inform practice. Child Development Perspectives.
Hindman, A. H., & Wasik, B. A. (2015). Building vocabulary in two languages: An examination of Spanish-speaking dual language learners in Head Start. Early Childhood Research Quarterly, 31, 19-33. DOI: 10.1016/j.ecresq.2014.12.006
Hindman, A. H., Snell, E. K., Wasik, B. A., Lewis, K. A., Hammer, C. J., & Iannone-Campbell, C. (2015). Research and practice partnerships for professional development in early childhood: Lessons from ExCELL-e. Journal for the Education of Students Placed at Risk. DOI: 10.1080/10824669.2014.984036
Bindman, S. L. W., Skibbe, L. E., Hindman, A. H., Aram, D., & Morrison, F. J. (2014). Parental writing support and preschoolers’ early language, literacy, and fine motor skills. Early Childhood Research Quarterly, 29(4), 614–624. DOI: 10.1016/j.ecresq.2014.07.002
Hindman, A. H., Skibbe, L. E., & Foster, T. (2014). Exploring the variety of parental talk during shared book reading and its contributions to preschool language and literacy: Evidence from the Early Childhood Longitudinal Study–Birth Cohort. Reading and Writing: An Interdisciplinary Journal, 27, 287-313.
Wasik, B. A., & Hindman, A. H. (2014). Understanding the active ingredients in an effective preschool vocabulary intervention: An exploratory study of teacher and child talk during book reading. Early Education and Development, 25, 7, 1035-1056.
Bindman, S. L. W., Hindman, A. H., Bowles, R., & Morrison, F. J. (2013). The contributions of parental management language to self-regulation in preschool children. Early Childhood Research Quarterly, 28, 529-539.
Hindman, A. H. (2013). Mathematics instruction in Head Start preschools: Nature, extent, and unique contributions to children’s learning. Journal of Applied Developmental Psychology, 34, 230-240.
Hindman, A. H., & Wasik, B. A. (2013). Vocabulary learning in Head Start: Nature and extent of classroom instruction and its contributions to children’s learning. Journal of School Psychology, 51(3), 387-405.
Skibbe, L. E., Hindman, A. H., Connor, C. M., & Morrison, F. J. (2013). Relative contributions of pre-kindergarten and kindergarten to children’s literacy and mathematics. Early Education and Development, 24(5), 687-703.
Skibbe, L. E., Worzalla, S. L., Hindman, A. H., Aram, D., & Morrison, F. J. (2013). Contributions of maternal mediation to children’s longitudinal development of independent writing skills. Reading Research Quarterly, 48, 4, 387-401.
* Awarded the Dina Feitelson Award, 2015, for excellence in the field of early language and literacy.
Recent publications for practitioners include:
Wasik, B. A., & Hindman, A. H. (2015). Closing the thirty million word gap: Why talking more is not enough. Phi Delta Kappan, 96,50-54.
Snell, E. K., Hindman, A. H., & Wasik. B. A. (2015). How can book reading close the word gap? Five key practices from research. The Reading Teacher, 68(7), 560–571. DOI: 10.1002/trtr.1347
Wasik, B. A., & Hindman, A. H. (2013). Open-ended prompts: Fostering conversations with children. The Reading Teacher, 67(4), 302-311. DOI: 10.1002/trtr.1218