Publications

Hindman, A. H., & Wasik, B. A. (2016). Is dosage important? Examining Head Start preschoolers’ language and literacy learning after one versus two years of ExCELL. Early Child Development and Care, 1-16.

Wasik, B. A., Hindman, A. H., & Snell, E. K. (2016). Book reading and vocabulary development: A systematic review. Early Childhood Research Quarterly, 37, 39–57.

Hindman, A. H., Wasik, B. A. & Snell, E.K. (2016). Closing the Thirty Million Word Gap: Next Steps in Designing Research to Support Practice. Child Development Perspectives, 10: 134–139.

Akers, L., Del Grosso, P., Snell, E. K., Atkins-Burnett, S., Wasik, B., Carta, J., & Monahan, S. (2016). Tailored Teaching: Emerging Themes from the Literature on Teachers’ Use of Ongoing Child Assessment to Individualize Instruction. NHSA Dialog18(4).

Wasik, B. A. & Hindman, A. H. (2015). Talk alone won’t close the 30-million word gap. Phi Delta Kappan96(6), 50-54.

Hindman, A. H., Snell, E. K., Lewis, K. N., Wasik, B. A., Hammer, C. S. & Iannone- Campbell, C. (2015). Research and practice partnerships for professional development in early childhood: Lessons from ExCELL-EJournal of Education for Students Placed at Risk (JESPAR) 20, 12-28.

Snell, E. K., Hindman, A. H., & Wasik, B. A. (2015). Closing the word gap: Implementing research-based strategies to improve children’s vocabulary development. The Reading Teacher 68, 560-571.

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(1), 19-33.

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.

Wasik, B. A. & Hindman, A. H. (2013). Realizing the promise of open-ended questions: Improving implementation in early childhood classrooms. The Reading Teacher, 67(4), 302-311.

Hindman, A. H. & Wasik, B.A. (2103). 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.

Gerde, H. K., Schachter, R. & Wasik, B. A. (2013). Using the scientific method to guide science, language, literacy and math development. Early Childhood Education Journal, 41(5), 315- 323.

Hindman, A. H, & Wasik, B. A. (2012). Unpacking an effective language and literacy coaching intervention in Head Start: Is two years of training better than one? Elementary School Journal, 113(1), 131-154.

Gerde, H. K., Bingham, G. & Wasik, B. A. (2012). Writing in early childhood classrooms: Guidance for best practices. Early Childhood Education Journal, 40(6), 351-359. (Identified as most downloaded paper from ECEJ).

Wasik, B. A. & Iannone-Campbell, C. (2012). Developing vocabulary through purposeful, strategic conversations. The Reading Teacher, 66(4), 321- 332.

Hindman, A. H., Erhart, A. M. & Wasik, B. A. (2012). Reducing the Matthew Effect:  Lessons from the ExCELL Head Start intervention. Early Education and Development, 23(5), 781- 860.

Hindman, A. H. & Wasik, B. A. (2012). Morning Message Time: An exploratory study in Head Start. Early Childhood Education Journal. 40(5), 275- 283.

Hindman, A. H., Wasik, B. A. & Erhart, A. M. (2012). Shared book reading and Head Start preschoolers’ vocabulary learning: The role of book-related discussion and curricular connections. Early Education and Development, 23(4), 451- 474.

Hindman, A. H. & Wasik, B. A. (2011). Measuring teacher’s knowledge about early language and literacy: Practical implications and considerations. NHSA Dialog: A  Research-to-Practice Journal for the Early Intervention Field, 14(4), 351- 356.

Hindman, A. H. & Wasik, B. A. (2011). Exploring Head Start teachers’ language and literacy knowledge: Lessons from the ExCELL professional development intervention. NHSA Dialog: A Research-to-Practice Journal for the Early Intervention Field, 14(4), 293-315.

Wasik, B. A. & Hindman, A. H. (2011). The Morning Message in early childhood             classrooms: Guidelines for best practices. Early Childhood Education Journal, 39(4), 183- 189.

Wasik, B. A. & Hindman, A. H. (2011). Improving vocabulary and pre-literacy skills of at-risk preschoolers through teacher professional development. Journal of Educational Psychology. 103(2), 455- 469.

Wasik, B. A. & Hindman, A. H. (2010). Understanding the home literacy environments of Head Start families: Testing the Family Literacy Survey and interpreting its findings. NHSA Dialog: A Research-to-Practice Journal for the Early Intervention Field, 13(2), 71- 91.

Hindman, A. H. & Wasik, B. A. (2010). Head Start families sharing home language and literacy experiences. NHSA Dialog: A Research-to-Practice Journal for the Early Intervention Field, 13(2), 112- 118.

 

Wasik, B. A., Hindman, A. H., & Jusczyk, A. M. (2009). Using curriculum specific progress monitoring to determine Head Start children’s vocabulary development. NHSA Dialog: A Research-to-Practice Journal for the Early Intervention Field, 12(3), 257- 275.

Bond, M. A. & Wasik, B. A. (2009). Conversation Stations: Promoting language in early childhood classrooms. Early Childhood Education Journal,36,467-473.

Byrnes, J. W. & Wasik, B. A. (2009). Picture this: Using photography as a learning tool  in early childhood classrooms. Childhood Education, 85, 243- 248.        

Byrnes, J. P. & Wasik, B. A. (2009). Factors predictive of math achievement in kindergarten and first grade: An opportunity-propensity analysis. Contemporary Educational Psychology, 34, 167–183.

Hindman, A. H. & Wasik, B. A. (2008). Head Start teachers’ beliefs about language and literacy instruction. Early Childhood Research Quarterly, 23(4), 479-492.

Wasik, B. A. (2008). When fewer is more: Small groups in early childhood classrooms. Early Childhood Education Journal, 35, 515- 521.

Wasik, B. A. (2006). Building vocabulary one word at a time. Young Children, 61 (6), 70- 78.

Wasik, B. A., Bond, M. A. & Hindman, A. H. (2006). The effects of a language and literacy intervention on Head Start children and teachers. Journal of Educational Psychology, 98 (1), 63 – 74.

Rebok, G., Carlson, M., Glass, T., McGill, S., Hill, J., Wasik, B. A., Ialongo, N., Frick, K., Fried, L. P., & Rasmussen, M. (2004). Short-Term impact of Experience Corps® participation on children and schools: Results from a pilot randomized trial. Journal of Urban Health, 81(1), 79 – 93.

Glass, T. A., Freedman, M., Carlson, M. C., Hill, J., Krick, K. D., Ialango, N., McGill, S., Rebok, G. W., Seeman, T., Tielsch, J. M., Wasik, B. A., Zeger, S., Fried, L. P. (2004). Experience Corps: Design of an intergenerational program to boost social capital and promote the health of an aging society. Journal of Urban Health, 81, 94- 105.

Fried, L. P., Carlson, M., Freedman, M., Frick, K. D., Glass, T. A., Hill, J., McGill, S., Rebok, G., Seeman, T., Tielsch, J., Wasik, B. A., & Zeger, S. (2004). A social model for health promotion for an aging population: Initial evidence on the Experience Corps® model. Journal of Urban Health. 81(1), 64- 78.

Wasik, B. A. & Bond, M. A. (2001). Beyond the pages of a book: Interactive book reading in preschool classrooms. Journal of Educational Psychology, 93(2), 243-250. (This article was awarded the Dina Feitelson Research Award for 2003 as the outstanding research article from the International Reading Association.)

Wasik, B. A. (2001). Phonemic awareness and young children: Research into  practice. Childhood Education, 77, 128-133.

Wasik, B. A. (2001). Teaching the ABCs to young children. Young Children, 56, 34-40.