{"id":95,"date":"2016-03-30T17:25:50","date_gmt":"2016-03-30T17:25:50","guid":{"rendered":"https:\/\/sites.temple.edu\/earlylearninglab\/?page_id=95"},"modified":"2019-10-16T16:32:38","modified_gmt":"2019-10-16T16:32:38","slug":"publications","status":"publish","type":"page","link":"https:\/\/sites.temple.edu\/earlylearninglab\/publications\/","title":{"rendered":"Publications"},"content":{"rendered":"
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Hindman, A. H., Wasik, B. A., & Bradley, D. E. (2019). How classroom conversations unfold: Exploring teacher\u2013child exchanges during shared book reading. Early Education and Development<\/i>, 30<\/i>(4), 478-495.<\/p>\n

Snell, E. K., Hindman, A. H., & Wasik, B. A. (2019). A review of research on technology-mediated language and literacy professional development models. Journal of Early Childhood Teacher Education<\/i>, 40<\/i>(3), 205-220.<\/p>\n

Wasik, B. A., & Snell, E. K. (2019). \u00a0Synthesis of Preschool Dosage. Sustaining Early Childhood Learning Gains: Program, School, and Family Influences<\/i>, 31.<\/p>\n

Bustamante, A. S., Hindman, A. H., Champagne, C. R., & Wasik, B. A. (2018). Circle Time Revisited: How Do Preschool Classrooms Use This Part of the Day?. The Elementary School Journal<\/i>, 118<\/i>(4), 610-631.<\/p>\n

Snell, E. K., Hindman, A. H., & Wasik, B. A. (2018). Exploring the use of texting to support family-school engagement in early childhood settings: teacher and family perspectives. Early Child Development and Care<\/i>, 1-14.<\/p>\n

Wasik, B. A., & Hindman, A. H. (2018). Why wait? The importance of wait time in developing young students\u2019 language and vocabulary skills. The Reading Teacher<\/i>, 72<\/i>(3), 369-378.<\/p>\n

Wasik, B. A., & Hindman, A. H. (2018). Increasing preschoolers\u2019 vocabulary development through a streamlined teacher professional development intervention. Early Childhood Research Quarterly<\/i>.<\/p>\n

Hindman, A. H., Snell, E. K., & Wasik, B. A. (2017). Developing Vocabulary in the Early Grades: Research-to-Practice Strategies to Support Standards-Based Curricula at School and Home. In Implementing a Standards-Based Curriculum in the Early Childhood Classroom<\/i> (pp. 86-105). Routledge.<\/p>\n

Wasik, B. A., & Jacobi-Vessels, J. L. (2017). Word play: Scaffolding language development through child-directed play. Early Childhood Education Journal<\/i>, 45<\/i>(6), 769-776.<\/p>\n

Hindman, A. H., & Wasik, B. A. (2016). Is dosage important? Examining Head Start preschoolers\u2019 language and literacy learning after one versus two years of ExCELL.\u00a0Early Child Development and Care<\/i>, 1-16.<\/p>\n

Wasik, B. A., Hindman, A. H., & Snell, E. K. (2016). Book reading and vocabulary development: A systematic review. Early\u00a0Childhood Research Quarterly, 37,<\/em> 39\u201357.<\/p>\n<\/div>\n<\/div>\n<\/div>\n

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,\u00a010: 134\u2013139.<\/em><\/p>\n

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\u2019 Use of Ongoing Child Assessment to Individualize Instruction.\u00a0NHSA Dialog<\/i>,\u00a018<\/i>(4).<\/p>\n

Wasik, B. A. & Hindman, A. H. (2015). Talk alone won\u2019t close the 30-million word\u00a0<\/strong>gap. Phi Delta Kappan<\/em>,\u00a096<\/i>(6), 50-54.<\/p>\n

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\u00a0ExCELL-E<\/em>.\u00a0Journal of Education for Students Placed at Risk (JESPAR) 20,\u00a0<\/em>12-28.<\/p>\n

Snell, E. K., Hindman, A. H., & Wasik, B. A. (2015). Closing the word gap: Implementing research-based strategies to improve children\u2019s vocabulary development.\u00a0The Reading Teacher 68<\/em>, 560-571.<\/p>\n

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<\/em>, 31(1), 19-33.<\/p>\n

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(<\/em>7), 1035-1056.<\/em><\/p>\n

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

Hindman, A. H. & Wasik, B.A. (2103). Vocabulary learning in Head Start: Nature and extent of classroom instruction and its contributions to children\u2019s learning. \u00a0Journal of School Psychology<\/em>, 51<\/em>(3), 387- 405.<\/p>\n

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<\/em>(5), 315- 323.<\/p>\n

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,<\/em> 113(1), 131-154.<\/p>\n

Gerde, H. K., Bingham, G. & Wasik, B. A. (2012). Writing in early childhood classrooms: Guidance for best practices. Early Childhood Education Journal,\u00a0<\/em>40(6)<\/em>, 351-359. (Identified as most downloaded<\/em> paper from ECEJ).<\/p>\n

Wasik, B. A. & Iannone-Campbell, C. (2012). Developing vocabulary through purposeful, strategic conversations. The Reading Teacher<\/em>, 66(4<\/em>), 321- 332.<\/p>\n

Hindman, A. H., Erhart, A. M. & Wasik, B. A. (2012). Reducing the Matthew Effect: \u00a0Lessons from the ExCELL<\/em> Head Start intervention. Early Education and Development<\/em>, 23(5), 781- 860.<\/p>\n

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

Hindman, A. H., Wasik, B. A. & Erhart, A. M. (2012). Shared book reading and Head Start preschoolers\u2019 vocabulary learning: The role of book-related discussion and curricular connections. Early Education and Development, 23<\/em>(4), 451- 474.<\/p>\n

Hindman, A. H. & Wasik, B. A. (2011). Measuring teacher\u2019s knowledge about early language and literacy: Practical implications and considerations. NHSA Dialog: A \u00a0Research-to-Practice Journal for the Early Intervention Field<\/em>, 14(4), 351- 356.<\/p>\n

Hindman, A. H. & Wasik, B. A. (2011). Exploring Head Start teachers\u2019 language and literacy knowledge: Lessons from the ExCELL<\/em> professional development intervention. NHSA Dialog: A Research-to-Practice Journal for the Early Intervention Field<\/em>, 14(4), 293-315.<\/p>\n

Wasik, B. A. & Hindman, A. H. (2011). The Morning Message in early childhood \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 classrooms: Guidelines for best practices. Early Childhood Education Journal<\/em>, 39(4<\/em>), 183- 189.<\/p>\n

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. <\/em>103(2), <\/em>455- 469.<\/p>\n

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

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<\/em>, 13(2), 112- 118.<\/p>\n

 <\/p>\n

Wasik, B. A., Hindman, A. H., & Jusczyk, A. M. (2009). Using curriculum specific progress monitoring to determine Head Start children\u2019s vocabulary development. NHSA Dialog: A Research-to-Practice Journal for the Early Intervention Field,<\/em> 12<\/em>(3), 257- 275.<\/p>\n

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

Byrnes, J. W. & Wasik, B. A. (2009). Picture this: Using photography as a learning tool \u00a0in early childhood classrooms. Childhood Education<\/em>, 85<\/em>, 243- 248.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/em><\/p>\n

Byrnes, J. P. & Wasik, B. A. (2009). Factors predictive of math achievement in kindergarten and first grade: An opportunity-propensity analysis. Contemporary Educational Psychology,<\/em> 34<\/em>, 167\u2013183.<\/p>\n

Hindman, A. H. & Wasik, B. A. (2008). Head Start teachers\u2019 beliefs about language and literacy instruction. Early Childhood Research Quarterly, 23<\/em>(4), <\/em>479-492.<\/p>\n

Wasik, B. A. (2008). When fewer is more: Small groups in early childhood classrooms. Early Childhood Education Journal, 35, <\/em>515- 521.<\/em><\/p>\n

Wasik, B. A. (2006). Building vocabulary one word at a time. Young Children, <\/em>61 (6), 70- 78.<\/em><\/p>\n

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, <\/em>98 (1)<\/em>, 63 – 74.<\/p>\n

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\u00ae participation on children and schools: Results from a pilot randomized trial. Journal of Urban Health<\/em>, 81(1), 79 – 93.<\/p>\n

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<\/em>, 81, 94- 105.<\/p>\n

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\u00ae model. Journal of Urban Health.<\/em> 81(1), 64- 78.<\/p>\n

Wasik, B. A. & Bond, M. A. (2001). Beyond the pages of a book: Interactive book\u00a0reading in preschool classrooms. Journal of Educational Psychology<\/em>, 93<\/em>(2), 243-250. (<\/em>This article was awarded the <\/em>Dina Feitelson Research Award for 2003 as the outstanding research article from the International Reading Association.) <\/em><\/p>\n

Wasik, B. A. (2001). Phonemic awareness and young children: Research into \u00a0practice. Childhood Education<\/em>, 77, <\/em>128-133.<\/em><\/p>\n

Wasik, B. A. (2001). Teaching the ABCs to young children. Young Children, 56, <\/em>34-40.<\/p>\n","protected":false},"excerpt":{"rendered":"

Hindman, A. H., Wasik, B. A., & Bradley, D. E. (2019). How classroom conversations unfold: Exploring teacher\u2013child exchanges during shared book reading. Early Education and Development, 30(4), 478-495. Snell, E. K., Hindman, A. H., & Wasik, B. A. (2019). A review of research on technology-mediated language and literacy professional development models. Journal of Early Childhood […]<\/p>\n","protected":false},"author":4452,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"jetpack_post_was_ever_published":false,"footnotes":""},"class_list":["post-95","page","type-page","status-publish","hentry"],"jetpack-related-posts":[{"id":88,"url":"https:\/\/sites.temple.edu\/earlylearninglab\/team\/","url_meta":{"origin":95,"position":0},"title":"TELL Team","author":"Emily Snell","date":"March 30, 2016","format":false,"excerpt":"People Barbara Wasik\u00a0is Professor & PNC Chair in Early Childhood Education in\u00a0the College of Education. Annemarie Hindman\u00a0is Associate Professor in the College of Education. Emily Snell\u00a0is a Research Scientist in the College of Education. Project Staff Mary Alice Bond is a Senior Instructional Facilitator and Coach. She has more than\u2026","rel":"","context":"Similar post","block_context":{"text":"Similar post","link":""},"img":{"alt_text":"barbara","src":"https:\/\/i0.wp.com\/sites.temple.edu\/earlylearninglab\/files\/2016\/03\/barbara-300x300.png?resize=350%2C200&ssl=1","width":350,"height":200},"classes":[]},{"id":181,"url":"https:\/\/sites.temple.edu\/earlylearninglab\/news\/","url_meta":{"origin":95,"position":1},"title":"News","author":"Emily Snell","date":"March 1, 2017","format":false,"excerpt":"Research uses texting to continue pre-K lessons at home Faculty Focus: Barbara Wasik Research revenues at Temple mark unprecedented growth PNC Launches $19 Million Vocabulary Initiative In Chicago","rel":"","context":"Similar post","block_context":{"text":"Similar post","link":""},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":85,"url":"https:\/\/sites.temple.edu\/earlylearninglab\/projects\/","url_meta":{"origin":95,"position":2},"title":"Research Projects","author":"Emily Snell","date":"March 30, 2016","format":false,"excerpt":"Excell:\u00a0The Exceptional Coaching for Early Language and Literacy \u2013 enhanced (ExCELL-e) program is a year-long online professional development program for teachers of preschool, kindergarten, and first grade. ExCELL-e provides specific strategies to help teachers build the language and vocabulary skills of the children in their classrooms. These include asking open-ended\u2026","rel":"","context":"Similar post","block_context":{"text":"Similar post","link":""},"img":{"alt_text":"Screen Shot 2016-03-30 at 3.37.38 PM","src":"https:\/\/i0.wp.com\/sites.temple.edu\/earlylearninglab\/files\/2016\/03\/Screen-Shot-2016-03-30-at-3.37.38-PM.png?resize=350%2C200&ssl=1","width":350,"height":200},"classes":[]},{"id":82,"url":"https:\/\/sites.temple.edu\/earlylearninglab\/about\/","url_meta":{"origin":95,"position":3},"title":"About Us","author":"Emily Snell","date":"March 30, 2016","format":false,"excerpt":"The Temple Early Learning Lab, at Temple University\u2019s College of Education, is focused on early learning. The purpose of our research\u00a0is to prepare young children in poverty to succeed in school. Our projects help teachers and families from diverse communities support children from preschool through the elementary grades as they\u2026","rel":"","context":"Similar post","block_context":{"text":"Similar post","link":""},"img":{"alt_text":"IMG_1462","src":"https:\/\/i0.wp.com\/sites.temple.edu\/earlylearninglab\/files\/2013\/04\/IMG_1462-300x300.jpg?resize=350%2C200&ssl=1","width":350,"height":200},"classes":[]},{"id":6,"url":"https:\/\/sites.temple.edu\/earlylearninglab\/","url_meta":{"origin":95,"position":4},"title":"Welcome to the Temple Early\u2026","author":"Emily Snell","date":"April 30, 2013","format":false,"excerpt":"Welcome to the Temple Early Learning Lab,\u00a0at Temple University\u2019s\u00a0College of Education. Motivated by a desire to prepare young children in poverty to succeed in school, the focus\u00a0of TELL\u00a0is research on early learning, in particular\u00a0among at-risk children, their families, teachers, and schools. Our projects help teachers and families from diverse communities\u2026","rel":"","context":"Similar post","block_context":{"text":"Similar post","link":""},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]}],"jetpack_sharing_enabled":true,"_links":{"self":[{"href":"https:\/\/sites.temple.edu\/earlylearninglab\/wp-json\/wp\/v2\/pages\/95","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/sites.temple.edu\/earlylearninglab\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/sites.temple.edu\/earlylearninglab\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/sites.temple.edu\/earlylearninglab\/wp-json\/wp\/v2\/users\/4452"}],"replies":[{"embeddable":true,"href":"https:\/\/sites.temple.edu\/earlylearninglab\/wp-json\/wp\/v2\/comments?post=95"}],"version-history":[{"count":0,"href":"https:\/\/sites.temple.edu\/earlylearninglab\/wp-json\/wp\/v2\/pages\/95\/revisions"}],"wp:attachment":[{"href":"https:\/\/sites.temple.edu\/earlylearninglab\/wp-json\/wp\/v2\/media?parent=95"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}