Publications

Conducting research is just the first of many steps.

CEHD is committed to contributing to a robust continuum between research and practice. We emphasize the interaction between theory, research and practice in all of our work. Education and human development research produces knowledge to inform practice, but research must also be informed by the issues, needs and concerns of practitioners.

We believe the most promising innovations come from interdisciplinary perspectives and want to ensure that the next generation of scholars benefits from interdisciplinary learning. Moving beyond the typical academic research silos, our CEHD faculty work with each other and with faculty across the university in health, arts and sciences, information and computer sciences, public policy, sociology, psychology, and many other areas to address critical issues in education and human development.

Listed below are noteworthy publications by our faculty, staff and students featuring their ongoing efforts to advance knowledge and discover solutions to the social challenges we face.

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  • Hadley, E. B., Dickinson, D. K., Hirsh-Pasek, K., & Golinkoff, R. M. (2018). Building Semantic Networks: The Impact of a Vocabulary Intervention on Preschoolers’ Depth of Word Knowledge. Reading Research Quarterly, 54(1), 41-61. doi:10.1002/rrq.225

  • Deacon, H. & Pasquarella, A. & Marinus, E. & Tims, T. & Castles, A. (2018). Orthographic processing and children’s word reading. Applied Psycholinguistics. 1-26. 10.1017/S0142716418000681.

  • Dickinson, D. K., Collins, M. F., Nesbitt, K., Toub, T. S., Hassinger-Das, B., Hadley, E. B., . . . Golinkoff, R. M. (2018). Effects of Teacher-Delivered Book Reading and Play on Vocabulary Learning and Self-Regulation among Low-Income Preschool Children. Journal of Cognition and Development, 1-29. doi:10.1080/15248372.2018.1483373

  • Wilson, J. (2018). Universal screening with automated essay scoring: Evaluating classification accuracy in grades 3 and 4. Journal of School Psychology, 68, 19-37. doi:10.1016/j.jsp.2017.12.005

  • Dyson, N. I., Jordan, N. C., Rodrigues, J., Barbieri, C., & Rinne, L. (2018). A Fraction Sense Intervention for Sixth Graders With or At Risk for Mathematics Difficulties. Remedial and Special Education, 074193251880713. doi:10.1177/0741932518807139

  • Dore, R. A., Amendum, S. J., Golinkoff, R. M., & Hirsh-Pasek, K. (2018). Theory of Mind: A Hidden Factor in Reading Comprehension? Educational Psychology Review, 30(3), 1067-1089. doi:10.1007/s10648-018-9443-9

  • Coker, D. L., Jennings, A. S., Farley-Ripple, E., & Macarthur, C. A. (2018). The type of writing instruction and practice matters: The direct and indirect effects of writing instruction and student practice on reading achievement. Journal of Educational Psychology, 110(4), 502-517. doi:10.1037/edu0000232

  • Troseth, G. L., Strouse, G. A., Verdine, B. N., & Saylor, M. M. (2018). Let’s Chat: On-Screen Social Responsiveness Is Not Sufficient to Support Toddlers’ Word Learning From Video. Frontiers in Psychology, 9. doi:10.3389/fpsyg.2018.02195

  • Golinkoff, R. M., Hoff, E., Rowe, M. L., Tamis-Lemonda, C. S., & Hirsh-Pasek, K. (2018). Language Matters: Denying the Existence of the 30-Million-Word Gap Has Serious Consequences. Child Development. doi:10.1111/cdev.13128

  • Cai, J., Morris, A., Hohensee, C., Hwang, S., Robison, V., & Hiebert, J. (2018). The Role of Replication Studies in Educational Research. Journal for Research in Mathematics Education,49(1), 2. doi:10.5951/jresematheduc.49.1.0002

  • Hefner, M. K., Baboolal, A. A., Fleury-Steiner, R. E., & Miller, S. L. (2018). Mediating Justice: Women’s Perceptions of Fairness in the Civil Protection Order Process. Journal of Interpersonal Violence, 088626051877574. doi:10.1177/0886260518775749

  • Toub, T. S., Hassinger-Das, B., Nesbitt, K. T., Ilgaz, H., Weisberg, D. S., Hirsh-Pasek, K., . . . Dickinson, D. K. (2018). The language of play: Developing preschool vocabulary through play following shared book-reading. Early Childhood Research Quarterly, 45, 1-17. doi:10.1016/j.ecresq.2018.01.010

  • Edgerton, A. K., & Desimone, L. M. (2018). Teacher Implementation of College- and Career-Readiness Standards: Links Among Policy, Instruction, Challenges, and Resources. AERA Open,4(4), 233285841880686. doi:10.1177/2332858418806863

  • Strong, J. Z., Amendum, S. J., & Smith, K. C. (2018). Supporting Elementary Students’ Reading of Difficult Texts. The Reading Teacher, 72(2), 201-212. doi:10.1002/trtr.1702

  • Hohensee, C., & Lewis, W. E. (2018). Building Bridges: A Cross-Disciplinary Peer-Coaching Self-Study. Studying Teacher Education, 1-20. doi:10.1080/17425964.2018.1555525

  • Coker, D. L., Jennings, A. S., Farley-Ripple, E., & Macarthur, C. A. (2018). The type of writing instruction and practice matters: The direct and indirect effects of writing instruction and student practice on reading achievement. Journal of Educational Psychology, 110(4), 502-517. doi:10.1037/edu0000232

  • Zoi A. Traga Philippakos, Charles A. MacArthur & Sarah Munsell (2018) Collaborative Reasoning With Strategy Instruction for Opinion Writing in Primary Grades: Two Cycles of Design Research, Reading & Writing Quarterly, DOI: 10.1080/10573569.2018.1480438

  • Soslau, E., & Bell, N. (2018). The Challenges of Supporting Equity Literacy Skill Development in White Teacher Candidates: A Self-Study of Two White Field Instructors. Studying Teacher Education, 14(2), 156-173. doi:10.1080/17425964.2018.1434768

  • Abad, C., Odean, R., & Pruden, S. M. (2018). Sex Differences in Gains Among Hispanic Pre-kindergartners’ Mental Rotation Skills. Frontiers in Psychology, 9. doi:10.3389/fpsyg.2018.02563

  • Wilson, J., Chen, D., Sandbank, M. P., & Hebert, M. (2018). Generalizability of automated scores of writing quality in grades 3–5. Journal of Educational Psychology. doi:10.1037/edu0000311

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