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.


  • 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

  • Wilson, Joshua & Roscoe, Rod. (2019). Automated Writing Evaluation and Feedback: Multiple Metrics of Efficacy. Journal of Educational Computing Research.

  • Hirsh-Pasek, Kathy & Golinkoff, Roberta. (2019). Put Your Data to Use: Entering the Real World of Children and Families. Perspectives on Psychological Science. 14. 37-42. 10.1177/1745691618815161.

  • 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

  • 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

  • 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

  • Pasquarella, A. (n.d.). Instruction for English Learners. In S. Graham, C. MacArthur, & M. Hebert (Eds.), Best Practices in Writing Instruction (3rd ed.). Guilford Press.

  • 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

  • Ferretti, R. P., & Lewis, W. E. (2018). Knowledge of persuasion and writing goals predict the quality of children’s persuasive writing. Reading and Writing. doi:10.1007/s11145

  • 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

  • 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

  • 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

  • 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

  • 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.

  • 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

  • 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

  • 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

  • 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

  • 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

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