Conference Presentations
Conference on Research Innovations in Early Intervention (CRIEI) 2024
How Can Researchers Promote Equity In Language Intervention Research?
Judith Carta, Alana Schnitz, Dale Walker, Kathryn Bigelow, Charles Greenwood, & Nicole Hollins
Charles R. Greenwood, Judith J. Carta, Alana Schnitz, Nicole Hollins, Gabriela Guerrero, Sandra Cintora, Dola Williams, & Jomella Watson-Thompson
Society for Research in Child Development (SRCD) Preconference Poster Symposium 2023
Theme 1: Engaging Community Sectors and Non-Traditional Stakeholders in Developing and Implementing Interventions that Increase Families’ Access to Language Promoting Strategies
Embedding Early Childhood Brain Development and Language Training in a Prelicensure Nursing Program
Susan N. Brasher, Jennifer L. Nelson, Amy Becklenberg, & Jennifer L. Stapel-Wax
Susan N. Brasher, Jennifer L. Nelson, Amy Becklenberg, & Jennifer L. Stapel-Wax
Jennifer L. Stapel-Wax, Susan N. Brasher, Amy Becklenberg, Arianne Weldon, Janet Adams, & Daphne Babrow
Brenda Salley, Heather von Bevern, Kirsten Weltmer, Nicolette Grasley-Boy, Kandace Fleming, & Judith Carta
The Caregiver Report of Early Language Interactions: A Measurement Development Project
Nicolette Grasley-Boy, Brenda Salley, & Judith Carta
Defining Equity in Early Language Learning from a Community Prevention Perspective
Charles R. Greenwood, Judith J. Carta, Alana G. Schnitz, Nicole Hollins, Valerie Thompson, Dola Gabriel, & Jomella Watson Thompson
Susan B. Neuman & Lauren Krieger
Jill Pentimonti, Danielle Shaw Attaway, Michael Harris Little, Aleksandra Holod, Virginia Buysse, Dale Walker, & Kathryn Bigelow
Theme 2: Increasing the Cultural Relevance and Linguistic Appropriateness of our Language- Promotion Strategies by Incorporating the Voices of Diverse Families and Caregivers in Our Intervention Development and Evaluation
Reaching Spanish-Language Families with Virtual Education Programs
Constance Beecher
Relationship Between Family/Household Environments and Turn-Taking Intervention Effectiveness
Rachel R. Romeo, Meredith L. Rowe, & John D.E. Gabrieli
Improving Continuity and Reducing Inequities in the Assessment of English and Spanish Vocabulary in the First Five Years
Margaret Friend
The results of the feasibility and utility of an early literacy assessment in Spanish
Alejandra Miranda, Carlos Chavez, Alisha Wackerle-Hollman, Karen Zyskind, Yessy Medina, Tony Daza, & Lillian Durán.
Christy Y.Y. Leung & Dana L. Suskind
The Effects of a Culturally Adapted Early Communication Intervention for Spanish Speaking Families
Ann P Kaiser, Kelsey M Dillehay & Tatiana Peredo
Promoting Equity in Language Input through Talk with Me Baby: An Interdisciplinary Perspective
Lama K. Farran, Susan N. Brasher, & Jennifer L. Stapel-Wax
Building Partnerships Towards Social and Cultural Adaptions of the TWMB Intervention
Susan Brasher, Selambizu Getachew Hailu, John Nutting Cranmer, Abebe Gebremariam Gobezayehu, Amy Becklenberg, Heran Biza, Rachel Hall-Clifford, Meseret Yibrahu, Ashley Darcy Mahoney, & Jennifer Stapel-Wax
Julie C. Smith & Carol Scheffner Hammer
Parent-implemented Decontextualized Language Intervention Programs for Preschoolers: A Scoping Review
Yagmur Seven, Ella Patrona, & Christa Haring Biel
Society for Research in Child Development (SCRD) 2019 BWG Preconference: Taking on the Challenge: Re-evaluating the Word Gap and Examining Promising Interventions for Promoting Young Children’s Language
Session 1: Evidence for the Word Gap and its Consequences
Annemarie H. Hindman, Barbara A. Wasik, and Carol Scheffner Hammer
Lynne Vernon-Feagans, Mary Bratsch-Hines, and Elizabeth Reynolds
Neural correlates of the “word gap”: Children’s language experience is associated with brain structure and function
Rachel Romeo
Virginia A. Marchman, Janet Bang, Monica Munevar, and Anne Fernald
Paul Morgan
Language Experience in the Second Year of Life and Language Outcomes in Late Childhood
Jill Gilkerson, Jeffrey A. Richards, Steven F. Warren, Kimbrough Oller, Rosemary Russo, & Betty Vohr
Natasha Cabrera, Tina Chen, and Jennifer Acosta
Socioeconomic Differences in Vocabulary, Syntax, and Process at Age Two: Assessment with Baby QUILS
Dani Levine
Lillian R. Masek, Kathy Hirsh-Pasek, and Roberta Michnick Golinkoff
Evidence of Early Word Gap between English and Spanish Speakers
Margaret Friend, Allyson Masters, Anele Villanueva, Diane Poulin-Dubois, and Pascal Zesiger
The role of SES in parent-infant book reading and later language development
Amber Muhinyi and Meredith L. Rowe
Session 2: Bridging the Word Gap: What Works for Home Visiting, Child Care, Early Education Settings, Pediatric/Public Health and Community-Wide Interventions
Enhancing school readiness in Brazil through a reading aloud intervention
Adriana Weisleder, Luciane R Piccolo, Denise SR Mazzuchelli, Walfrido Duarte Neto, Aline Sá Lopez, Carolyn Cates, João Batista Araujo e Oliveira, and Alan L. Mendelsohn
Manuel E. Jimenez, Shawna Hudson, Julissa Veras, Patricia Shelton, Alan Mendelsohn, Tom Mackie, James Guevara, and Benjamin Crabtree
Early Learning and Child Care Programs as a Platform for Intervention to Address the Word Gap
Dale Walker, Gabriela Guerrero, and Shannon H. Guss
Anna Miller-Fitzwater, Kathleen Cranley Gallagher, Mariana Glusman, Christopher McLouth, and Katherine Poehling
Howard Goldstein, Elizabeth Kelley, Keri Madsen, Lindsey Peters-Sanders, Yagmur Seven, Xigrid Soto, and Wendy Olsen
Heather Knauer, Pamela Jakiela, Owen Ozier, Frances Adoud, and Lia CH Fernald
Initial Impacts of the Smart Beginnings Intervention on Parental Language and Cognitive Stimulation
Elizabeth B. Miller, Caitlin F. Canfield, Anne M. Gill, Alan L. Mendelsohn, Pamela A. Morris, and Daniel S. Shaw
Evaluating LENA Start™: Effects on Parent and Child Language from a Standardized Parent Education Program
Marianne Elmquist, Lizbeth Finestack, Amanda Kriese, Erin Lease, and Scott McConnell
Use of naturalistic strategies to increase rates of deictic gesture use in toddlers from high poverty backgrounds
Mollie Romano
Naja Ferjan Ramirez, Sarah Roseberry Lytle, Ruofan Cai, and Patricia Kuhl
Caregiver Interactions with Children with Language Impairment in a Latino and Non-Latino Sample
Tatiana N. Peredo, Kelsey Dillehay, and Ann P. Kaiser
Long-term Learning of Words Taught Using Book Reading, Games and Music
David K. Dickinson, Molly F. Collins, Kaitlin Herbert, Jessica Lawson-Adams, Emily Hopkins, Rebecca Dore, Molly Scott, Jacob Schatz, Marcia Shirilla, Roberta Golinkoff, and Kathy Hirsh-Pasek
Enriching language environment of low-SES households: A randomized controlled trial of a home visiting curriculum
Alison Hundertmark, Christy Y.Y. Leung, Marc W. Hernandez, Kristin R. Leffel, and Dana L. Suskind
Using Text Messages to Build Parents’ Capacity to Improve Child Language-Learning Opportunities
Kathryn M. Bigelow, Dale Walker, Fan Jia, and Dwight Irvin
Differences in Parent-toddler interactions with electronic versus print books
Tiffany Munzer
Barbara A. Wasik; Annemarie H. Hindman
The Word Gap is a Language Skill Gap in Children’s Sources of Input
Erika Hoff
Addressing the Word Gap through Teacher Professional Development: Lessons from the ExCELL-e Model
Annemarie H. Hindman, Barbara A. Wasik, and Carol Scheffner Hammer
How Early Maternal Language Input Varies By Race and Education Level and Predicts Later Child Language At School Entry
Lynne Vernon-Feagans, Mary Bratsch-Hines, and Elizabeth Reynolds
Neural correlates of the “word gap”: Children’s language experience is associated with brain structure and function
Rachel Romeo
Meaningful moments in children’s real-life interactions with caregivers: A study of English- and Spanish-speaking families from diverse SES backgrounds
Virginia A. Marchman, Janet Bang, Monica Munevar, and Anne Fernald
Vocabulary gaps at the beginning of kindergarten and reading achievement gaps at the end of 4th grade
Paul Morgan
Language Experience in the Second Year of Life and Language Outcomes in Late Childhood Jill Gilkerson, Jeffrey A. Richards, Steven F. Warren, Kimbrough Oller, Rosemary Russo, & Betty Vohr
Why parent shared-book reading matters? Infants’ contributions to language skills in low-income Latino families
Natasha Cabrera, Tina Chen, and Jennifer Acosta
Socioeconomic Differences in Vocabulary, Syntax, and Process at Age Two: Assessment with Baby QUILS
Dani Levine
It’s not all about income: Similarities and differences in children’s early language environments predict vocabulary development
Lillian R. Masek, Kathy Hirsh-Pasek, and Roberta Michnick Golinkoff
Evidence of Early Word Gap between English and Spanish Speakers
Margaret Friend, Allyson Masters, Anele Villanueva, Diane Poulin-Dubois, and Pascal Zesiger
The role of SES in parent-infant book reading and later language development
Amber Muhinyi and Meredith L. Rowe
Conference on Research Innovations in Early Intervention (CRIEI) 2022
Reducing Disparities in Children’s Learning Opportunities Through Community-Based Intervention
Judith Carta, Charles Greenwood, Susan Neuman, & Jennifer Staple- Wax
What are we Talking About? Distilling Research Findings to Bridge the Word Gap through Practice, Policy, and ResearchBriefs
Alana G. Schnitz, Kajsa Mullenix, Judith Carta, Dale Walker, Xigrid Soto-Boykin, Charles Greenwood, & Lisa Hund
Promoting Equity in Early Language Learning From a Community Prevention Perspective
Charles Greenwood, Judith Carta, Alana Schnitz, Dale Walker, Valerie Thompson, Dola Gabriel, & Jomella Watson-Thompson
Society for Research in Child Development (SCRD) 2019 BWG Preconference: Taking on the Challenge: Re-evaluating the Word Gap and Examining Promising Interventions for Promoting Young Children’s Language
Session 1: Evidence for the Word Gap and its Consequences
Annemarie H. Hindman, Barbara A. Wasik, and Carol Scheffner Hammer
Lynne Vernon-Feagans, Mary Bratsch-Hines, and Elizabeth Reynolds
Neural correlates of the “word gap”: Children’s language experience is associated with brain structure and function
Rachel Romeo
Virginia A. Marchman, Janet Bang, Monica Munevar, and Anne Fernald
Paul Morgan
Language Experience in the Second Year of Life and Language Outcomes in Late Childhood Jill Gilkerson, Jeffrey A. Richards, Steven F. Warren, Kimbrough Oller, Rosemary Russo, & Betty Vohr
Natasha Cabrera, Tina Chen, and Jennifer Acosta
Socioeconomic Differences in Vocabulary, Syntax, and Process at Age Two: Assessment with Baby QUILS
Dani Levine
Lillian R. Masek, Kathy Hirsh-Pasek, and Roberta Michnick Golinkoff
Evidence of Early Word Gap between English and Spanish Speakers
Margaret Friend, Allyson Masters, Anele Villanueva, Diane Poulin-Dubois, and Pascal Zesiger
The role of SES in parent-infant book reading and later language development
Amber Muhinyi and Meredith L. Rowe
Session 2: Bridging the Word Gap: What Works for Home Visiting, Child Care, Early Education Settings, Pediatric/Public Health and Community-Wide Interventions
Enhancing school readiness in Brazil through a reading aloud intervention
Adriana Weisleder, Luciane R Piccolo, Denise SR Mazzuchelli, Walfrido Duarte Neto, Aline Sá Lopez, Carolyn Cates, João Batista Araujo e Oliveira, and Alan L. Mendelsohn
Manuel E. Jimenez, Shawna Hudson, Julissa Veras, Patricia Shelton, Alan Mendelsohn, Tom Mackie, James Guevara, and Benjamin Crabtree
Early Learning and Child Care Programs as a Platform for Intervention to Address the Word Gap
Dale Walker, Gabriela Guerrero, and Shannon H. Guss
Anna Miller-Fitzwater, Kathleen Cranley Gallagher, Mariana Glusman, Christopher McLouth, and Katherine Poehling
Howard Goldstein, Elizabeth Kelley, Keri Madsen, Lindsey Peters-Sanders, Yagmur Seven, Xigrid Soto, and Wendy Olsen
Heather Knauer, Pamela Jakiela, Owen Ozier, Frances Adoud, and Lia CH Fernald
Initial Impacts of the Smart Beginnings Intervention on Parental Language and Cognitive Stimulation
Elizabeth B. Miller, Caitlin F. Canfield, Anne M. Gill, Alan L. Mendelsohn, Pamela A. Morris, and Daniel S. Shaw
Evaluating LENA Start™: Effects on Parent and Child Language from a Standardized Parent Education Program
Marianne Elmquist, Lizbeth Finestack, Amanda Kriese, Erin Lease, and Scott McConnell
Use of naturalistic strategies to increase rates of deictic gesture use in toddlers from high poverty backgrounds
Mollie Romano
Naja Ferjan Ramirez, Sarah Roseberry Lytle, Ruofan Cai, and Patricia Kuhl
Caregiver Interactions with Children with Language Impairment in a Latino and Non-Latino Sample
Tatiana N. Peredo, Kelsey Dillehay, and Ann P. Kaiser
Long-term Learning of Words Taught Using Book Reading, Games and Music
David K. Dickinson, Molly F. Collins, Kaitlin Herbert, Jessica Lawson-Adams, Emily Hopkins, Rebecca Dore, Molly Scott, Jacob Schatz, Marcia Shirilla, Roberta Golinkoff, and Kathy Hirsh-Pasek
Enriching language environment of low-SES households: A randomized controlled trial of a home visiting curriculum
Alison Hundertmark, Christy Y.Y. Leung, Marc W. Hernandez, Kristin R. Leffel, and Dana L. Suskind
Using Text Messages to Build Parents’ Capacity to Improve Child Language-Learning Opportunities
Kathryn M. Bigelow, Dale Walker, Fan Jia, and Dwight Irvin
Differences in Parent-toddler interactions with electronic versus print books
Tiffany Munzer
Barbara A. Wasik; Annemarie H. Hindman
The Word Gap is a Language Skill Gap in Children’s Sources of Input
Erika Hoff
Addressing the Word Gap through Teacher Professional Development: Lessons from the ExCELL-e Model
Annemarie H. Hindman, Barbara A. Wasik, and Carol Scheffner Hammer
How Early Maternal Language Input Varies By Race and Education Level and Predicts Later Child Language At School Entry
Lynne Vernon-Feagans, Mary Bratsch-Hines, and Elizabeth Reynolds
Neural correlates of the “word gap”: Children’s language experience is associated with brain structure and function
Rachel Romeo
Meaningful moments in children’s real-life interactions with caregivers: A study of English- and Spanish-speaking families from diverse SES backgrounds
Virginia A. Marchman, Janet Bang, Monica Munevar, and Anne Fernald
Vocabulary gaps at the beginning of kindergarten and reading achievement gaps at the end of 4th grade
Paul Morgan
Language Experience in the Second Year of Life and Language Outcomes in Late Childhood Jill Gilkerson, Jeffrey A. Richards, Steven F. Warren, Kimbrough Oller, Rosemary Russo, & Betty Vohr
Why parent shared-book reading matters? Infants’ contributions to language skills in low-income Latino families
Natasha Cabrera, Tina Chen, and Jennifer Acosta
Socioeconomic Differences in Vocabulary, Syntax, and Process at Age Two: Assessment with Baby QUILS
Dani Levine
It’s not all about income: Similarities and differences in children’s early language environments predict vocabulary development
Lillian R. Masek, Kathy Hirsh-Pasek, and Roberta Michnick Golinkoff
Evidence of Early Word Gap between English and Spanish Speakers
Margaret Friend, Allyson Masters, Anele Villanueva, Diane Poulin-Dubois, and Pascal Zesiger
The role of SES in parent-infant book reading and later language development
Amber Muhinyi and Meredith L. Rowe
Conference on Research Innovations in Early Intervention (CRIEI) 2018
Smith, Hammer, Sawyer, & Santoro — Parents plus: Language coach
Society for Research in Child Development (SCRD) 2017
Using Technology to Overcome Poverty-Related Disparities in Early Language Experience
Systematic Review of Intervention Research to Inform Bridging the Word Gap Efforts
National Research Conference on Early Childhood (NRCEC) 2016
Drs. Judy Carta, Meredith Rowe, and Cathie Tamis-LeMonda presented at the NRCEC in July, 2016. See the presentations below
- Variability in Early Language Development: Predictors, Consequences, and Considerations for Intervention (Rowe)
- The Cultural Context of Infant Communication (Tamis-LeMonda)
- Effective Promotion of Language Development for Infants and Toddlers and Their Families: Discussant Comments (Carta)
Conference on Research Innovations in Early Intervention (CRIEI) 2016
The Bridging the Word Gap Emerging Research Scholars and Mentors gathered for a preconference symposium at the Biannual Conference on Research Innovation in Early Intervention. Here are the posters presented by Emerging Research Scholars and members of the BWG Executive Committee at CRIEI:
- Cycyk & Hammer – Studying the Home Language Experiences of Mexican Toddlers A Mixed Methods Approach
LENA Conference Opening Session 2015 – Bridging Research to Community and Community to Research
Several BWG Practice-based Research Collaborative projects were highlighted during the LENA Conference. See the links below for posters presented during the opening session:
Power-UP Presentation
SRCD Preconference 2015 – Poverty-Related Disparities in Children’s Early Language Experiences and Language Development: Prevention, Intervention and Policy
Several BWG Network Members attended a preconference poster symposium at SRCD related to the word gap. Lively discussion was had around three themes, including: Early Language Development, Home Learning Environment, and Intervention and Prevention.
Check out some of the posters that were presented here:
- The Early Experiences of Latino Children: A Positive Look – Cabrera et al.
- The Additional Effect of Dual Language Exposure on Disparities in Early Language Experiences and Language Development – Hoff et al.
- Parent-Implemented Intervention for Toddlers with Receptive and Expressive Language Delays: The Impact of Family Income on Child Outcomes – Kaiser et al.
- Promotion of Parenting and School Readiness Using Pediatric Primary Care as an Innovative Platform – Mendelsohn et al.
- Input Quality Trumps Quantity Again: Low-income Fathers’ Wh-questions and Toddlers’ Vocabulary and Verbal Reasoning – Rowe et al.
- Mother and Father Language Input in Low Wealth Rural Families: Predictors of Children’s Vocabulary and Achievement – Vernon-Feagans et al.
- A Model for the Sustainable Implementation of a Naturalistic Communication Intervention – Walker et al.