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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

Documenting Change in a Co-Created, Multilevel Community Intervention to Promote Rich Language Learning Experiences

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 

Leveraging Interdisciplinary Partnerships within Hospital Systems to Improve the Language Environments of Infants in the Neonatal Intensive Care Unit 

Susan N. Brasher, Jennifer L. Nelson, Amy Becklenberg, & Jennifer L. Stapel-Wax  

Connecting the Dots: Framing and Examining a 2Gen Approach to Promoting Equity in Infant Early Language Experiences 

Jennifer L. Stapel-Wax, Susan N. Brasher, Amy Becklenberg, Arianne Weldon, Janet Adams, & Daphne Babrow 

Embedding Language Promotion in Primary Care: Feasibility and Preliminary Efficacy of Talk with Me Baby Intervention 

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

Analysis of a Culturally-and-Linguistically Responsive Language and Literacy Intervention in Neighborhood Laundromats in Philadelphia 

Susan B. Neuman & Lauren Krieger 

Impacts of a Parent-Implemented Language Intervention on Children’s Language Development Within Home Visiting 

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. 

Prompting Language Skills among Young Children of Low-SES through Increasing Parental Knowledge and Language Input Quality in Early Years: Evidence from a Randomized Controlled Trial 

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 

Exploring Subgroups of Preschool Academic Ability: A Strengths-Based Perspective of Bilingual Development 

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

Erika Hoff

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


 

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

Latino Parents’ Perspectives on Literacy Promotion in Primary Care: A Qualitative Study of Strengths and Challenges

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

Reach Out and Read – Earlier! Evaluating the effects of a ROR program for <6 month old infants on home literacy environment

Anna Miller-Fitzwater, Kathleen Cranley Gallagher, Mariana Glusman, Christopher McLouth, and Katherine Poehling

Cluster Randomized Design Investigation of a Multi-Component Vocabulary Intervention for At-Risk Preschoolers

Howard Goldstein, Elizabeth Kelley, Keri Madsen, Lindsey Peters-Sanders, Yagmur Seven, Xigrid Soto, and Wendy Olsen

How Early Maternal Language Input Varies By Race and Education Level and Predicts Later Child Language At School Entry​

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 

The effects of parent coaching on language input and child language outcomes in the first two years: A randomized controlled trial

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

Story Talk: Increasing Preschoolers’ Vocabulary Development Through a Streamlined Teacher Professional Development Intervention

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

Erika Hoff

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


 

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

Latino Parents’ Perspectives on Literacy Promotion in Primary Care: A Qualitative Study of Strengths and Challenges

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

Reach Out and Read – Earlier! Evaluating the effects of a ROR program for <6 month old infants on home literacy environment

Anna Miller-Fitzwater, Kathleen Cranley Gallagher, Mariana Glusman, Christopher McLouth, and Katherine Poehling

Cluster Randomized Design Investigation of a Multi-Component Vocabulary Intervention for At-Risk Preschoolers

Howard Goldstein, Elizabeth Kelley, Keri Madsen, Lindsey Peters-Sanders, Yagmur Seven, Xigrid Soto, and Wendy Olsen

How Early Maternal Language Input Varies By Race and Education Level and Predicts Later Child Language At School Entry​

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 

The effects of parent coaching on language input and child language outcomes in the first two years: A randomized controlled trial

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

Story Talk: Increasing Preschoolers’ Vocabulary Development Through a Streamlined Teacher Professional Development Intervention

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

Greenwood, Schnitz, Carta, & Wallisch — Language intervention research in low income families: A synthesis of research quality

Schnitz, Wallisch, & Carta — Tailoring interventions for families at-risk: A systematic research synthesis

Larson, Hammer, Carta, Cycyk, & Baralt — Conducting language intervention research with children and families who are culturally and linguistically diverse

Smith, Hammer, Sawyer, & Santoro — Parents plus: Language coach

Elmquist, Lease, McConnell, Finestack, & Kriese — Integrating and sustaining evidence based practices in the community: A LENA Start™ Example

Seven & Goldstein — Effects of embedding decontextualized language during book-sharing delivered by fathers in Turkey

Soto, Seven, McKenna, & Goldstein — Step by step/word by word: Increasing parent engagement through iterative development of a home extension program

Limlingan & McWayne — More than words: The relations between teacher-child interactions, classroom context and Latino dual language learners’ school readiness

Cunningham, Zimmerman, Rogers, Ledford, & Kaiser — Comparison of measurement systems for collecting teacher language data in early childhood settings

Walker, Sepulveda, Schwartz, Hoff, Rowe, Dale, Peterson, Diamond, Bigelow, Levine, Goldin-Meadow, & Wasik. A systematic review of interventions promoting children’s language implemented in child care and early intervention


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


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:


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

BWG presentation for Power-UP


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: