| Metric | 2026* | 2025* | 2024 | 2023 | 2022 | 2021 | 2020 | 2019 | 2018 | 2017 | 2016 | 2015 | 2014 | Win. total | Lifetime |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Articles | 3 | 3 | 2 | 6 | 3 | 3 | 2 | 5 | · | · | 1 | · | · | 28 | 28 |
| Citations | 3 | 5 | 5 | 67 | 35 | 39 | 56 | 264 | · | · | 79 | · | · | 553 | 553 |
| Conf. proc. | · | · | · | · | 2 | · | · | · | · | · | · | · | · | 2 | 2 |
| Books | · | · | · | · | · | · | · | · | · | · | · | · | · | 0 | 0 |
| Chapters | · | · | · | · | · | · | · | · | · | · | · | · | · | 0 | 0 |
| Awards | · | · | · | · | 1 | · | · | · | · | · | · | · | · | 1 | 1 |
| Patents | · | · | · | · | · | · | · | · | · | · | · | · | · | 0 | 0 |
| Trials | · | · | · | · | · | · | · | · | · | · | · | · | · | 0 | 0 |
| Fed. grants | · | · | 1 | · | · | · | · | · | · | · | · | · | · | 1 | 1 |
| Fed. grant $ | · | · | $370K | · | · | · | · | · | · | · | · | · | · | $370K | $370K |
| Award | Fit | Unit wins |
|---|---|---|
| none | ||
| # | Title | Journal | Year | Citations |
|---|---|---|---|---|
| 1 | Examining the Acquisition of Vocabulary Knowledge Depth Among Preschool Students | Reading Research Quarterly [00340553] | 2016 | 79 |
| 2 | Education in the app store: using a mobile game to support U.S. preschoolers’ vocabulary learning | Journal of Children and Media [17482798] | 2019 | 65 |
| 3 | Teaching for breadth and depth of vocabulary knowledge: Learning from explicit and implicit instruction and the storybook texts | Early Childhood Research Quarterly [08852006] | 2019 | 64 |
| 4 | Building Semantic Networks: The Impact of a Vocabulary Intervention on Preschoolers’ Depth of Word Knowledge | Reading Research Quarterly [00340553] | 2019 | 63 |
| 5 | Effects of Teacher-delivered Book Reading and Play on Vocabulary Learning and Self-Regulation among Low-Income Preschool Children | Journal of Cognition and Development [15248372] | 2019 | 47 |
| 6 | Measuring young children’s word knowledge: A conceptual review | Journal of Early Childhood Literacy [14687984] | 2020 | 36 |
| 7 | Purposes, Places, and Participants: A Systematic Review of Teacher Language Practices and Child Oral Language Outcomes in Early Childhood Classrooms | Early Education and Development [10409289] | 2023 | 34 |
| 8 | A meta-analysis of teacher language practices in early childhood classrooms | Early Childhood Research Quarterly [08852006] | 2022 | 32 |
| 9 | Cues for word-learning during shared book-reading and guided play in preschool | Journal of Child Language [03050009] | 2019 | 25 |
| 10 | A systematic review of word selection in early childhood vocabulary instruction | Early Childhood Research Quarterly [08852006] | 2021 | 21 |
| 11 | Setting the Stage for TALK: Strategies for Encouraging Language‐Building Conversations | The Reading Teacher [00340561] | 2020 | 20 |
| 12 | Exploring the relations between child and word characteristics and preschoolers' word-learning | Journal of Applied Developmental Psychology [01933973] | 2021 | 14 |
| 13 | Nonverbal supports for word learning: Prekindergarten teachers’ gesturing practices during shared book reading | Early Childhood Research Quarterly [08852006] | 2023 | 12 |
| 14 | Identifying Levers for Improvement: Examining Proximal Processes and Contextual Influences on Preschool Language Development | Early Education and Development [10409289] | 2023 | 7 |
| 15 | Prioritizing Purposeful and Playful Language Learning in Pre‐K | The Reading Teacher [00340561] | 2023 | 6 |
| Award | Year |
|---|---|
| Early Education and Child Development-SIG 32/Early Career Research Award American Educational Research Association (AERA) |
2022 |
| Grant | Agency | Start | $ | Role |
|---|---|---|---|---|
| Collaborative Research: Using Sensing Technology and Automated Speech Recognition to Capture Teacher Language Interactions in Diverse Pre-K Classrooms | National Science Foundation | 2024 | $370K | PI |