Bridging the Word Gap Research Network Publications:

Greenwood, C. R., Schnitz, A. G., Irvin, D., Tsai, S. F., & Carta, J. J. (2018). Automated Language Environment Analysis: A Research Synthesis. American Journal of Speech-Language Pathology, 27(2), 853-867. doi: 10.1044/2017_AJSLP-17-0033

Greenwood, C. R., Carta, J. J., Walker, D., Watson-Thompson, J., Gilkerson, J., Larson, A. L., & Schnitz, A. (2017). Conceptualizing a Public Health Prevention Intervention for Bridging the 30 Million Word Gap. Clinical Child and Family Psychology Review, 1-22. doi:10.1007/s10567-017-0223-8

Adamson, L.B., Kaiser, A.P., Tamis-LaMonda, C.S., Owen, M.T., Dimitrova, N. Developmental principles for parent language-facilitating interventions. Under Review.

Radesky, J.S., Carta, J., Bair-Merritt, M. (2016) The 30 million-word gap relevance for pediatrics. JAMA Pediatrics, 170, 825-826. doi:10.1001/jamapediatrics.2016.1486

Related Publications from Bridging the Word Gap Research Network Leadership Team Members:

Suskind, D. L., Graf, E., Leffel, K. R., Hernandez, M. W., Suskind, E., Webber, R., … & Nevins, M. E. (2016). Project ASPIRE: Spoken language intervention curriculum for parents of low-socioeconomic status and their deaf and hard-of-hearing children. Otology & Neurotology37(2), e110-e117.

Suskind, D. L., Leffel, K. R., Graf, E., Hernandez, M. W., Gunderson, E. A., Sapolich, S. G., … & Levine, S. C. (2016). A parent-directed language intervention for children of low socioeconomic status: a randomized controlled pilot study. Journal of Child Language43, 366-406.

Wright, C. A. & Kaiser, A. P. (2016). Teaching parents Enhanced Milieu Teaching with words and signs using teach-model-coach-review.  Topics in Early Childhood Special Education, doi: 10.1177/ 0271121415621027. Online first.

DiStefano, C., Mucchetti, C., Shih, W., Kaiser, A., Landa, R., Mathy, P., & Kasari, C. (2016). Communication growth in minimally verbal children with ASD: The importance of interaction. Autism Research, doi: 10.1002/aur.1594.

Carta J.J., Greenwood C.R., Atwater J, McConnell S.R., Goldstein H., Kaminski R. (2015). Identifying preschool children for higher tiers of language and early literacy instruction within a Response to Intervention framework. J Early Inter. 2015; 36: 281-291. doi:10.1177/1053815115579937

Forrest T.M., Wallace-Pascoe D., Goldstein H. Developing a principle-based framework for evaluating comprehensive poverty solutions across contexts. Journal of Poverty. 2015; 19 (3): 1-26. doi: 10.1080/10875549.2014.999972

Golinkoff R.M., Can D., Soderstron M., Hirsh-Pasek J. Baby talk to me: The social context of infant-directed speech and its effects on early language acquisition. Curr Dir Psychol Sci. 2015; 24(5): 339-344.

Greenwood C.R., Carta J.J., Goldstein H., Kaminski R., McConnell S.R., Atwater J. (The Center on Response to Intervention in Early Childhood (CRTIEC): Developing evidence-based tools for a multi-tier approach to preschool language and early literacy instruction. J Early Inter. 2015; 36, 246 – 262. doi:10.1177/1053815115581209

Guttentag C.L., Landry S.H., Baggett K.M., et al. “My Baby & Me”: Effects of an early, comprehensive parenting intervention on at-risk mothers and their children. Developmental Psychology. 2015; 50, 1482-1496.

Hirsh-Pasek K., Adamson L., Bakeman R., et al. The contribution of early communication to low-income children’s language success. Psychological Science. 2015; 26, 1071-1083

Kelley E.S., Goldstein H., Spencer T., Sherman A. Effects of automated Tier 2 storybook intervention on vocabulary and comprehension learning in preschool children with limited oral language skills. Early Childhood Res Q. 2015; 31, 47-61. doi: 10.1016/j.ecresq.2014.14.004

McConnell SR, Wackerle-Hollman A.K., Bradfield T.A., Rodriguez M.C. Designing a measurement framework for Response to Intervention in early childhood programs. J Early Inter. 2015; 36, 263 – 280. doi: 10.1177/1053815115578559.

Suskind D.L., Leffel K.R., Graf E., et al.  A parent-directed language intervention in children of low SES: A randomized controlled study. J Child Lang. 2015; 4, 1-41.

Ridge K., Weisberg D., Ilgaz H., Hirsh-Pasek K, Golinkoff R.M. “Supermarket speak”: Increasing conversations among Low-SES families. Mind Brain Educ. 2015; 9(3), 127-135.

Verdine B.N., Lucca K.R., Golinkoff R.M., Newcombe NS, Hirsh-Pasek K. The shape of things: The origin of young children’s knowledge of the names and properties of geometric forms.  J Cogn Dev. 2015; 12, 315-331

Weisberg D.S., Ilgaz H., Hirsh-Pasek K., Golinkoff R.M., Nicolopoulou A. Shovels and swords: How realistic and fantastical themes affect children’s word learning. Cognitive Development. 2015; 35, 1-14.

Zosh J., Filipowicz A., Verdine B., Golinkoff R.M., Hirsh-Pasek K.. Parental language with electronic and traditional and shape sorters. Mind Brain Educ. 2015; 9(3), 136-144


Suskind, D., Suskind B., LeWinter-Suskind L. Thirty Million Words. Building a Child’s Brain:  Tune In, Talk More, Take Turns. New York, NY: Dutton; 2015.

Book Chapters:

Kaiser, A. P. & Hampton, L. H. (2016). Enhanced Milieu Teaching. In R. McCauley, M. Fey & R. Gilliam (Eds.). Treatment of Language Disorders in Children (2nd Edition), (pp. 87-120). Baltimore: Brookes.

Kaiser, A. P., Hampton, L. & Roberts, M. Y. (2016). Parents as partners in effective communication intervention. In Communication Interventions for Children with Severe Disabilities (pp. 147-168). Baltimore, MD: Paul H. Brookes.

Greenwood, C.R. How should learning environments (Schools and Classrooms) be structured for best learner outcomes?. In Bateman B, Tankersley M, Lloy JW, ed. Enduring issues in special education. New York: Routledge, 2015: 303-323.