Recent Publications

Kaefer, T., Pinkham, A. M., & Neuman, S. B. (in press). Preexisting Background Knowledge Influences Socioeconomic Differences in Preschoolers’ Word Learning and Comprehension. Reading Psychology

Neuman, S. B., Kaefer, T., Pinkham, A.M., & Strause, G.A. (in Press). Can Babies Learn to Read? A Randomized Trial of Baby Media. Journal of Educational Psychology

Kaefer, T. & Neuman, S. B. (2013). A bi-directional relationship between conceptual organization and word-learning: Evidence from low-income preschoolers. Child Development Research, 2013 1-8.

Neuman, S. B., & Kaefer, T. (2013). Enhancing the Intensity of Vocabulary Instruction for Preschoolers at Risk. The Elementary School Journal, 113(4), 589-608.

Kaefer, T., Pinkham, A. M., & Neuman, S. B. (2012). Content, Concepts and Comprehension: What’s Missing in the National Early Literacy Report. In T. Shanahan & C. J. Lonigan (Eds), Literacy in Preschool and Kindergarten Children: The National Early Literacy Panel and Beyond.

Pinkham, A.M., Kaefer, T. & Neuman, S. B. (Eds.) (2012). Knowledge Development in Early Childhood: Sources of Learning and Classroom Implications. New York, NY: Guilford Press.