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.