Education Development Center

Newton, MA 02458

(617) 969-7101 ext. 2454

e-mail: DDickinson@EDC.Org

Harvard University, School of Education, 1976-1982

Ed.D.; Laboratory of Human Development

Concentration: cognitive development, language development

Temple University, 1972-1976; Philadelphia, PA

Ed.M.; Elementary Education Teacher Certification

Oberlin College, 1967-1971; Oberlin, OH

B.A.; major in comparative religion

1999 - Education Development Center, Managing Project Director

Responsible for direction of multiple projects with annual budgets of approximately $2,000,000.

1995 – 1999 Education Development Center, Senior Research Scientist

EDC responsibilities: Directed funded projects, worked as member of team on projects led by others; served on company-wide project on leadership characteristics, management team member for the Center for Children & Families.

1994 Education Development Center, Senior Research Associate

1992 - Associate Professor with tenure; Director, Elementary Teacher Education

Department of Education, Clark University

Clark University responsibilities: Guided department through state review, led review and revision of certification program, taught Reading and Language Arts methods, and graduate and undergraduate courses on Literacy and Schooling; supervised Masters and Doctoral students; participated in university committees and led and wrote report of special task force on student retention.

1988-1992 Assistant Professor; Director of Teacher Education, Education Department, Clark University

1983-1988 Assistant Professor in Reading and Language Arts, Eliot-Pearson Department of Child Study, Tufts University

Tufts University responsibilities: Acting Director of Teacher Education for two years; taught Reading and Language Arts Methods, undergraduate and graduate level courses on cognitive development, Models of Early Childhood Education; supervised student teachers and led seminar accompanying student teaching.

1982-1983 Visiting Assistant Professor in Reading and Language, School of Education, Boston University

Responsibilities: Taught Reading Methods course, graduate and undergraduate classes on Psycholinguistic Approaches to Reading and Child Development.

1981-1982 Visiting Instructor in Child Development, Connecticut College

Responsibilities: Taught courses on Child Development, Language Development.

1974-1976 Classroom teacher, grade 5; Philadelphia Public Schools

1973-1974 Classroom teacher, grade 6; Miquon School, Miquon PA

1971-1973 Assistant teacher (grades 1- 6) , Durham Child Development Center Philadelphia Public Schools.

Dickinson, D.K. (1999). Using Technology to Support Preschool Teachers’ Professionial Development. Funded by the Interagency Educational Research Initiative for 3 years for $3,616.00.

Dickinson, D.K. (1999). LEEP: Creating Literacy Environments in Preschool Programs. Funded by the Office of Educational Research and Improvement for three years for $965,605.

Dickinson, D.K. (1999). An Examination of Factors that Affect the Capacity of

Preschool Programs to Support Children’s Early Literacy Development. Funded by the Spencer Foundation for 3 years for $484,000.

Dickinson, D.K. (1998). Evaluation of Wolftrap Literacy Project. 9 months for $23,000.

Dickinson, D.K. (1996). From Preschool to Middle School: Home and School Factors Supporting Motivational and Academic Development in Low-Income Children. Subcontract to EDC, Inc., for a projected funded by the W.T. Grant Foundation, with Harvard Graduate School of Education being the prime grantee (Catherine Snow, Patton Tabors). 48 months for $128, 647.

Dickinson, D.K. (1995). Examining and Changing Discourse Environments in Preschool Classrooms. Funded by the Spencer Foundation; 30 month award for $299,700.

Dickinson, D.K. (1995). Study of the Effects of Specific Features of Head Start Programs on Families and on Children's Schooling Success. Funded by Health and Human Services for 5 years: $2.4 million.

EDC, (1995). Evaluation of a Head Start Arts Partnership. Funded by National Endowment for the Humanities; 4 month budget: $8,000.

Dickinson, D.K. (1991). Home-school study of language and literacy development. Spencer Foundation. Subcontract for $70,000 over two years to cover school portion of data collection of larger project awarded to Harvard University. Total award: $250,000.

Snow, C.E. & Dickinson, D. K. (1987). Environmental and linguistic precursors to early reading: Home-school continuities and discontinuities. Ford Foundation grant for first three years of study: $300,000. Clark Subcontract for two years: $43,258.

Dickinson D. K. (1987). Feasibility Study for Longitudinal Proposal to Study Language and Literacy. Ford Foundation, $11,000.

Dickinson, D. K. (1986-1987). Encouraging Parental Support for Children's Literacy Development. W. T. Grant Foundation, $8,500.

1998 - 1999 Step-by-Step Evaluation. Participated in team carrying out evaluation of innovative early childhood programs in Bulgaria, Romania, Ukraine and Krygystan. Helped develop assessment materials, trained data collectors in Ukraine, assisted in analysis and dissemination of results.

1998 - 1999 INTASC Performance Assessment. Worked as part of a team developing assessment materials for INTASC, Interstate New Teachers Assessment and Support Consortium, which is supported by Council of Chief State School Officers (CCSSO).

1994 - 1996 National Board for Professional Teaching Standards. Participated in development, pilot and field testing of the Early Childhood Generalist certificate, one of the two first assessment packages successfully developed for NBPTS. Also assisted in initial development phase for Middle Childhood and Early Adolescent Generalists packages. These performance-based assessments are used to identify highly accomplished teachers worthy of national certification.

Dickinson, D.K. & Neuman, S. (in preparation). Handbook of research on early literacy. New York: Guilford Press.

Dickinson, D.K. & Tabors, P.O. (in preparation). Preparing for literacy at home and school: The critical role of language development in the preschool years. Brookes.

Dickinson, D.K. (1994). Bridges to literacy: Children, Families and Schools . Cambridge, MA: Basil Blackwell.

Dickinson, D.K. (in preparation). Patterns of book reading in preschool classrooms. In D.K. Dickinson & P.O. Tabors (Eds.), Preparing for literacy at home and school: The critical role of language development in the preschool years. Brookes.

Cote, L, Dickinson, D.K., & Smith, M.W. (in preparation). Making the most of language opportunities during free play and meal time. In D.K. Dickinson & P.O. Tabors (Eds.), Preparing for literacy at home and school: The critical role of language development in the preschool years. Brookes.

Dickinson, D.K., DeTemple, J. (1998). Putting parents in the picture: Maternal reports of preschooler’s literacy as a predictor of early reading. Early Childhood Research Quarterly, 13 (2), 241 - 263.

Dickinson, D.K. & Digisi, L. (March, 1998). The many rewards of a literacy-rich classroom. Educational Leadership, 55, 6, 23 - 26.

Dickinson, D.K., Hao, W., & He, Z. (1995). Pedagogical and classroom factors related to how teachers read to three- and four-year old children. In D. J. Leu (Ed.), NRC Yearbook.

Dickinson, D.K. (1994). Features of early childhood classrooms that support development of language and literacy. In J. Duchan, L. Hewitt & R. Sonnenmeier (Ed.). Pragmatics: From theory to practice (pp.185-201). Englewood Cliffs, NJ: Prentice Hall.

Dickinson, D.K. & Beals, D.B. (1994). Not by print alone: Oral language supports for early literacy development. In D. Lancy (Ed.), Children's emergent literacy: From research to practice (pp. 29-40). Westport, CT: Praeger.

Dickinson, D.K., & Smith, M.W. (1994). Long-term effects of preschool teachers' book readings on low-income children's vocabulary and story comprehension. Reading Research Quarterly, 29 (2), 104-122.

Beals, D.B., deTemple, J., & Dickinson, D.K. (1994). Talking and listening that support early literacy development of children from low-income families. In D.K. Dickinson (Ed.), Bridges to literacy: Approaches to supporting child and family literacy. Cambridge, MA: Basil Blackwell.

McCabe, A., & Dickinson, D.K. (1994). Language Acquisition. In A. C. Purves (Ed.), Encyclopedia of English studies and language arts. National Council of Teachers of English.

Smith, M.W. & Dickinson, D.K. (1994). Describing oral language opportunities and environments in Head Start and Other Preschool Classrooms. Early Childhood Research Quarterly, 9, 345-366.

Dickinson, D.K., Cote, L., & Smith, M.W. (1993). Learning vocabulary in preschool: Social and discourse contexts affecting vocabulary growth. In C. Daiute (Ed.), The development of literacy through social interaction (pp. 67 - 78). In New Directions in Child Development. San-Francisco, CA: Jossey-Bass.

Dickinson, D.K. & McCabe, A. (1993). Beyond two-handed reasoning: Commentary on the work of Kieran Egan. Linguistics and Education, 5 , 187-194.

Dickinson, D.K., DeTemple, J.M., Hirschler, J. & Smith, M.W. (1992). Book Reading with Preschoolers: Co-Construction of Text at Home and at School. Early Childhood Research Quarterly, 7, 323-346.

Dickinson, D. K., Wolf, M. A., & Stotsky, S. (1992). "Words move": The interwoven development of oral and written language in the school years. In J. Berko-Gleason (Ed.), Language Development (3rd ed.). Colombus, OH: Merrill.

Dickinson, D.K. (1991). Teacher stance and setting: Constraints on conversation in preschools. In A. McCabe & C. Peterson (Eds.), Developing narrative structure (pp. 255-302). Hillsdale, NJ: Lawrence Erlbaum.

Dickinson, D.K. & McCabe, A. (1991). A social interactionist account of language and literacy development. In J. Kavanaugh (Ed.), The language continuum. Parkton, MD: The York Press.

Dickinson, D.K. & Smith, M. W. (1991). Preschool talk: Patterns of teacher-child interaction in early childhood classrooms. Journal of Research in Childhood Education, 6, 20-29.

Dickinson, D.K. & Tabors, P. (1991). Early literacy: Linkages between home, school, and literacy achievement at age five. Journal of Research in Childhood Education, 6, 30-46.

Snow, C.E. & Dickinson, D.K. (1991). Skills that aren't basic in a new conception of literacy. In A. Purves & E. Jennings (Eds.), Literate systems and individual lives: Perspectives on literacy and schooling. Albany, NY: SUNY Press.

Dickinson, D.K. (1990). An environmental approach to informal evaluation in preschool. Linguistics and Education, 2, 147-164.

Snow, C.E. & Dickinson, D.K. (1990). Social sources of narrative skills at home and at school. First Language, 10, 87-103.

Dickinson, D. K. (1989). Effects of a shared reading program on One Head start Classroom. In J. Allen & J. Mason (Eds.), Risk makers, risk takers, risk breakers: Reducing the risks for young learners (pp. 125-153). Portsmouth, NH: Heinemann.

Dickinson, D.K. (1989). Implications for organizing an appropriate language program. In M. Frank (Ed.), Facilitating children's language: Handbook for child-related professionals. Journal of Children in Contemporary Society, 21, 59-66.

Dickinson, D. K. (1989). Review of relevant research: Long-term effects of facilitating oral language development. In M. Frank (Ed.), Facilitating children's language: Handbook for child-related professionals. Journal of Children in Contemporary Society. 21, 35-54.

Dickinson, D.K. (1989). Development of preschool children's ability to identify common materials. Merrill-Palmer Quarterly, 35, 165-180.

Dickinson, D. K., & Keebler, R. (1989). Variation in preschool teachers' book reading styles. Discourse Processes, 12, 353-376.

Dickinson, D. K. (1988). Learning names for materials: Factors constraining and limiting hypotheses about word meanings. Cognitive Development, 3, 15-35.

Dickinson, D.K. (1988, August). An examination of programs that involve parents in efforts to support children's acquisition of literacy. Final Report to the W.T. Grant Foundation. Worcester, MA: Clark University.

Dickinson, D. K., Wolf, M. A., & Stotsky, S. (1988). "Words move": The interwoven development of oral and written language in the school years. In J. Berko-Gleason (Ed.), Language Development (2nd ed.). Columbus, OH: Merrill.

Dickinson, D.K. (1987). Oral language, literacy skills and response to literature. In J. Squire (Ed.), The dynamics of language learning: Research in the language arts (pp. 147-183). Urbana, IL: National Council of Teachers of English.

Dickinson, D. K. (1987). The development of a concept of material kind. Science Education, 71, 615-628.

Dickinson, D. K., & Snow, C. E. (1987). Interrelationships among pre-reading and oral language skills in kindergartners from two social classes. Early Childhood Research Quarterly, 2, 1-25.

Dickinson, D. K. (1986). Cooperation, collaboration and a computer: Integrating a computer into a first-second grade writing program. Research in the Teaching of English, 20, 357-378.

Dickinson, D. K. (1985). Creating and using formal occasions in the classroom. Anthropology and Education Quarterly, 16, 47-62.

Wolf, M., & Dickinson, D. K. (1985). From Oral to written language: Transitions in the school years. In J. Berko-Gleason (Ed.), Language Development (pp. 227-276). Columbus, OH: Charles Merrill & Co.

Dickinson, D. K. (1984). First impressions: Children's knowledge of words after a single exposure. Journal of Applied Psycholinguistics, 5, 359-373.

Weaver, P. W., & Dickinson, D. K. (1982). Scratching below the surface structure: Exploring the usefulness of story grammars. Discourse Processes, 5, 225-243.

Cazden, C. B., & Dickinson, D. K. (1981). Language in education: Standardization vs. cultural pluralism. In C. A. Ferguson, S. B. Heath, & J. Tollefson (Eds.), Language in the U.S.A. (pp. 446-468). New York: Cambridge University Press.

Weaver, P. W., & Dickinson, D. K. (1979). Story comprehension and recall in dyslexic students. Bulletin of the Orton Society, 29, 157-171.

Cazden, C. B., Cox, M., Dickinson, D. K., Steinberg, Z., & Stone, C. (1979). "You'all gonna hafta listen:" Peer teaching in a primary classroom. In W. A. Collins (Ed.), Children's Language and Communication. Twelfth Annual Minnesota Symposium on Child Language (pp. 183-231). Hillsdale, NJ: Lawrence Erlbaum.

Dickinson, D.K. (December, 1999). Dimensions of Reading Style and Patterns of Book Use in Preschool. In B. Wasik (Chair), Multiple perspectives on book reading in early childhood classrooms. Symposium presented at the annual conference of the National Reading Conference, Orlando, FL.

Dickinson, D.K. & Smith, M.W. (April, 1999). Supporting professional growth among Head Start teachers by fostering construction of applied knowledge. Annual conference of the American Education Research Association, Montreal, Canada.

Brady, J., Hirschler, J. Dickinson, D.K., & Cross, T. (April, 1999). Evaluating the Step-By-Step Early Childhood Program in Four Countries. Annual conference of the American Education Research Association, Montreal, Canada.

Dickinson, D.K. & Wolf, A. (April, 1999). Phonemic Awareness Development in Spanish-English Bilingual Preschool Children. Annual Conference of the Society for the Scientific Study of Reading. Montreal, Canada.

Dickinson, D.K., Bryant, D., Peisner-Feinberg, E., Lambert, R. & Wolf, A. (April, 16, 1999). Phonemic awareness in Head Start children: Relationship to language and literacy and parenting variables. Annual conference of the Society for Research in Child Development, Albuquerque, NM.

Dickinson, D.K. (January & February, 1999). Teacher-child conversations that foster literacy development. Forums on the IRA/NAEYC Position Statement on Early Literacy. Forums held in Mesa Arizona, Danvers, Massachusetts, College Park, Maryland.

Dickinson, D.K. (December, 1998). Supporting emergent literacy: Recent research findings. Paper presented at the New England Head Start Association conference on Lighting the Way to the New Millennium, Springfield, MA.

Dickinson, D.K., Smith, M.W., & Tabors, P. (November, 1998). Home and preschool factors affecting language and literacy development in kindergarten. Paper presented at the annual meeting of the American for Speech and Hearing Association, San Antonio, TX.

Snow, C.E., Dickinson, D.K., Tabors, P.O., Smith M.W., Porche, M.V., & Jordan, G.E. (November, 1998). How parents and teachers can support children’s emergent literacy development. Paper presented at the annual meeting of the National Association for Educators of Young Children, Toronto, Ontario.

Dickinson, D.K., Rafal, C. T., Merianos, L. (April, 1998). The Structure Of Teacher-Child Verbal interaction In preschool classrooms: Results From the Teacher-Child Verbal Interaction Profile. Paper delivered at the Annual Meeting of the American Educational Research Association, San Diego, CA.

Dickinson, D.K., Snow, C.E., Roach, K., Smith, M. & Tabors, P.O. (April 19, 1998). Home and Preschool Factors Affecting Language and Literacy Development in Kindergarten. Paper delivered at the annual meeting of the Society for the Scientific Study of Reading, San Diego, California.

Dickinson, D.K., Howard, C. & Rafal, C.T. (November, 1997). Describing teacher support for language in preschools. Annual Conference of the Division for Early Childhood of the Center for Exceptional Children. New Orleans, LA.

Dickinson, D.K., & Smith, M.W. (November, 1997). Describing Language and Literacy Environments: Research Tools for Practitioners. Annual conference of the National Association for the Education of Young Children, Anaheim, California.

Dickinson, D.K. & Smith, M. W. (May, 1997). Communities of Teachers Examining Analyzing Language and Curriculum. Presented at the annual meeting of the National Head Start Training Conference, Boston, MA.

Dickinson, D.K. (May, 1997). The New England Quality Research Center. Presented at the annual meeting of the National Head Start Training Conference, Boston, MA.

Smith, M.W., Haine, R., & Dickinson, D.K. (April, 1997). Teacher’s assessments of children’s language and literacy skills: Predictive power and consistency. Paper presented at the Biannual Meeting of the Society for Research in Child Development, Washington, D.C.

Dickinson, D.K., & Smith, M.S. (March, 1997). A contextualized analysis of teacher-child discourse in Head Start classrooms. Annual meeting of the Society for the Scientific Study of Reading, Chicago, IL.

Dickinson, D.K., & Smith, M.W., & Haine, R. (August, 1996). Predicting kindergarten literacy from preschool discourse. Poster session at the XIVth Biennial Meetings of ISSBD, Quebec City, Quebec.

Dickinson, D.K., Tabors, P.O., & Rourke, K. (August, 1996). Contributions of early oral language skills to later reading comprehension. In A. Spinollo & J. Oakhill (Chairs), Thinking about texts: Comprehension and metalinguistic awareness. Symposium conducted at the XIVth Biennial Meetings of ISSBD, Quebec City, Quebec.

Dickinson, D.K., Cote, L.R., & Smith, M.W. (1996, June). Preschool classrooms as lexical environments: Long-term effects of patterns of vocabulary use on low-income children's language development. Symposium conducted at the Third National Head Start Research Conference, Washington, D.C.

Dickinson, D.K., & Smith, M.W. (June, 1996). The impact of variation in preschool experience on children’s language and literacy development. Poster presented at Head Start’s Third National Research Conference, Washington, DC.

Dickinson, D.K., & Smith, M.W. (April, 1996). Contributions of preschool and grade one classroom experiences to grade two reading and vocabulary. Paper presented at the Third Annual Meeting of the Society for the Scientific Study of Reading, New York, NY.

Dickinson, D.K. (May, 1995). A Framework for Viewing Family Support for Early Literacy Development. Conference on "Vital Families" presented by the Center for Applied Child Development, Tufts University.

Dickinson, D.K., & Dolane-Rourke, H. (April, 1995). Current patterns of literacy instruction in primary grade classrooms. Paper presented at the annual conference of the Society for the Scientific Study of Reading, San Francisco, CA.

Dickinson, D.K. (April, 1995). Meeting the standard: The Early Childhood Generalist Standards. Paper presented at the annual convention of the American Educational Research Association.

Dickinson, D.K., Hirschler, J., Chalufour, I., Brady, J., & Gordon, B. (April, 1995). Confronting Issues of Diversity in National Performance-Based Examination: EDC’s Approach to the Early Childhood Generalist Certificate. Paper presented at the annual convention of the American Educational Research Association, San Francisco, CA.

Densmore, A., Dickinson, D.K., & Smith, M.W. (April, 1995). The socio-emotional content of teacher-child interaction in preschool settings serving low-income children. Paper presented at the annual conference of the American Educational Research Association, San Francisco, CA.

Dickinson, D.K. (March, 1995). Readiness: Bringing low-income parents into the conversation. Paper presented at the annual convention of the Society for Research in Child Development, Indianapolis, IN.

Dickinson, D.K., Smith, M.W., & Cote, L. (March, 1995). Effects of preschool lexical environments on low-income children’s language skill at the end of kindergarten. Paper presented at the annual convention of the Society for Research in Child Development, Indianapolis, IN.

Dickinson, D.K. (September, 1994). What is Family Literacy? Theoretical and practice-based frameworks. Invited paper given at an annual conference sponsored by the Averroes Foundation, The Haag, The Netherlands.

Dickinson, D.K. (December, 1994). Teacher performance and child engagement: Reading books in preschool and kindergarten. Paper presented at the annual convention of the National Reading Conference, San Diego, CA.

Dickinson, D.K. & Smith, M.W. (April, 1994). Teacher and child conversations in preschools: Constraints and supports. Paper presented at the annual convention of the American Educational Research Association, New Orleans, LA.

Dickinson, D.K. & Cote, L.R. (1994, April). Predicting literacy outcomes for low-income children: A worldwide perspective. Symposium conducted at the Annual Meeting of the Educational Research Association, New Orleans, LA.

Dickinson, D.K., Beals, D.E., & Tabors, P.O. (Nov., 1993). Long-term effects of preschool discourse experiences on language and literacy development. Paper presented at the 2nd National Head Start Conference, Washington, D.C.

Dickinson, D.K., Hao, Z., & He, W. (Nov., 1993). Patterns of reading and long-term consequences of diverse book reading approaches. Paper presented at the annual convention of the National Council of Teachers of English, Pittsburgh, PA.

Dickinson, D.K., Cote, L., & Smith, M.W. (April, 1993). Preschools as lexical environments. In C. Genishi (Chair), Word Learning Research for Literacy Theory and Early Childhood Practice. Symposium conducted at the annual conference of the American Educational Research Association, Austin, TX.

Dickinson, D.K. & Nicholson, P. (April, 1993). Parents' and teachers' perceptions of home and school contributions to literacy development: A four-year perspective. Paper presented at the annual conference of the American Educational Research Association.

Dickinson, D.K. & Smith, M.W. (March, 1993). Contributions of specific preschool experiences to emerging literacy skills. In G. Williamson (Chair), Ready to Learn: Sources of Influence on Growth of Early Literacy. Symposium conducted at the annual conference for the Society for Research in Child Development, New Orleans, LA.

Dickinson, D.K. & Cote, L. (March, 1993). Peer and teacher-child relationships in preschool classrooms: Contexts for language learning. In C. Daiute (Chair), Relationships as Contexts for Language and Literacy Development. Symposium conducted at the annual conference for the Society for Research in Child Development, New Orleans, LA.

Dickinson, D.K., & Smith, M.W. (December, 1992). Preschool contributions to early language and literacy development. In E. Sulzby (Chair), From Three to Six: Home and Preschool Supports for Literacy Development Among Low-Income Children. Symposium conducted at the annual conference of the National Reading Conference, San Antonio, TX.

Tabors, P. & Dickinson, D.K. (December, 1992). Looking Through Both Lenses: Home and School Contributions. In E. Sulzby (Chair), From Three to Six: Home and Preschool Supports for Literacy Development Among Low-Income Children. Symposium conducted at the annual conference of the National Reading Conference, San Antonio, TX.

Dickinson, D.K. & Tabors, P. (April, 1992). Continuity and change in oral language and print skills between kindergarten and first grade. In R. Gallimore (Chair), Pathways to Literacy: Home and School Factors Affecting Kindergarten and First Grade Achievement. Symposium conducted at the annual conference of the American Educational Research Association, San Francisco, CA.

Dickinson, D.K. (April, 1992). Long-term effects of teacher-child discussions of books on low-income children's vocabulary and story understanding. In B. deBaryshe (Chair), Emergent reading and Book reading. Symposium conducted at the Human Development Conference, Atlanta, GA.

Dickinson, D.K. (March, 1992). Contexts supporting oral language development in preschool classrooms. Invited presentation at Pragmatics: From Theory to Therapy, Buffalo, New York.

Dickinson, D.K. & Nicholson, P. (June, 1991). Home and preschool correlates of kindergarten literacy: A longitudinal analysis. New Directions in Child and Family Research: Shaping Head Start in the Nineties, Arlington, VA.

Dickinson, D.K. & Moreton, J. (April, 1991). Predicting specific kindergarten literacy skills from three-year-olds' preschool experiences. In G. Whitehurst (Chair), Constructivist Accounts of Literacy Acquisition: Contributions from Participation in Discourse. Symposium conducted at the Bi-annual conference of the Society for Research on Child Development, Seattle, WA.

Dickinson, D.K. & Smith, M. (April, 1991). Styles of reading books in preschool. Paper presented at the annual conference of the American Educational Research Association, Chicago, IL.

Dickinson, D.K. & Smith, M. (April, 1991). Preschool talk: Patterns of teacher-child interaction in early childhood classrooms. In S. Barnett (Chair), The Social Prerequisites of Literacy Development. Paper presented at the annual conference of the American Educational Research Association, Chicago, IL.

Dickinson, D.K. & Tabors, P. April, 1991). Early literacy: Linkages between home, school, and literacy achievement at age five. In S. Barnett (Chair), The Social Prerequisites of Literacy Development. Paper presented at the annual conference of the American Educational Research Association, Chicago, IL.

Dickinson, D.K. (April, 1990). Preschools: Environments that support decontextualized language skills of low-income children? In C. Snow (Chair), Preschools as environments for supporting emergent literacy and decontextualized language development. Symposium conducted at the annual conference of the American Educational Research Association, Boston, MA.

Dickinson, D.K. (April, 1990). Book reading as a context for use of decontextualized language with low-income preschoolers. In R. Buhle (Chair), Practices which facilitate the development of skills with decontextualized or representational uses of language: Studies in home and classroom contexts. Symposium conducted at the annual conference of the American Educational Research Association, Boston, MA.

Dickinson, D.K. (May, 1991). Not by print alone: Nourishing the oral language root of emergent literacy. Invited presentation at working conference on Emergent Literacy, University of Toledo.

Dickinson, D.K. & McCabe, A. (March, 1991). Acquiring oral language and becoming literate: Parallels, props and possible pitfalls. In J. Kavanaugh (Chair), The Language Continuum. Invited presentation at the annual conference of the New York Branch of the Orton Dyslexia Society, NY, NY.

Snow, C.E. & Dickinson, D.K. (September, 1989). Home and school language and literacy acquisition environments. In D. Dickinson (Chair), Supporting early language and literacy development. Symposium conducted at the Third Annual Conference of the European Association for Research in Learning and Instruction, Madrid, Spain.

Dickinson, D.K. (1989, April). Combining observational techniques in the study of children's early language. In C. Emihovich (Chair), Nonformal assessment of children's language and literacy skills. Symposium conducted at the annual meeting of the American Educational Research Association, San Francisco, CA.

Dickinson, D.K. (1988, November). The semantics of preschool scientists: Learning to name materials. Invited address to the New England Child Language Association. Boston University, Boston, MA.

Dickinson, D.K. (1988, April). Facilitating parental involvement in young children's acquisition of literacy: A survey of effective programs. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA.

Dickinson, D. K., & Snow, C. (1987, April). Interrelationships among language and literacy skills. In J. Allen (Chair), Effective literacy experiences for young children: Reducing the risk factors. Symposium conducted at International Reading Association, Anaheim, CA.

Dickinson, D. K. (1986, October). Learning names for materials: Linguistic and conceptual constraints. Paper presented at the Boston University Conference on Child Language, Boston, MA.

Dickinson, D. K., & Snow, C. E. (1986, October). Language-literacy relationships in kindergarten. Paper presented at the Boston University Conference on Child Language, Boston, MA.

Dickinson, D. K. (1986, May). Learning about materials: A study of conceptual development. Paper presented at the Jean Piaget Society, Philadelphia, PA.

Dickinson, D. K., & Keebler, R. (1986, April). Style differences in day care teachers' book reading. Paper presented at the Seventh Annual University of Pennsylvania Ethnography in Education Research Forum, Philadelphia, PA.

Dickinson, D. K. (1985, April). Collaborative writing at the computer. In B. Bruce (Chair), The impact of social processes on computer writing activities. Symposium conducted at the annual meeting of the American Educational Research Association, Chicago, IL.

Dickinson, D. K. (1985, March). Relationships between oral language, reading and writing. Invited participant in Mid-Decade Seminar in Research on the Teaching of English. Sponsored by the National Conference on Research in English, Chicago, IL.

Dickinson, D. K. (1984, April). Becoming a natural kind term. Paper presented at the annual meeting of the American Education Research Association, New Orleans, LA.

Dickinson, D. K. (1984, April). The construction of a material level classification system. Paper presented at the annual meeting of the American Education Research Association, New Orleans, LA.

Dickinson, D. K. (1983, April). First impressions: Knowledge of words from single exposures. Paper presented at the annual meeting of the American Education Research Association, Montreal, Canada.

Dickinson, D. K. (1980, May). Story recall and reading disorders. Symposium conducted on language and reading at the Annual Meeting of the International Reading Association, St. Louis, M0.

Weaver, P. W., & Dickinson, D. K. (1979, November). Story comprehension and recall of students with specific language disability. Paper presented at the 30th National Conference of the Orton Society, Indianapolis, IN.

Dickinson, D. K., & Weaver, P. W. (1979, April). A schema theoretic approach to the story understanding of severely disabled readers. Paper presented at the annual meeting of the American Education Research Association, San Francisco, CA.

Smith, M.W., Dickinson, D.K., Sangeorge, A. (1998). The Early Language and Literacy Classroom Observation (ELLCO).

Dickinson D.K. (1998). Literacy Environment Checklist.

Dickinson, D.K. & Chaney, C. (1998). Profile of Early Literacy Development.

Smith, MS. & Dickinson, D.K. (1998). Early Classroom Language and Literacy Observation.

Dickinson, D.K. (1997). Teacher Evaluation of Language and Literacy Development.

Dickinson, D.K., Howard, C., & Haine, R. (1998). Teacher-Child Verbal Interaction Profile.

Special Interest Group in Language Development (Chair, 1987 - 1989)

American Educational Research Journal

New Standards Committee on Oral Language Development, (1999)

Language Advisor to WESTAT, Birth Cohort National Longitudinal Study (1998 - 2004)

Site Reviewer, OERI Center for Research on the Education of Students Placed at Risk (1997)

Consultant, Heinz Foundation (1996-1997)

Panel Member, Early Childhood Education and Cultural Diversity, National Academy of Sciences (1994)