The following publications, theses, papers, presentations, and unpublished manuscripts incorporate data from the Home-School Study of Language and Literacy Development; articles about the study are also included.

       1. Publications
       2. Undergraduate Thesis
       3. Qualifying Paper
       4. Dissertations
       5. Papers and Presentations
       6. Unpublished Manuscripts and Works-in-Progress
       7. Articles about the Home-School Study

PUBLICATIONS

  Beals, D.E. (1993). Explanations in low-income families’ mealtime conversations. Applied Psycholinguistics, 14 (4), 489-513. 

  Beals, D.E.  (1997).  Sources of support for learning words in conversation:  Evidence from mealtimes.  Journal of Child Language, 24, 673-694. 

  Beals, D.E., & De Temple, J.M. (1993). Home contributions to early language and literacy development. In D. Leu & C. Kinzer (Eds.),  Examining central issues in literacy research, theory, and practice. Forty-second yearbook of the National Reading Conference (pp. 207-215). Chicago, IL: The National Reading Conference. 

  Beals, D.E., De Temple, J.M., & 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 (pp. 30-40). Cambridge, MA: Basil Blackwell. 

  Beals, D.E., & Snow, C.E. (1994). “Thunder is when the angels are upstairs bowling”: Narratives and explanations at the dinner table. Journal of Narrative and Life History, 4 (4), 331-352. 

  Beals, D.E., & Tabors, P.O. (1995). Arboretum, bureaucratic, and carbohydrates: Preschoolers’ exposure to rare vocabulary at home. First Language, 15 (1), 57-76. 

 Cote, L.R. (1993). Mealtimes in Head Start classrooms.   [Summary].  Summary of conference proceedings:  The Second National Head Start Research Conference:  Translating research into practice:  Implications for serving families with young children, 2, 310.

 Cote, L.R. (in press). Mealtime in Head Start classrooms as an opportunity for literacy development. [Summary].  Proceedings of the 22nd National Head Start Association Annual Training Conference.  Washington, DC: National Head Start Association.

  Cote, L.R. (in press). Mealtimes in Head Start classrooms.  [Summary].  Annotated bibliography of Head Start research:  1985-1997.  Washington, D.C.:   Head Start Bureau.

  De Temple, J.M., & Beals, D.E. (1991). Family talk: Sources of support for the development of decontextualized language skills. Journal of Research in Childhood Education, 6 (1), 11-19. 

  De Temple, J.M., & Snow, C.E. (1996). Styles of parent-child book reading as related to mothers’ views of literacy and children’s literacy outcomes. In J. Shimron (Ed.), Literacy and education: Essays in memory of Dina Feitelson (pp. 49-68).  Cresskill, NJ:  Hampton Press. 

  De Temple, J.M. & Tabors, P.O. (1995) Styles of interaction during a book reading task: Implications for literacy intervention  with low-income families.  In Hinchman, K.Q., Leu, D.J., & Kinzer, C.K. (Eds), Perspectives or literacy research and practice, 44th yearbook of the National Reading Conference.  Chicago, IL: The National Reading Conference.

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

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

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

  Dickinson, D.K., & Beals, D.E. (1994). Not by print alone: Oral language supports for early literacy development. In D.F. Lancy (Ed.), Children’s emergent literacy (pp. 29-40). Westport, CT: Praeger. 

  Dickinson, D.K., Cote, L.R., & Smith, M.W. (1993). Learning vocabulary in preschool: Social and discourse contexts affecting vocabulary growth. In W. Damon (Series Ed.) & C. Daiute (Vol. Ed.), New directions in child development: Vol. 61. The development of literacy through social interaction (pp. 67-78). San Francisco, CA: Jossey-Bass. 

  Dickinson, D.K., & De Temple, J.M. (1998).  Putting parents in the picture:  Maternal reports of preschoolers' literacy as a predictor of early reading. Early Childhood Research Quarterly, 13 (2), 241-261. 

  Dickinson, D.K., De Temple, J.M., Hirschler, J.A., & Smith, M.W. (1992).  Book reading with preschoolers: Co-construction of text at home and at school. Early Childhood Research Quarterly, 7 (3), 323-346. 

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

  Dickinson, D.K., Hao, Z., & He, W. (1995).  Pedagogical and classroom factors related to how teachers read to three- and four-year old children. In K.A. Hinchman, D.J. Leu, & C.K. Kinzer (Eds.), Perspectives on literacy research and practice.  Forty-fourth yearbook of the National Reading Conference (pp. 212-221). Chicago, IL: The National Reading Conference.

  Dickinson, D.K., & Smith, M.W. (1991). Preschool talk: Patterns of interaction in early childhood classrooms. Journal of Research in Childhood Education, 6 (1), 20-29. 

  Dickinson, D.K., & Smith, M. W. (1994). Long-term effects of preschool teachers’ book readings on low-income children’s vocabulary and story understanding. Reading Research Quarterly, 29 (2), 105-122. 

  Dickinson, D.K., & Tabors, P.O. (1991). Early literacy: Linkages between home, school and literacy achievement at age five. Journal of Research in Childhood Education, 6 (1), 30-46. 

  Dickinson, D.K., & Tabors, P.O. (Eds.) (2001). Beginning literacy with language: Young children learning at home and school. Baltimore: Paul Brookes Publishing.

  Jordan, G., Snow, C. E., & Porche, M. V. (2000).  Project EASE:  The effect of a family literacy project on kindergarten students' early literacy skills.  Reading Research Quarterly, 35 (4), 524-546.

  Kurland, B.F., & Snow, C.E. (1997). Longitudinal measurement of growth in definitional skill. Journal of Child Language, 24, 603-625. 

  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 (3&4), 345-366. 

  Snow, C.E. (1991)  The theoretical basis for relationships between language and literacy in development.  Journal of Research in Childhood Education, 6, (1), 5-10. 

  Snow, C.E. (1993). Families as social contexts for literacy development. In W. Damon (Series Ed.) & C. Daiute (Vol. Ed.), New directions in child development: Vol. 61. The development of literacy through social interaction (pp. 11-24). San Francisco, CA: Jossey-Bass.

  Snow, C.E. (1993). Linguistic development as related to literacy.  In  L. Eldering, & P. Leseman (Eds.), Early intervention and culture (pp. 133-148). The Netherlands: UNESCO Publishing.

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

  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. 

  Snow, C.E., & Kurland, B. F. (1996). Sticking to the point: Talk about magnets as a preparation for literacy. In D. Hicks (Ed.), Child discourse and social learning: An interdisciplinary perspective (pp. 189-220). New York: Cambridge University Press. 

  Snow, C.E., & Tabors, P.O. (1993). Language skills that relate to literacy development. In B. Spodek, & O. Saracho, (Eds.), Yearbook in early childhood education (Vol. 4).  New York: Teachers College Press. 

  Snow, C.E., & Tabors, P.O. (1996). Intergenerational transfer of literacy.  In L.A. Benjamin, & J. Lord (Eds.), Family literacy: Directions in research and implications for practice (pp. 73-80). Washington, DC: US Department of Education. 

  Snow, C.E., Tabors, P.O., Nicholson, P.A., & Kurland, B.F. (1995). SHELL: Oral language and early literacy skills in kindergarten and first-grade children. Journal of Research in Childhood Education, 10 (1), 37-48. 

UNDERGRADUATE THESIS

  Hibbeln, C. (1996).  Narratives in discourse:  An examination of the age trends and pragmatic functions of narratives in child speech.  Unpublished senior thesis, Oberlin College, Oberlin, OH. 

Weizman, Z.O., & Snow, C.E.. Lexical input as related to children's vocabulary acquisition: Effects of sophisticated exposure and support for meaning. Developmental Psychology.
 

QUALIFYING PAPER

  Porche, M.V. (1994).  Patterns of change in maternal school involvement:  Implications for Head Start.  Unpublished qualifying paper, Harvard Graduate School of Education, Cambridge, MA. 

  Roach, K. A. (1999). Assessing reading comprehension through the analysis of retellings of text: A measurement pilot.  Unpublished qualifying paper, Harvard Graduate School of Education, Cambridge, MA.

DISSERTATIONS

  Beals, D.E. (1991). ‘I know who makes ice cream’: Explanations in mealtime conversations of low-income families of preschoolers. Unpublished doctoral dissertation, Harvard Graduate School of Education, Cambridge, MA.

  De Temple, J.M. (1994). Book reading interaction among low-income mothers with preschoolers and children’s later literacy skills. Unpublished doctoral dissertation. Harvard Graduate School of Education, Cambridge, MA.

  Porche, M.V. (1999).  Patterns of maternal school involvement as predictors of children’s academic achievement.  Unpublished doctoral dissertation. Harvard Graduate School of Education, Cambridge, MA. (.pdf file available on request)

  Smith, M.W. (1996).  Teacher-child interaction in early childhood education classrooms: Theoretical and practical perspectives. Unpublished doctoral dissertation, Clark University, Worcester, MA.

  Weizman, Z.O. (1995).  Sophistication in maternal vocabulary input at home:  Does it affect low-income children’s vocabulary, literacy, and language success in school?  Unpublished doctoral dissertation, Harvard Graduate School of Education, Cambridge, MA.
 

PAPERS AND PRESENTATIONS

  Beals, D.E. (1990, October). A taxonomy of jointly-constructed explanations in the families of preschoolers. Paper presented at the Boston University Conference on Language Development, Boston, MA.

  Beals, D.E. (1992, February). Family mealtimes with low-income preschoolers: A sociolinguistic study of explanatory talk. Paper presented for Proseminar in Child Language at University of Kansas, Lawrence, KS.

  Beals, D.E. (1992, April). Explanation as co-constructed discourse.  Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA.

  Beals, D.E., & De Temple, J.M. (1992, December). Home contributions to early language and literacy development. Paper presented at the  annual conference of the National Reading Conference, San Antonio, TX. 

  Beals, D.E., & De Temple, J.M. (1993, March). The when and where of whys and whats: Explanatory talk across settings. Paper presented at the biennial meetings of the Society for Research in Child Development, New Orleans, LA. 

  Beals, D.E., De Temple, J.M., Tabors, P.O., & Snow, C.E. (1991, April). Reading, reporting, and repast: Three R’s for co-constructing language and literacy skills. Paper presented at the biennial meetings of the Society for Research in Child Development, Seattle, WA. 

  Beals, D.E., & Smith, M.W. (1992, April). Eating, reading, and pretending: Predictors of kindergarten literacy skills. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA.

  Beals, D.E., & Tabors, P.O. (1993, March). Arboretum, bureaucratic, and carbohydrates: Preschoolers’ exposure to rare vocabulary at home. Paper presented at the biennial meetings of the Society for Research in Child Development, New Orleans, LA. 

 Beals, D.E., & Tabors, P.O. (1994, April). Talk at home: Extended discourse and rare vocabulary use at mealtimes. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA. 

  Beals, D.E., & Tabors, P.O. (1995, March). Sources of support for learning words in conversation:  Evidence from mealtimes. Paper presented at the biennial meetings of the Society for Research in Child Development, Indianapolis, IN. 

  Beals, D.E., & Tabors, P.O. (1996, April). Word learning from discourse: Contextual support in everyday conversation. Paper presented at the annual meeting of the American Educational Research Association, New York,  NY.

  Cote, L.R. (1993, November). Mealtimes in Head Start classrooms. Poster presented at the Second National Head Start Research Conference, Washington, DC.

  Cote, L.R. (1995, March). Politeness routines in Head Start classrooms. Poster presented at the biennial meetings of the Society for Research in Child Development, Indianapolis, IN.

  Cote, L.R. (1995, April). Mealtime in Head Start classrooms as an opportunity for literacy development. Poster presented at the 22nd National Head Start Association Annual Training Conference, Washington, DC.

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

 De Temple, J.M. (1990, April). Contributions of book reading at home to decontextualized language skills. Paper presented at the annual meeting of the American Educational Research Association, Boston, MA. 

  De Temple, J.M. (1994, April). Picture book reading among low-income mothers and pre-schoolers.  Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA.

  De Temple, J.M. (1996, August). Precursors to early reading achievement: Book reading and children’s story retelling.  Poster presented at the XIVth Biennial Meetings of the International Society for the Study of Behavioral Development, Quebec City, Quebec. 

  De Temple, J.M.  (1999, April).  Home and school predictors of sixth grade vocabulary and reading of children from low-income families. Poster presentation at the biennial meetings of the Society for Research in Child Development, Albuquerque, NM.

  De Temple, J.M. & Beals, D.E. (1991, April). Family talk: Sources of support for the development of decontextualized language skills. Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL. 

  De Temple, J.M. & Hirschler, J.A. (1991, October). Mother’s comments during book reading as a source of narrative structure for preschoolers. Paper presented at the Boston University Conference on Language Development, Boston, MA.

  De Temple, J.M. & Snow, C.E. (1992, April). Styles of parent-child book reading as related to mothers’ views of literacy and children’s literacy outcomes. Paper presented at the Conference on Human Development, Atlanta, GA. 

  Dickinson, D.K. (1989, March). 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. (1990, April).  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 meeting of the American Educational Research Association, Boston, MA. 

  Dickinson, D.K. (1990, April).  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 meeting of the American Educational Research Association, Boston, MA.

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

  Dickinson, D.K. (1992, March).  Contexts supporting oral language development in preschool classrooms. Paper presented at Pragmatics: From Theory to Therapy, Buffalo, NY.

  Dickinson, D.K. (1992, April).  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 presented at the Human Development Conference, Atlanta, GA.

  Dickinson, D.K. (1994, September).  What is family literacy?  Theoretical and practice-based frameworks. Paper presented at an annual conference sponsored by the Averroes Foundation, The Hague, The Netherlands.

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

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

  Dickinson, D.K. (1995, May).  A framework for viewing family support for early literacy development.  Paper presented at the Conference on “Vital Families” presented by the Center for Applied Child Development, Tufts University, Medford, MA.

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

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

  Dickinson, D.K. (March, 2000).  Effective literacy practices in preschools. Putting research to work: Building literacy skills in children. Invitational conference sponsored by the Harvard Children's Initiative, Cambridge, MA

  Dickinson, D.K. (2000, April). Contributions of preschool classrooms to the language and literacy development of children from low-income families.  In C. Snow (Chair), Predicting 4th grade reading comprehension in a low-income population:  The critical importance of social precursors from home and school during early childhood.  Symposium conducted at the annual meeting of the American Educational Research Association, New Orleans, LA.

  Dickinson, D.K., Beals, D.E., & Tabors, P.O. (1993, November). Home and classroom portraits: Head Start and non-Head Start families and programs. Poster presented at the Second National Head Start Research Conference, Washington, DC.

  Dickinson, D.K. & Cote, L.R. (1993, March).  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 biennial meetings of the Society for Research in Child Development, 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 American Educational Research Association, New Orleans, LA.

  Dickinson, D.K., Cote, L.R., & Smith, M.W. (1993, April).  Preschools as lexical environments.  In C. Genishi (Chair), Word learning research for literacy theory and early childhood practice.  Symposium conducted at the annual meeting of the American Educational Research Association, Atlanta, GA. 

  Dickinson, D.K., Cote, L.R., & Smith, M.W. (1993, April). Social supports for vocabulary development in preschool classrooms. Paper presented at the annual meeting of the American Educational Research Association, Atlanta GA.

  Dickinson, D.K., Hao, Z., & He, W. (1993, November).  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., & Nicholson, P.A. (1991, June).  Home and preschool correlates of kindergarten literacy: A longitudinal analysis.  Paper presented at New Directions in Child and Family Research: Shaping Head Start in the Nineties, Arlington, VA.

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

  Dickinson, D.K., & Smith, M. W. (1991, April).  Preschool talk: Patterns of teacher-child interaction in early childhood classrooms. In S. Barnett (Chair), The social prerequisites of literacy development. Symposium conducted at the annual meeting of the American Educational Research Association, Chicago, IL. 

  Dickinson, D.K., & Smith, M.W. (1991, April). Teachers’ styles of reading books to preschool children. Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL.

  Dickinson, D.K., & Smith, M.W. (1992, December).  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. 

  Dickinson, D.K., & Smith, M.W. (1992, December). Patterns of interaction in preschool classrooms. Paper presented at the annual conference of the National Reading Conference, San Antonio, TX.

  Dickinson, D.K., & Smith, M.W. (1993, March). Extended language opportunities in preschool as supports for development of emergent literacy.  In G. Williamson (Chair), Ready to learn: Sources of influence on growth of early literacy.  Symposium conducted at the biennial meetings of the Society for Research in Child Development, New Orleans, LA.

  Dickinson, D.K., & Smith, M.W. (1994, April).  Connections among preschool teachers’ beliefs and practices and the early academic outcomes of low income children. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA.

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

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

  Dickinson, D.K., Smith, M.W., & Cote, L.R.  (1995, March). Preschool classrooms as lexical environments. Paper presented at the biennial meetings of the Society for Research in Child Development, Indianapolis, IN.

 Dickinson, D.K., Smith, M.W., & Haine, R. (1996, August). Predicting kindergarten literacy from preschool discourse. Poster presented at the XIVth Biennial Meetings of International Society for the Study of Behavioral Development, Quebec City, Quebec.

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

  Dickinson, D. K., Snow, C. E., Roach, K., Smith, M., & Tabors, P. O. (1998, April). Home and preschool factors affecting language and literacy development in kindergarten. Presentation at the annual meetings of the Society for the Scientific Study of Reading, San Diego, CA.

  Dickinson, D.K., & Tabors, P.O. (1991, April). Early literacy: Linkages between home, school, and literacy achievement at age five.  In S. Barnett (Chair), The social prerequisites of literacy development. Symposium conducted at the annual meeting of the American Educational Research Association, Chicago, IL. 

  Dickinson, D.K., & Tabors, P. O. (1992, April). 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 meeting of the American Educational Research Association, San Francisco, CA.

  Dickinson, D.K., Tabors, P.O., & Roach, K. A. (1996, August). Predicting children’s fourth grade reading comprehension using individual growth trajectories in vocabulary, decoding, and decontextualized language.  In A. Spinillo & J. Oakhill (Chairs), Thinking about texts: Comprehension and metalinguistic awareness. Symposium conducted at the XIVth Biennial Meetings of  the International Society for the Study of Behavioral Development, Quebec City, Quebec.

  Dickinson, D.K., Tabors, P.O., & Smith, M. W. (1992, April). Continuity and change in oral language and print skills between kindergarten and first grade. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA.

  Gregory, L., & Tabors, P.O.  (1991, October). ‘We was singing and we was dancing’: A cross-cultural analysis of black and white preschool children’s personal accounts. Paper presented at the Boston University Conference on Language Development, Boston, MA.

  Haine, R., & Tabors, P.O.  (1997, April).  Low-income mothers’ strategies for supporting their children’s early read-aloud experiences.  Poster presented at the biennial meetings of the Society for Research in Child Development, Washington, DC. 

  Moreton, J. R. (1989, March).  Social prerequisites to the development of decontextualized language skills in preschool children from low income families.  Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA.

  Moreton, J.R., & Porche, M.V.  (1991, August).  Moving beyond the deficit model:  Using process-oriented measures of home context to explore the acquisition of literacy-related language skills.  Paper presented at the Fourth International Conference on Language and Social Psychology, University of California, Santa Barbara, CA.

  Porche, M.  (1999, April).  A survival analysis using parent involvement to predict time to first retention and time to first special education placement.  Poster presentation at the biennial meetings of the Society for Research in Child Development, Albuquerque, NM.

 Porche, M. & Ross, S.  (1999, April).  Parent involvement in the early elementary grades:  An analysis of mothers’ practices and teachers’ expectations.  Paper presentation at the annual meeting of the American Educational Research Association, Montreal, Canada. 
(.pdf file available)

 Porche, M. & Ross, S.  (2001, April).  Academic success and struggle: A study of motivation and literacy in a sample of low-income 7th graders, in M.Porche (Chair) Adolescence in context: Investigating the multidimensional lives of adolescents through mixed-methods research.  Paper presentation at the annual meeting of the American Educational Research Association, Seattle, WA. 

  Ross, S., Roach, K. A. & Tabors, P. O. (2000, April). Motivational resources, teachers' perceptions, and academic achievement among low-income  6th and 7th graders. Poster presentation at the annual meeting of the American Educational Research Association, New Orleans, LA.

  Roach, K.  (1999, April).  Relationships between early language and literacy experiences and literacy development over time in low-income children.  Poster presentation at the biennial meetings of the Society for Research in Child Development, Albuquerque, NM.

  Roach, K. A. (2000, April)  Examining retellings as measures of reading comprehension:  Implications for assessment.  Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA.

  Roach, K. A. & Snow, C. E. (2000, April). What predicts 4th grade reading comprehension?  In C. Snow (Chair), Predicting 4th grade reading comprehension in a low-income population:  The critical importance of social precursors from home and school during early childhood.  Symposium conducted at the annual meeting of the American Educational Research Association, New Orleans, LA.
(.pdf file available)

  Smith, M.W. (1993, November). Teachers’ facilitation of children’s language and literacy development: Profiles of two teachers. Poster presented at the Second National Head Start Research Conference, Washington, DC. 

  Snow, C.E., & Beals, D.E. (1991, October). Narratives and explanations at the dinner table. Paper presented at conference on Crossing Boundaries: Formal and Functional Determinants of Language Acquisition, Tubingen, Germany.

  Snow, C.E., & Beals, D.E. (1993, November). Home influences on the development of language-related literacy skills. Paper presented at the Second National Head Start Research Conference, Washington, DC.

  Snow, C.E., De Temple, J.M., Tabors, P.O., & Kurland, B.F. (1994, August). Literacy across two generations. Paper presented at the American Psychological Association, Los Angeles, CA. 

  Snow, C.E. & Dickinson, D.K. (1989, September).  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.

  Snow, C. E., Dickinson, D. K., Tabors, P. O., Smith, M. W., Porche, M. V.,  & Jordan, G. E., (1998, November).  How parents and teachers can support children's early literacy development.  Presentation at the National Association of Educators of Young Children Conference, Toronto, Canada.

  Snow, C.E., & Tabors, P.O. (1988, October). Development of decontextualized language skills in low income preschool children. Paper presented at the Boston University Conference Language Development, Boston, MA.

  Snow, C.E., & Tabors, P.O. (1989, October). Parental vs. child responsibility for the structure of oral narratives. Paper presented at the Boston University Conference on Language Development, Boston, MA.

  Snow, C.E., & Tabors, P.O.  (1992, November). Language skills that relate to literacy development. Paper presented at the conference of the National Association of Educators of Young Children, New Orleans, LA.

  Snow, C.E., & Tabors, P.O. (1993, March). Home influences on the development of literacy-related language skills. Paper presented at the biennial meetings of the Society for Research in Child Development, New Orleans, LA. 

  Snow, C., Tabors, P.O., Nicholson, P.A., & Kurland, B.F.  (1994, April). The relationships between oral language skills and early literacy skills in low-income children. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA. 

  Snow, C. E. (2000, April). The theoretical framework and research program of the Home-School Study of Language and Literacy Development.  In C. Snow (Chair), Predicting 4th grade reading comprehension in a low-income population:  The critical importance of social precursors from home and school during early childhood.  Symposium conducted at the annual meeting of the American Educational Research Association, New Orleans, LA.

  Tabors, P.O.  (1988, December). What did you guys do? An analysis of elicited reports by low income mothers and their preschool children. Paper presented at the Developmental Luncheon, Harvard Graduate School of Education, Cambridge, MA.

  Tabors, P.O. (1990, October). Co-construction and individual performance in narrative tasks with preschoolers from low income families. Paper presented at the Boston University Conference on Language Development, Boston, MA.

  Tabors, P.O. (1992, December). Becoming a storyteller, becoming a reader: Divergent pathways to literacy? Paper presented at the annual conference of the National Reading Conference, San Antonio, TX.

  Tabors, P.O.  (1996, August). Children’s story retelling from a familiar book: Development of narrative skills. Poster presented at the XIVth Biennial Meetings of the International Society for the Study of Behavioral Development, Quebec City, Quebec. 

  Tabors, P. O.  (1999, April). "The development of language and literacy skills pre-K to 3rd grade."  Invited presentation for Innovations in Learning, Language, and Assessment, Programs in Professional Education Institute, Harvard Graduate School of Education.

  Tabors, P. O. (1999, June).  "Home  support for literacy development:  Findings from the Home-School Study of Language and Literacy Development."  Invited presentation for COST A8:  Learning disorders as a barrier to human development:  Reading, writing and language development in the school years, Varmaland, Iceland.

  Tabors, P. O.  (1999, June).  "Early language and literacy development at home and school:  Findings from the Home-School Study of Language and Literacy Development."  Invited presentation for the Icelandic University College of Education, Reykjavik, Iceland.

  Tabors, P. O. (2000, April). Home environmental support for language and literacy development.  In C. Snow (Chair), Predicting 4th grade reading comprehension in a low-income population:  The critical importance of social precursors from home and school during early childhood.  Symposium conducted at the annual meeting of the American Educational Research Association, New Orleans, LA.

  Tabors, P.O. & Beals, D.E. (1993, December). Learning new words from books: Context or conversation? Paper presented at the annual conference of the National Reading Conference, Charleston, SC.

  Tabors, P.O. & 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 presented at the annual conference of the National Reading Conference, San Antonio, TX.

  Tabors, P. & Haine, R. (1999, July).  "Low-income mothers’ calibrated support during their children’s early oral reading."  Presentation in the symposium Constraints and beliefs: Influences of maternal and child characteristics on interaction during book reading with toddlers, preschoolers, and beginning readers from low-income families at the VIIIth International Congress for the Study of Child Language, San Sebastian, Basque Country, Spain.

  van Kleeck, A., De Temple, J., Snow, C., & Breshears, K. (1996, July). Modeling verbal thinking during the preschool years: A comparison of middle-class and low-income mothers’ interactions during book sharing. Paper presented at the triennial meetings of the International Congress of Child Language Development, Istanbul, Turkey.

UNPUBLISHED MANUSCRIPTS AND WORKS-IN-PROGRESS

  Beals, D.E. (under revision).  Extended discourse:  Frames for young children’s acquisition of words. 

  Dickinson, D.K., Cote, L.R., & Smith, M.W. (under review).  Preschool classrooms as lexical environments: Long-term effects of patterns of vocabulary use on low-income children’s language development. 

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

  Weizman, Z.O., & Snow, C.E. (under review).  Lexical input as related to children's vocabulary acquisition:  Effects of sophisticated exposure and support for meaning.  Developmental Psychology.  51
 

ARTICLES ABOUT THE HOME-SCHOOL STUDY

  Bennett, G.  (1995, October).  Nights 'round the table.  Sesame Street Parents Magazine, 40-45.

  Hiaasen, R.  (1998, February 22).  Raising readers.  The Baltimore Sun.

  Lynn, L.  (1997, July/August).  Language-rich home and school environments are key to reading success.  The Harvard Education Letter, XIII (4).

 McLaughlin, A.T. (1996, March).  Family dinners provide food for thought as well.  The Christian Science Monitor, 88 (75).

  Slatin, M.  (1995, September).  Using 'rare' words at mealtimes can enlarge children's vocabulary.  Washington University Record, 20 (6).

  Snow, C.E. & Tabors, P.O.  (1993, June).  Home:  Where children get ready for school.  Education Alumni Bulletin, XXXVII (3), 7-9. 

  Viadero, D.  (1994, December 14).  Table talk: Interesting conversation – around the dinner table or at other times – may help young children achieve literacy later on in school.  Education Week.

  Zernike, K.  (1996, January 14).  Declining art of table talk a key to child's literacy.  The Boston Sunday Globe.