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Submissions from 2021

Caregiver-Child Verbal Engagement During Everyday Activities in English- and Spanish-speaking families, Janet Bang, Mónica Muévar, Arlyn Mora, Virginia Marchman, and Anne Fernald

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Let's Read!/¡Vamos a leer! Caregiver Speech During Book Sharing in English- and Spanish-Speaking Families, Sophia Gamboa, Janet Yougi Bang, Anne Fernald, and Virginia A. Marchman

The power of books: Recited vs. spontaneous speech during naturally-occurring book-sharing episodes in a socioeconomically diverse sample of English-speaking two-year-olds, Sophia Gamboa, Virginia Marchman, Anne Fernald, Arlyn Mora, and Janet Bang

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Language Use During Naturalistic Caregiver-child Interactions in 6-year-old Spanish-English Sequential Bilinguals, Arlyn Mora, Janet Yougi Bang, Nadia Segura, Anne Fernald, and Virginia A. Marchman

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Investigating Distributions of Talk During Day-Long Naturalistic Recordings in English- and Spanish-Speaking Children, Joel Ramirez, Janet Yougi Bang, Anne Fernald, and Virginia A. Marchman

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The emergence of children’s natural number concepts: Current theoretical challenges, Francesco Sella, Emily Slusser, Darko Odic, and Attila Krajcsi

Submissions from 2020

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Spontaneous Speech During Naturalistic Book-Sharing And Play Interactions Among 24-Month-Old English-Speaking Families, Shriya Anand, Janet Bang, Virginia Marchman, and Anne Fernald

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The dynamics of everyday life: Variation and stability in caregiver-child verbal engagement during everyday activities in English, Janet Bang, Mónica Munévar, Arlyn Mora, Jessica Magallón, Virginia Marchman, and Anne Fernald

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Investigating the features of child-directed versus overheard speech in all-day recordings of Spanish-speaking families, Janet Bang, Adriana Weisleder, George Kachergis, Virginia Marchman, and Anne Fernald

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An investigation of word learning in the presence of gaze: Evidence from school-age children with typical development or Autism Spectrum Disorder, Janet Y. Bang and Aparna S. Nadig

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Towards greater transparency in neurodevelopmental disorders research: use of a proposed workflow and propensity scores to facilitate selection of matched groups, Janet Y. Bang, Megha Sharda, and Aparna S. Nadig

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The role of verbal and nonverbal behaviors in children's later language processing: Data from low-SES Latino families in the US, Manuel Bohn, Janet Bang, Joel Ramírez, Virginia Marchman, and Anne Fernald

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Longform recordings of everyday life: Ethics for best practices, Margaret Cychosz, Rachel Romeo, Melanie Soderstrom, Camila Scaff, Hillary Ganek, Alejandrina Cristia, Marisa Casillas, Kaya de Barbaro, Janet Y. Bang, and Adriana Weisleder

The power of book sharing at 2 years: A study of recited and spontaneous speech in diverse, English-Speaking families, Sophia Gamboa, Janet Bang, Virginia Marchman, and Anne Fernald

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Off to a good start: Early Spanish-language processing efficiency supports Spanish- and English-language outcomes at 4½ years in sequential bilinguals, Virginia A. Marchman, Vanessa N. Bermudez, Janet Y. Bang, and Anne Fernald

Patterns of language use during naturalistic caregiver-child interactions in school-age Spanish-English sequential bilinguals, Arlyn Mora Barron, Janet Bang, Virginia Marchman, and Anne Fernald

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Size vs. Number: Assigning Number Words to Discrete and Continuous Quantities, Emily Slusser and Patrick Cravalho

Submissions from 2019

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Language nutrition for language health in children with disorders: a scoping review, Janet Y. Bang, Aubrey S. Adiao, Virginia A. Marchman, and Heidi M. Feldman

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Talk in the home: What are caregivers doing when they talk most to their children?, Janet Y. Bang, Monica Munévar, Virginia A. Marchman, and Anne Fernald

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Links between Language Processing Efficiency at 2-years and Later Academic Achievement in Spanish-speaking Emerging Bilinguals, Vanessa Bermudez, Virginia A. Marchman, Janet Y. Bang, and Anne Fernald

Language nutrition for language health: Primary, secondary, and tertiary prevention, Heidi M. Feldman, Janet Bang, and Sarah Dubner

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Counting and Basic Numerical Skills, Emily Slusser

Submissions from 2018

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The “landscape of talk” in home language environments of Spanish-speaking families with young children, Janet Bang, Monica Munévar, J. Douglas Mastin, Virginia Marchman, and Anne Fernald

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Applied Computing for Behavioral and Social Sciences (ACBSS) Minor, Farshid Marbouti, Valerie Carr, Belle Wei, Morris Jones, and Amy Strage

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Links between Spanish-language processing efficiency at 2 years and English- and Spanish-language outcomes in emerging bilinguals, Virginia Marchman, Vanessa Bermudez, Janet Bang, and Anne Fernald

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Language counts: Early language mediates the relationship between parent education and children's math ability, Emily Slusser, Andrew Ribner, and Anna Shusterman

Submissions from 2017

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Children with Autism Spectrum Disorder Can Demonstrate Consistent Word Learning: Expressive Language Measures of Fast- and Slow-Mapping, Janet Bang and Aparna Nadig

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Intersections of Culture and Trauma: Understanding Identities and Experiences of Salvadoran Refugee College Students, Janette Linares and Cara Maffini

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Educational Trajectories of Latino English Language Learner Students in Dual-Language Programs, Kathryn Lindholm-Leary

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Culture and Parenting among Teen Fathers, Cecilia Macedo and Cara Maffini

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Parental input to children with ASD and its influence on later language, Aparna Nadig and Janet Bang

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‘I feel like I don't belong’: Examining the Social and Cultural Experiences of Bicultural and Biracial College Students, Michael West and Cara Maffini

Submissions from 2016

Word learning from referential gaze versus a moving arrow in children with or without autism, Janet Bang and Aparna Nadig

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Learning about Objects from Referential Gaze Versus Arrows in Children with and without ASD, J. Bang and A. Nadig

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Acquisition of the Cardinal Principle Coincides with Improvement in Approximate Number System Acuity in Preschoolers, Anna Shusterman, Emily Slusser, Justin Halberda, and Darko Odic

Submissions from 2015

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Learning Language in Autism: Maternal Linguistic Input Contributes to Later Vocabulary, Janet Bang and Aparna Nadig

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Spatial estimation: a non-Bayesian alternative, Hilary Barth, Ellen Lesser, Jessica Taggart, and Emily Slusser

Submissions from 2014

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Strengthening services for LGBTQ clients: Best practice recommendations for rural low-income service providers, Elizabeth Holman, Ramona Oswald, Dina Izenstark, Shawn Mendez, and Kimberly Greder

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Connecting Children and Families to Nature, Dina Izenstark and Aaron Ebata

Submissions from 2013

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Understanding ELLs at Different English Proficiency Levels in Dual Language Programs, Kathryn Lindholm-Leary

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Connecting numbers to discrete quantification: A step in the child’s construction of integer concepts, Emily Slusser, A. Ditta, and B. Sarnecka

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Developmental change in numerical estimation, Emily Slusser, R Santiago, and H Barth

Submissions from 2012

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Brief Report: Conveying Subjective Experience in Conversation: Production of Mental State Terms and Personal Narratives in Individuals with High Functioning Autism, Janet Bang, Jesse Burns, and Aparna Nadig

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Background and Achievement of English Language Learners With Different Levels of English Proficiency in Dual Language Programs, Kathryn Lindholm-Leary

Submissions from 2011

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A sense of proportion: commentary on Opfer, Siegler, and Young, H Barth, Emily Slusser, D Cohen, and A Paladino

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An Excel worksheet for proportion-judgment analyses on number-line data, Emily Slusser and Hilary Barth

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A picture of eight turtles: the child’s understanding of cardinality and numerosity, Emily Slusser and B Sarnecka

Submissions from 2009

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Meeting the Need for K-8 Teachers for Classrooms with Culturally and Linguistically Diverse Students: The Promise and Challenge of Early Field Experiences, Amy Strage, Susan Gomez, Kari Knutson-Miller, and Ana Garcia-Nevarez

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Service Learning in Preservice Teacher Preparation: Building Foundations for Engaged Professionalism in the New Millenium, Amy Strage, Susan Gomez, Kari Knutson-Miller, and Ana Garcia-Nevarez

Submissions from 2007

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Demographic and Recreation Trends Analysis for the Oak Lawn Park District, Dina Izenstark, Grace Yan, and Laura Payne

Submissions from 2002

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What every student affairs professional should know: Student study activities and beliefs associated, Amy Strage

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Lessons learned from the "It Takes a Valley" program: recruitng and retaining future teachers to serve high-needs schools, Amy Strage, Susan Meyers, and Janet Norris

Submissions from 2000

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Predictors of college adjustment and success: Similarities and differences among Southeast-Asian Americans, Amy Strage

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Service-learning as a tool for enhancing student outcomes in a college-level lecture course, Amy Strage

Submissions from 1996

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Instructional support and demands: Helping teachers help students meet increasing academic standards, Amy Strage and Robert G. Curley