Callier Center Research Scholar
PhD, University of Washington
Child Language, Preliteracy
My research focuses primarily on preliteracy development, socialization, assessment, and intervention, both in children who are typically developing and those with language disorders. I am also interested in both cultural and historical variation in beliefs and practices that impact children’s preliteracy development. Some of our recent work has centered on preschoolers’ higher-level oral language foundations for later higher-level reading comprehension, including inferencing, producing narratives, and engaging in classroom discourse (“school talk”). Other work focuses on a book-sharing intervention targeting early semantic relations in young children with language delays.
van Kleeck, A., Schwarz, A. L., Fey, M., Kaiser, A., Miller, J., & Weitzman, E. (in press). Should we use telegraphic or grammatical input with children in the early stages of language development who have language impairments? A systematic review of the research and expert opinion. American Journal of Speech Language Pathology.
Price, L. H., van Kleeck, A., & Huberty, C. J. (2009). Talk during book sharing between parents and preschool children: A comparison between storybook and expository book conditions. Reading Research Quarterly, 44(2), 171 – 194.
Vander Woude, J., van Kleeck, A., & Vander Veen, E. (2009) Book sharing and the development of meaning. In P. Rhyner (Ed.), Emergent literacy and language development: Promoting learning in early childhood (pp. 36 – 77). New York: Guilford Press.