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The University of Texas at Dallas

Language and Literacy Laboratory

Work in the Language and Literacy Laboratory focuses primarily on preschool-aged children, with an emphasis on research in preliteracy development, socialization, assessment and intervention, both in children who are typically developing and those with language disorders.

We are also interested in both cultural and historical variation in beliefs and practices that impact children’s preliteracy development. Recent work has focused on establishing the importance of an academic language register beginning in the preschool years. We have also been developing a way to assess the difficulty of books read aloud to preschoolers.

Director Current students
Location Publications
Projects Laboratory meeting dates
Funding  


Director

Dr. Anne van Kleeck (curriculum vitae)
Professor
Callier Center for Communication Disorders
1966 Inwood Road
Dallas, TX 75235
(214) 905-3147 office

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Location

Callier Center Dallas, Building A, Room A129

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Projects

  • Determining children's ability to draw inferences about story narratives, and how their performance relates to race and socioeconomic status (SES).
  • Comparing preschoolers’ ability to retell stories differing along a number of different dimensions (e.g., the amount of dialogue, the length of the story), and relating their performance to race and socio-economic status.
  • Developing a systematic method for determining the level of book difficulty for books read aloud to preschoolers.
  • Determining how parents highlight elements of story grammar in their extra-textual talk as they read to their preschoolers.
  • Determining developmental changes in how middle-class parents socialize their children regarding verbal display, which they do by asking questions focused on things the children already know and questions focused on the children’s inferential thinking.

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Funding

  • Callier Research Scholar Award

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Current Students

Doctorate of Philosophy
Deborah Schloeman

Master’s in Communication Disorders
Alex Bass
Aimee Herron
Elana Simon

Undergraduates
Cory Chandler
Anisha Kelkar
Elizabeth West

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Publications

DeBruin, A., van Kleeck, A. & Gear, S. B. (Eds.) (in press). Pre-reader comprehension: One of the essential building blocks to becoming a successful reader. Baltimore, MD: Paul H. Brookes.

van Kleeck, A. (in press). The academic talk register: A critical preschool oral language foundation for later reading comprehension. In A. DeBruin, A. van Kleeck, & S. B. Gear (Eds.), Pre-reader comprehension: One of the essential building blocks to becoming a successful reader. Baltimore, MD: Paul H. Brookes.

van Kleeck, A. (2014). Distinguishing between casual talk and academic talk beginning in the preschool years: An important consideration for speech-language pathologists. American Journal of Speech Language Pathology, 23 (4) 1 - 18. doi:10.1044/2014_AJSLP-14-0032

van Kleeck, A. (2013). Guiding parents from diverse cultural backgrounds to promote language skills in preschoolers with language disorders: Two challenges and proposed solutions for them. Perspectives on Language Learning and Education, 20 (3), 78 – 85.

van Kleeck, A., Lange, A. & Schwarz, A.L. (2011) The effects of race and maternal education level on children’s retells of the Renfrew Bus Story – North American Edition. Journal of Speech, Language, and Hearing Research, 54, 1546 – 1561.

van Kleeck, A. & Schwarz, A. L. (2011) Making “academic talk” explicit: Research directions for fostering classroom discourse skills in children from nonmainstream cultures. Revue Suisse des Sciences de l’Éducation, 33 (1), 1 – 18.

van Kleeck, A. & Schuele, C. M. (2010). Historical Perspectives on Literacy in Early Childhood, American Journal of Speech Language Pathology, 19, 341-355.

van Kleeck, A. (2010). Les facteurs culturels et la promotion de la lecture interactive chez les familles d'enfants d'âge préscolaire. In H. Makdissi, A. Boisclair, & P. Sirois (Eds.), La littératie au préscolaire, une fenêtre ouverte à la scolarisation (pp. 245-278). Québec: Presses Universitaires du Québec.

van Kleeck, A., Schwarz, A. L., Fey, M., Kaiser, A., Miller, J., & Weitzman, E. (2010). 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, 19, 3 – 21.

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.

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.

van Kleeck, A. (2008). Providing preschool foundations for later reading comprehension: The importance of and ideas for targeting inferencing in book-sharing interventions. Psychology in the Schools, 46 (6), 627- 643.

van Kleeck, A. and Norlander, E. (2008). Fostering form and meaning in emerging literacy using evidence-based practice. In M. Mody & E. R. Silliman (Eds.), Brain, Behavior, and Learning in Language and Reading Disorders (pp. 275-314). New York: Guilford Press.

van Kleeck, A. (2008, February). A simple way to frame the pragmatic context of testing preschoolers: “By Myself Bear.” nsslha now: The newsletter of the National Student Speech Language Hearing Association, 8 – 10.

van Kleeck, A. (2008, January 7). Helping preschoolers understand the pragmatics of testing: The magic of “By Myself Bear”. ADVANCE for Speech-Language Pathologists & Audiologists.

van Kleeck, A. (2007, August 14). SLPs' foundational role in reading comprehension: A response to Kamhi. The ASHA Leader, 12 (10), 32 - 33.

van Kleeck, A. (2007, Sept. 25). Home talk and school talk: Helping teachers recognize cultural mismatch. The ASHA Leader, 12(13), 23-24.

van Kleeck, A. (Ed.) (2006). Sharing books and stories to foster language and literacy. San Diego: Plural Publishing.

van Kleeck, A., Vander Woude, J., and Hammett, L. (2006). Fostering literal and inferential language skills in head start preschoolers with language impairment using scripted book sharing discussions. American Journal of Speech-Language Pathology. 15 (1): 1-11.

van Kleeck, A. (Ed.) (2006). Sharing books and stories to foster language and literacy. San Diego: Plural Publishing.

van Kleeck, A. (2006). Cultural issues in promoting dialogic book sharing in the families of preschoolers. In A. van Kleeck (Ed.), Sharing books and stories to promote language and literacy. San Diego: Plural Publishing: 179-230.

van Kleeck, A. (2006). A matter of emphasis: Different ways to share books and stories to foster different language and literacy skills. In A. van Kleeck (Ed.), Sharing books and stories to promote language and literacy (pp. 3-11). San Diego: Plural Publishing.

van Kleeck, A. (2006). Fostering letter knowledge during book sharing: New perspectives and cultural issues. In A. van Kleeck (Ed.), Sharing books and stories to promote language and literacy (pp. 121-146). San Diego: Plural Publishing.

van Kleeck, A. (2004). Asking both easy and challenging questions while reading aloud with young children.  In A.R.H. Pincus (Ed.) Tips from the Experts (pp. 135-136). Long Valley, NJ: The New Jersey Branch of The International Dyslexia Association.

van Kleeck, A. (2004). Fostering preliteracy development via storybook-sharing interactions: The cultural context of mainstream family practices. In Stone, C.A., Silliman, E. R., Ehren, B., & Apel, K. (Eds.), Handbook of language and literacy: Development and disorders (pp. 175 – 208). New York: The Guilford Press.

van Kleeck, A.  (2004).  On the road to reading fluently: Where is science in helping us find the best balance between meaning-oriented and skills- oriented approached [Review of book Reading the naked truth: Literacy, legislation, and lies.] American Journal of Psychology, 117 (2), 300 –316.

Hammett, L., van Kleeck, A., & Huberty, C. (2003). Patterns of parents’ extratextual interactions during book sharing with preschooler children: A cluster analysis study. Reading Research Quarterly, 38 (4), 2 – 29.

van Kleeck, A., Stahl, S., & Bauer, E. (Eds.) (2003). On Reading books to children: Parents and teachers, Mahwah, NJ: Lawrence Erlbaum.

van Kleeck, A. (2003). Research on book sharing: Another critical look. In A. van Kleeck, S. Stahl, & E. Bauer (Eds.), On reading books to children: Parents and teachers (pp. 271 – 319).  Mahwah, NJ: Lawrence Erlbaum.

van Kleeck, A., & Vander Woude, J. (2003). Book-sharing with preschoolers with language delays. In A. van Kleeck, S. Stahl, & E. Bauer (Eds.), On reading books to children: Parents and teachers (pp. 58 - 92).  Mahwah, NJ: Lawrence Erlbaum.

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Laboratory Meeting Dates

Announced each semester. Contact Dr. van Kleeck for times.

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