Publications – Child Language Lab

Publications (*student/postdoc author, ⁺co-first authors)

Guendica, M*. & Weisleder, A. (in press). Caring for multilingual infants and toddlers in early learning and care settings. In A. Wiese & P. L. Mangione (Eds.),Infant/toddler caregiving: A guide to language development and communication (3rd ed.). WestEd.

Guendica, M.*, Chen, Y., Canfield, C., Miller-Fitzwater, A., Glusman, M., Weisleder, A. (in press). Culturally effective care for dual language learners: Pediatric providers’ language promotion and developmental surveillance. Academic Pediatrics.

Ramírez, L.*, Weisleder, A., & Rosemberg, C. (2026). Exploring longitudinal changes in the pragmatic functions of child-directed speech in an Argentinian sample. Language Acquisition. https://doi.org/10.1080/10489223.2026.2714325

Standley, M.*, Novack, N., Curtis, P. & Weisleder, A. (2026). From early language delay to later multimodal communication: How preschoolers with a history of late talking use gesture in a prompted story retell task. Cognitive Development. 1016/j.cogdev.2026.101768

Cychosz, M. , Villanueva, A.*, & Weisleder A. (2026). Child-directed speech and its relationship to infant vocal development in rural, highland Bolivia and immigrant families in urban United States. Child Development, 97(4), 1233–1254. https://doi.org/10.1093/chidev/aacag046

Chen, Y., Canfield, C.F., Roby, E., Weisleder, A., Farinelli, M., Cates, C.B., & Mendelsohn, A. (2026). Parenting intervention in pediatric primary care promotes child mental health: Evidence from a randomized controlled trial of PlayReadVIP. The Journal of Pediatrics. https://doi.org/10.1016/j.jpeds.2026.115038

Marchman, V.A. & Weisleder, A. (2025). A glass half full: Limitations in ChiLDES point to ways forward for a more representative developmental science. Commentary on Scaff et al. Developmental Science. 1111/desc.70065

Weisleder, A. Pabalan, L., Miller-Fitzwater, A., Venzor-Strader, A., Dennis, E. & Glusman, M. (2025). Pediatricians’ knowledge of bilingualism and provision of culturally responsive care for Latine dual language learners: A pilot study. American Journal of Speech-Language Pathology, 34(6), 3466-3476. https://pubs.asha.org/doi/10.1044/2025_AJSLP-24-00572

Reinoso, A.*, Guendica, M.*, & Weisleder, A. (2025). Leamos Juntos! Bilingual books support Latine parents’ Spanish language use during book-sharing interactions. Journal of Child Language, 53(4), 924-949. https://doi.org/10.1017/S0305000925000182

Cychosz, M.⁺, Villanueva, A⁺*, & Weisleder A. (2025). Bilingual language input to infants in Bolivia and the United States. Infancy, 30, e70009. http://dx.doi.org/10.1111/infa.70009.

Weisleder, A., Lew-Williams, C., Garcia, L. P., Okocha, A., Kosie, J. E., Carstensen, A., Tomaselli, N., & Lichand, G. (2024). Language interactions. In N. Tomaselli, L. Dzekedzeke, G. Lichand, & J. Phuka (Eds.), Using wearable sensors in practice: A user guide for collecting data on parental inputs and child development using wearable devices (pp. 22-27). UNICEF.

Jackson-Maldonado, D., Friend, M., Marchman, V.A., Weisleder, A., Auza, A., Conboy, B., Rubio-Codino, M., & Dale, P.S. (2024). The MacArthur Inventario del Desarrollo de Habilidades Comunicativas III: A measure of language development in Spanish-speaking two- to four-year-olds. Language Development Research, 4(1), 361-398. http://doi.org/10.34842/12fb-qz93.

Avelar, D.*, Weisleder, , & Golinkoff, R. (2024). Hispanic parents’ beliefs and practices during shared reading in English and Spanish. Early Education and Development, 36(2), 364–385. https://doi.org/10.1080/10409289.2024.2389368.

Carmiol, A.M., Castro, S., Castro-Rojas, M.D., Weisleder, A., & Robalino, J. (2024). Links between booksharing and early vocabulary development in Costa Rica. Infant Behavior and Development, 76. https://doi.org/10.1016/j.infbeh.2024.101958.

Weisleder, A., Reinoso, A.*, Standley, M.*, Alvarez-Hernandez, K.*, & Villanueva, A.* (2024). Supporting multilingualism in immigrant children: An integrative approach. Policy Insights from the Behavioral and Brain Sciences, 11(1), 76-84. https://doi.org/10.1177/23727322231220633.

Weisleder, , Friend, M., Tsui, A.S.M., & Marchman, V.A. (2024). Using parent report to measure vocabulary in young bilingual children: A scoping review. Language Learning, 74(2), 468-505. https://doi.org/10.1111/lang.12617.

Piccolo, L.R., Roby, E., Canfield, C.F., Seery, A., Weisleder, A., Cates, C.B., Tutasig, L., Matalon, M., Custode, A., Rodriguez, L., & Mendelsohn, A.L. (2024). Supporting responsive parenting in real-world implementation: Minimal effective dose of the Video Interaction Project. Pediatric Research, 95(5), 1295–1300. https://doi.org/10.1038/s41390-023-02916-4.

Weisleder, A., Friend, M., & Marchman, V.A. (2023). Use of the CDI with bilingual children. In V.A. Marchman, P.S. Dale, & L. Fenson (Eds.), The MacArthur-Bates Communicative Development Inventories: User’s Guide and Technical Manual (3rd ed., pp. 101–109). Brookes Publishing Co. https://doi.org/10.3389/fpsyg.2023.1170303.

Bang, J.Y., Kachergis, G., Weisleder, , & Marchman, V. (2023). Evaluating the feasibility of an automated classifier for target-child-directed speech from LENA recordings. Language Development Research, 3(1), 211–248. https://doi.org/10.34842/xmrq-er43 .

De Cat C, Kašćelan D, Prévost P, Serratrice L, Tuller L, Unsworth S & The Q-BEx Consortium* (2023). How to quantify bilingual experience? Findings from a Delphi consensus survey. Bilingualism: Language and Cognition, 26(1):112-124. https://doi.org/10.1017/S1366728922000359. (*Consortium author).

Roberts, M.Y., Sone, B.J., Jones, M.K., Standley, M., Conner, T., Lee, D., Norton, E., Roman, J., Speights, M., Young, R., & Weisleder, A. (2023). What the evidence does (and does not) show for the Centers for Disease Control and Prevention child development milestones: An illustrative example using expressive vocabulary. Journal of Speech, Language and Hearing Research, 6(9), 3622-3632. https://doi.org/10.1044/2023_JSLHR-23-00020.

Cates, C., Roby, E., Canfield, C., Johnson, M., Raak, C., Weisleder, A., Dreyer, B., & Mendelsohn, A. (2023). Validation of the StimQ2: A parent-report measure of cognitive stimulation in the home. PLOS One, 18(7), e0286708. https://doi.org/10.1371/journal.pone.0286708.

Curtis, P.*, Estabrook, C.R., Roberts, M.Y. & Weisleder, (2023). Sensitivity to semantic relationships in U.S. monolingual English-speaking Typical Talkers and Late Talkers. Journal of Speech, Language and Hearing Research, 66(7), 2404-2420. https://doi.org/10.1044/2023_JSLHR-22-00563.

LaTourrette, A.*, Waxman, S., Wakschlag, L.S., Norton, E.S., & Weisleder, A. (2023). From recognizing known words to learning new ones: Comparing online speech processing in typically developing and late-talking 2-year-olds. Journal of Speech, Language and Hearing Research, 66(5), 1658-1677. https://doi.org/10.1044/2023_JSLHR-22-00580.

Curtis, P.*, Estabrook, C.R., Roberts, M.Y. & Weisleder, (2023). Specificity of phonological representations in U.S. English-speaking late talkers and typical talkers. Infancy, 28(4), 771-792. https://doi.org/10.1111/infa.12536.

Bang, J.Y., Kachergis, G., Weisleder, , & Marchman, V. (2022). An automated classifier for child-directed speech from LENA recordings. Proceedings of the 46th Boston University Conference on Language Development. Somerville, MA: Cascadilla Press.

Piccolo, L.R., Weisleder, A., Oliveira, J.B., Mazzuchelli, D.S., Lopez, A.S., Cates, C.B. & Mendelsohn, A.L., (2022). Reading aloud, self-regulation and early language and cognitive development in northern Brazil. Journal of Developmental Behavioral Pediatrics, 43(2), e70-78. https://doi.org/10.1097/DBP.0000000000000985.

Roby, E., Miller, E., Shaw, D., Morris, P., Gill, A., Bogen, D., Rosas, J., Canfield, C., Hails, K., Wippick, H., Honoroff, J., Cates, C.B., Weisleder, A., Chadwick, K., Raak, C. & Mendelsohn, A.L. (2021). Improving parent-child interactions in pediatric health care: A two-site randomized controlled trial. Pediatrics, 147(3), https://doi.org/10.1542/peds.2020-1799.

Cychosz, M.*, Villanueva, A*, & Weisleder A. (2021). Efficient estimation of children’s language exposure in two bilingual communities. Journal of Speech, Language and Hearing Research, 64(10), 43-66. https://doi.org/10.1044/2021_JSLHR-20-00755.

Piccolo, L., Weisleder, A. & Mendelsohn, A.L. (2020). Promoting global early child development through play: Two sustainable, effective models. Pediatrics (commentaries). https://doi.org/10.1542/peds.2020-032433.

Mendelsohn, A.L., Piccolo, L.R., Oliveira, J.B., Mazzuchelli, D.S., Lopez, A.S., Cates, C.B. & Weisleder, A. (2020). RCT of a reading aloud intervention in Brazil: Do impacts differ depending on parent literacy? Early Childhood Research Quarterly, 53, 601-611. https://doi.org/10.1016/j.ecresq.2020.07.004.

Rowe, M. & Weisleder, A. (2020) Language development in context. Annual Review of Developmental Psychology, 2(1), 201-223. https://doi.org/10.1146/annurev-devpsych-042220-121816.

Marchman, V., Weisleder, A., Hurtado, N. & Fernald, A. (2020) Accuracy of the Language Environment Analyses (LENA^TM) system for estimating child and adult speech in laboratory settings. Journal of Child Language, 1-16. https://doi.org/10.1017/S0305000920000380.

Cychosz, M.*, Romeo, R., Soderstrom, M., Scaff, C., Ganek, H., Cristia, A., Casillas, M., de Barbaro, K., Bang, J. & Weisleder, A. (2020) Longform recordings of everyday life: Ethics for best practices. Behavior Research Methods, 52(5), 51-69. https://doi.org/10.3758/s13428-020-01365-9.

Mendelsohn, A. L., Cates, C. B., Huberman, H. S., Johnson, S. B., Govind, P., Kincler, N., Rohatgi, R., Weisleder, A., Trogen, B. & Dreyer, B. P. (2020). Assessing the impacts of pediatric primary care parenting interventions on EI referrals through linkage with a public health database. Journal of Early Intervention, 42, 69-82. https://doi.org/10.1177/1053815119880597.

Canfield, C. F., Seery, A. M., Weisleder, A., Workman, C., Cates, C.B., Roby, E., Payne, R., Levine, S., Mogilner, L., Dreyer, B.P. & Mendelsohn, A. L. (2020). Encouraging parent-child booksharing: Potential additive benefits of literacy promotion in health care and the community. Early Childhood Research Quarterly, 50, 221-229. https://doi.org/10.1016/j.ecresq.2018.11.002.

Weisleder, A., Cates, C.B., Harding, J.F., Johnson, S.B., Canfield, C., Seery, A., Raak, C., Alonso, A., Dreyer, B., & Mendelsohn, A. (2019). Links between shared reading and play, parent psychosocial functioning and child behavior: Evidence from a Randomized Controlled Trial. The Journal of Pediatrics, 213, 187-195. https://doi.org/10.1016/j.jpeds.2019.06.037.

Katzow M, Canfield C, Messito M, Gross RS, Cates CB, Weisleder A, Johnson SB, Mendelsohn AL. (2019). Maternal depressive symptoms and perceived picky eating in a low-income, primarily Hispanic sample. Journal of Developmental and Behavioral Pediatrics, 40, 706-715.
https://doi.org/10.1097/DBP.0000000000000715.

Cates, C. B., Weisleder, A., Berkule Johnson, S., Seery, A. M., Canfield, C. F., Huberman, H., Dreyer, B.P. & Mendelsohn, A. L. (2018). Enhancing parent talk, reading, and play in primary care: Sustained impacts of the Video Interaction Project. The Journal of Pediatrics, 199, 49-56. https://doi.org/10.1016/j.jpeds.2018.03.002.

Weisleder, A. & Marchman, V.A. (2018). How socioeconomic differences in early language environments shape children’s language development. In: A. Bar-On & D. Ravid (Eds.). Handbook of Communication Disorders. Theoretical, Empirical, and Applied Linguistics Perspectives. Berlin, Boston: De Gruyter Mouton. https://doi.org/10.1515/9781614514909.

Mendelsohn, A., Cates, C., Weisleder, A., Johnson, S., Seery, A., Canfield, C., Huberman, H., & Dreyer, B. (2018). Reading aloud, play, and social-emotional development. Pediatrics, 141(5), e20173393. https://doi.org/10.1542/peds.2017-3393.

Weisleder, A., Mazzuchelli, D.S.R., Duarte Neto, W., Lopez, A.S., Cates, C.B., Gonçalves, H., Fonseca, R.P., Batista, J. & Mendelsohn, A. (2018). Reading aloud and child development: A cluster-randomized trial in Brazil. Pediatrics, 141(1), e20170723. https://doi.org/10.1542/peds.2017-0723.

Choi J, Mendelsohn AL, Weisleder A, Cates C, Canfield C, Seery A, Dreyer BP, Tomopoulos S. (2018). Real-world usage of educational media does not promote parent-child cognitive stimulation activities. Academic Pediatrics, 18(2), 172-178. https://doi.org/10.1016/j.acap.2017.04.020.

Weisleder, A. (2017). Towards a bioecological model of bilingual development. Bilingualism: Language and Cognition, 20(1), 35-36.https://doi.org/10.1017/S1366728916000389

Lew-Williams, C., & Weisleder, A. (2017). How do little kids learn language? Frontiers for Young Minds, 5: https://doi.org/10.3389/frym.2017.00045.

Weisleder, A., Cates, C.B., Dreyer, B., Berkule Johnson, S., Huberman, H., Seery, A., Canfield, C., & Mendelsohn, A. (2016). Promotion of positive parenting and prevention of socioemotional disparities. Pediatrics, 137(2). https://doi.org/10.1542/peds.2015-3239.

Cates, C.B., Weisleder, A., & Mendelsohn, A.L. (2016). Mitigating the effects of family poverty on early child development through parenting interventions in primary care. Academic Pediatrics, 16(3), S112-S120. https://doi.org/10.1016/j.acap.2015.12.015.

Berkule Johnson, S., Arevalo, J., Cates, C.B., Weisleder, A., Dreyer, B.P., & Mendelsohn, A.L. (2016). Perceptions about parental engagement among Hispanic immigrant mothers of first graders from low-income backgrounds. Early Childhood Education Journal, 44, 445-452. https://doi.org/10.1007/s10643-015-0728-z.

Cates, C.B., Weisleder, A., Dreyer, B.P., Berkule Johnson, S., Vlahovicova, K., Ledesma, J., & Mendelsohn, A. (2015). Leveraging healthcare to promote responsive parenting: Impacts of the Video Interaction Project on parenting stress. Journal of Family Studies, 25(3), 827-835. https://doi.org/10.1007/s10826-015-0267-7.

Canfield, C., Weisleder, A., Cates, C.B., Huberman, H., Dreyer, B.P., Legano, L., Berkule Johnson, S., Seery, A., & Mendelsohn, A.L. (2015). Primary care parenting intervention and its effects on the use of physical punishment among low-income parents of toddlers. Journal of Developmental and Behavioral Pediatrics, 36(8), 586. https://doi.org/10.1097/DBP.0000000000000206.

Fernald, A. & Weisleder, A. (2015). Twenty years after “Meaningful Differences,” It’s time to reframe the “deficit” debate about the importance of children’s early language experience. Human Development, 58(1), 1-4. https://doi.org/10.1159/000375515.

Weisleder, & Fernald, A. (2014). Social environments shape children’s language experiences, strengthening language processing and building vocabulary. In: I. Arnon, M. Casillas, C. Kurumada, & B. Estigarribia (Eds.) Language in interaction: Studies in honor of Eve V. Clark [Topics in Language Acquisition Series 12]. The Netherlands: John Benjamins. https://doi.org/10.1075/tilar.12.06wei.

Berkule, S.B, Cates, C.B., Dreyer, B.P., Huberman, H., Arevalo, J., Burtchen, N., Weisleder, A., & Mendelsohn, A.L. (2014). Reducing maternal depressive symptoms through promotion of parenting in pediatric primary care. Clinical Pediatrics, 53(5), 460-469. https://doi.org/10.1177/0009922814528033.

Mendelsohn, A.L., Cates, C.B., Weisleder, A., Berkule, S.B., & Dreyer, B.P. (2013). Promotion of early school readiness using pediatric primary care as an innovative platform. Zero to Three, 33(7), 29-40.

Weisleder, & Fernald, A. (2013). Talking to children matters: Early language experience predicts processing skill and vocabulary. Psychological Science, 24, 2143-52. https://doi.org/10.1177/0956797613488145.

Fernald, A., Marchman, V.A., & Weisleder, (2013). SES differences in language processing skill and vocabulary are evident at 18 months. Developmental Science, 16, 234-248. https://doi.org/10.1111/desc.12019.

Fernald, A. & Weisleder, (2011). Early language experience is vital to developing fluency in understanding. In: S. Neuman & D. Dickinson (Eds.) Handbook of Early Literacy Research (Vol. 3). New York: Guilford Publications.

Weisleder, A., & Waxman, S. (2010). What’s in the input? Frequent frames in child-directed speech offer distributional cues to grammatical categories in Spanish and English. Journal of Child Language, 37(5), 1089-1108. https://doi.org/10.1017/S0305000909990067.

Weisleder, A., & Fernald, A. (2009). Real-time processing of postnominal adjectives by Latino children learning Spanish as a first language. Proceedings of the 33rd Boston University Conference on Language Development. Somerville, MA: Cascadilla Press.

Fennell, C.T, Waxman, S.R., Weisleder, (2007). With referential cues, infants successfully use phonetic detail in word learning. Proceedings of the 31st Boston University Conference on Language Development. Somerville, MA: Cascadilla Press.