Rowe, M. & Weisleder, A. (2020) Language development in context. Annual Review of Developmental Psychology, 2. [link]

Marchman, V., Weisleder, A., Hurtado, N. & Fernald, A. (2020) Accuracy of the Language Environment Analyses (LENATM) system for estimating child and adult speech in laboratory settings. Journal of Child Language, 1-16.[link]

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.[link]

Rowe, M. & Weisleder, A. (2020) Language development in context. Annual Review of Developmental Psychology, 2. [link]

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. (2019). Assessing the impacts of pediatric primary care parenting interventions on EI referrals through linkage with a public health database. Journal of Early Intervention, 42(1), 69-82. 1053815119880597. [link]

Weisleder, A., Brockmeyer Cates, C., Harding, J., Johnson, S., 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. [link]

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.

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. (2018). Encouraging parent-child booksharing: Potential additive benefits of literacy promotion in health care and the community. Early Childhood Research Quarterly, 50, 221-229 [link]

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. [link]

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. [link]

Weisleder, A., Mazzuchelli, D.S.R., Duarte Neto, W., Lopez, A.S., Cates, C.B., Gonçalves, H., Fonseca, R.P., Batista, J. & Mendelsohn, A. (2017).  Reading aloud and child development: A cluster randomized trial in Brazil. Pediatrics, 141(1), e20170723. [link]

Lew-Williams, C., & Weisleder, A. (2017). How do little kids learn language? Frontiers for Young Minds, 5, 1-8 [this is an open-access journal reviewed by and targeted to children ages 8-15] [link]

Cates, C.B., Weisleder, A., & Mendelsohn, A.L. (2016). Mitigating the effects of child poverty through interventions in primary care. Academic Pediatrics, 16(3), S112-S120. [link]

Weisleder, A. (2016). Towards a bioecological model of bilingual development. Bilingualism: Language and Cognition, 1-2. [link]

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). [link]

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. [link]

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 effects on use of corporal punishment among low-income parents of toddlers: VIP 0-3 impacts on reduced physical punishment. Journal of Developmental and Behavioral Pediatrics, 36(8), 586-593. [link]

Weisleder, A. & Fernald, A. (2014). How social environments shape children’s language experiences and influence lexical development. 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.

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, A. & Fernald, A. (2013). Talking to children matters: Early language experience predicts processing skill and vocabulary. Psychological Science, 24, 2143-52. [link]

Fernald, A., Marchman, V.A., & Weisleder, A. (2013). SES differences in language processing skill and vocabulary are evident at 18 months. Developmental Science, 16, 234-248. [link]

Fernald, A. & Weisleder, A. (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. [link]