| Building background knowledge SB Neuman, T Kaefer, A Pinkham The Reading Teacher 68 (2), 145-148, 2014 | 147 | 2014 |
| A double dose of disadvantage: Language experiences for low-income children in home and school. SB Neuman, T Kaefer, AM Pinkham Journal of Educational Psychology 110 (1), 102, 2018 | 120 | 2018 |
| Pre-existing background knowledge influences socioeconomic differences in preschoolers’ word learning and comprehension T Kaefer, SB Neuman, AM Pinkham Reading Psychology 36 (3), 203-231, 2015 | 95 | 2015 |
| Developing low-income children’s vocabulary and content knowledge through a shared book reading program SB Neuman, T Kaefer Contemporary Educational Psychology 52, 15-24, 2018 | 80 | 2018 |
| Learning vocabulary from educational media: The role of pedagogical supports for low-income preschoolers. SB Neuman, KM Wong, R Flynn, T Kaefer Journal of Educational Psychology 111 (1), 32, 2019 | 62 | 2019 |
| When did you learn it? How background knowledge impacts attention and comprehension in read‐aloud activities T Kaefer Reading Research Quarterly 55, S173-S183, 2020 | 44 | 2020 |
| Enhancing the intensity of vocabulary instruction for preschoolers at risk: The effects of group size on word knowledge and conceptual development SB Neuman, T Kaefer The Elementary School Journal 113 (4), 589-608, 2013 | 43 | 2013 |
| Can babies learn to read? A randomized trial of baby media. SB Neuman, T Kaefer, A Pinkham, G Strouse Journal of educational psychology 106 (3), 815, 2014 | 40 | 2014 |
| Improving low-income preschoolers’ word and world knowledge: The effects of content-rich instruction SB Neuman, T Kaefer, AM Pinkham The Elementary School Journal 116 (4), 652-674, 2016 | 37 | 2016 |
| Content not form predicts oral language comprehension: The influence of the medium on preschoolers’ story understanding SB Neuman, KM Wong, T Kaefer Reading and Writing 30, 1753-1771, 2017 | 36 | 2017 |
| Knowledge development in early childhood: Sources of learning and classroom implications AM Pinkham, T Kaefer, SB Neuman Guilford Press, 2012 | 35 | 2012 |
| Seeing and knowing: Attention to illustrations during storybook reading and narrative comprehension in 2‐year‐olds T Kaefer, AM Pinkham, SB Neuman Infant and Child Development 26 (5), e2018, 2017 | 33 | 2017 |
| Supporting vocabulary teaching and learning in prekindergarten: The role of educative curriculum materials SB Neuman, A Pinkham, T Kaefer Early Education and Development 26 (7), 988-1011, 2015 | 33 | 2015 |
| Taxonomies support preschoolers’ knowledge acquisition from storybooks AM Pinkham, T Kaefer, SB Neuman Child Development Research 2014, 2014 | 30 | 2014 |
| A bidirectional relationship between conceptual organization and word learning T Kaefer, SB Neuman Child Development Research 2013, 1-8, 2013 | 22 | 2013 |
| The role of topic‐related background knowledge in visual attention to illustration and children's word learning during shared book reading T Kaefer Journal of Research in Reading 41 (3), 582-596, 2018 | 19 | 2018 |
| Scaffolding attention and partial word learning through interactive coviewing of educational media: An eye-tracking study with low-income preschoolers. SB Neuman, P Samudra, KM Wong, T Kaefer Journal of Educational Psychology 112 (6), 1100, 2020 | 16 | 2020 |
| Integrating orthographic and phonological knowledge in early readers: Implicit and explicit knowledge T Kaefer Child Development Research 2016, 2016 | 16 | 2016 |
| Experiences matter: Educators’ attitudes toward disability in higher education J Freer, T Kaefer Canadian Journal of Higher Education 51 (4), 54-66, 2021 | 12 | 2021 |
| Quick, incidental word learning in educational media: all contexts are not equal SB Neuman, R Flynn, K Wong, T Kaefer Educational Technology Research and Development 68 (6), 2913-2937, 2020 | 12 | 2020 |
Ashley M. PinkhamWest Texas A&M UniversityVerified email at wtamu.edu
