Medha Tare

Biographic Data

ID1692522
NAMEMedha Tare
GIVEN NAMESMedha
FAMILY NAMETare
SIGNATURETARE M
AFFILIATIONSUniversity of Maryland Center for Advanced Study of Language
ORCID0000-0001-6105-5003
VERIFIEDYes
TOTAL WORKS6
TOTAL CITATIONS40
AUTHOR COUNT6
EDITOR COUNT0
FIRST PUBLICATION YEAR2008
LATEST PUBLICATION YEAR2022
H-INDEX2

  • Student engagement with evidence-based supports for literacy on a digital platform

    Medha Tare, Alison Shell et al.ARTICLEJournal of Research on Technology…2022

    There is a persistent gap between education research and practice, including in the design of educational technology. This study bridges this gap and examines our partnership with a literacy platform to implement evidence-based digital features that support different learner needs. We examined students’ (N = 1857; Grades 1-6) use of these new optional features (e.g., audio supports, text magnification, annotation) when completing assignments onli…

  • Self‐study in language learning

    Open AccessCarrie L Bonilla, Meredith M Hughes et al.ARTICLEForeign Language Annals2021Cited by: 1References: 24

    While much second language acquisition research has focused on characteristics of in‐class language study, little is known about the characteristics and effectiveness of out‐of‐class language study. This exploratory study addresses this gap by analyzing questionnaire data from 707 adult students enrolled in intensive (6–16 months) language study regarding preferred out‐of‐class activities and time spent on these activities in relation to language…

  • Non-native phonemic discrimination, phonological short term memory, and word learning

    Open AccessNoah H Silbert, Benjamin K Smith et al.ARTICLEJournal of Phonetics2015Cited by: 5References: 52

  • Hi-Lab

    Open AccessJared A Linck, Meredith M Hughes et al.ARTICLELanguage Learning2013Cited by: 34References: 48

    Few adult second language (L2) learners successfully attain high-level proficiency. Although decades of research on beginning to intermediate stages of L2 learning have identified a number of predictors of the rate of acquisition, little research has examined factors relevant to predicting very high levels of L2 proficiency. The current study, conducted in the United States, was designed to examine potential cognitive predictors of successful lea…

  • Determining that a label is kind-referring

    Open AccessMedha Tare, A Gelman et al.ARTICLEJournal of Child Language2010

    The present studies examined factors that influence children's and adults' interpretation of a novel word. Four factors are hypothesized to emphasize that a label refers to a richly structured category (also known as a ‘kind’): generic language, internal property attributions, familiar kind labels and absence of a target photograph. In Study 1, for college students ( N =125), internal property attributions resulted in more taxonomic and fewer sha…

  • Maternal uses of non-object terms in child-directed speech

    Open AccessMedha Tare, Marilyn Shatz et al.ARTICLEFirst Language2008

    Non-object terms including color, number and time words pose a challenge for word learning due in part to non-obvious word-referent mappings. Finding early word-word knowledge for such terms, Shatz has suggested that exposure to them in varied conversational contexts might facilitate word-word mappings. To address whether input feasibly carries such information, we examined longitudinal transcripts from the CHILDES database for the frequency and …