Hope K Gerde

Biographic Data

ID	225216
NAME	Hope K Gerde
GIVEN NAMES	Hope K
FAMILY NAME	Gerde
SIGNATURE	GERDE H K
AFFILIATIONS	Michigan State University
ORCID	0000-0001-7783-7771
VERIFIED	Yes
TOTAL WORKS	16
TOTAL CITATIONS	60
AUTHOR COUNT	16
EDITOR COUNT	0
FIRST PUBLICATION YEAR	2008
LATEST PUBLICATION YEAR	2026
H-INDEX	4

Coaching Caregivers to Implement Naturalistic Strategies to Teach Imitation Skills
Open AccessMatthew Klein, Hope K Gerde et al.ARTICLEEarly Childhood Education Journal2026
Imitation, the ability to copy someone else’s actions or words, is a pivotal skill developed in early childhood. Developing imitation skills has cascading benefits for developing social skills, communication skills, and play skills. Autistic children may have difficulties in developing imitation skills which can lead to delays in communication and play skills development. Naturalistic developmental behavioral interventions (NDBI) are intervention…
Preschool Science Teaching in Head Start Classrooms
Rachel A Larimore, Christina V Schwarz et al.ARTICLEEarly Education and Development2026
Research Findings: Young children are curious about the world around them, including making sense of how and why the world works (e.g. science). K-12 science education has shifted its approach toward athree-dimensional, reform-based approach to K-12 science, which points to opportunities for preschool science teaching. In response to the need for examining science teaching in preschools, we used the Science Teacher Observation Protocol for Presch…
Assessing Early Writing in Preschool: Attention to Early Writing Tasks and Component Skills
Open AccessXiao Y Zhang, Gary E Bingham et al.ARTICLEReading Research Quarterly2025References: 48
Through the use of multiple early writing assessments and a theoretically aligned refined coding system, this study examined preschool children's early writing skills. A total of 496 preschool‐aged (3‐ to 5‐year‐old) children were assessed on writing tasks designed to measure their handwriting, spelling, writing concept, and composing skills. Multiple structural equation models were employed to examine how the writing tasks used to elicit childre…
Understanding Preschool Educators' Writing Knowledge: Insights from the Early Writing Knowledge Assessment
Open AccessMargaret F Quinn, Gary E Bingham et al.ARTICLEReading Research Quarterly2025References: 84
Teachers' knowledge impacts their practices in classrooms. While considerable research has sought to understand teachers' broad emergent literacy knowledge, less is known about the specific knowledge teachers hold regarding early writing. The present study engaged 66 diverse early childhood teachers in five Head Start programs across two states to examine teachers' knowledge for early writing, bringing specificity to our understanding of teachers…
Meeting 24-hour movement behavior guidelines in young children: Improved quantity estimation and self-regulation
Amanda L McGowan, Hope K Gerde et al.ARTICLEEarly Education and Development2023
Research Findings: The present study examined the associations among meeting 24-hour movement behavior recommendations set by the World Health Organization (2019) and young children’s self-regulation and quantity estimation skills in a sample of 123 children (n = 65 female; 4.9 ± 0.7 years) in mid-Michigan. Meeting screen time recommendations alone, meeting physical activity recommendations in combination with either sleep or screen time recommen…
STEM Labs: A promising professional learning approach to promote teacher–child interaction quality and science and engineering practices
Hope K Gerde, Gary E Bingham et al.ARTICLEEarly Education and Development2023
Research Findings: High quality STEM professional learning is necessary for supporting early educators to implement early childhood STEM education in ways that promote young children’s development. This is particularly important for educators serving young children of color or from under-resourced backgrounds who have few STEM early learning opportunities. The STEM Lab intervention was designed to address multiple barriers early educators face re…
Rate of Growth of Preschool-Age Children’s Oral Language and Decoding Skills Predicts Beginning Writing Ability
Sonia Q Cabell, Hope K Gerde et al.ARTICLEEarly Education and Development2022
Research Findings: This study examined the extent to which children’s development and growth in oral language and literacy skills during the early childhood period predicted writing ability in the primary grades. Participants were 313 children who were tested on a battery of oral language and literacy measures at four time points, beginning during preschool (M age = 4.2 years) and spaced approximately 6 months apart over 1.5 years. Results provid…
Who, What, and Where: Classroom Contexts for Preschool Writing Experiences
Margaret F Quinn, Hope K Gerde et al.ARTICLEEarly Education and Development2022
Although writing is a critical foundational skill and teachers’ approaches to writing is connected to development, writing instruction in preschool is often limited, infrequent, and narrow. While research has investigated literacy environments of preschool classrooms, often with a focus on reading, less is known about writing environments. Thus, it is important to better understand writing contexts in preschool classrooms. Research Findings: Thro…
Ready, Set, Write: Early Learning Standards for Writing in the Common Core Era
Open AccessLaura S Tortorelli, Hope K Gerde et al.ARTICLEReading Research Quarterly2022Cited by: 3References: 76
Early writing skills are among the strongest predictors of later reading and writing achievement; however, these crucial skills are often neglected in early childhood classrooms. In this article, we present a systematic, quantitative content analysis of early learning standards (for ages 3–5) in states that were using the Common Core State Standards for English Language Arts at the time of analysis. We identified 458 discrete early learning writi…
Self-regulation moderates the relationship between fine motor skills and writing in early childhood
Open AccessMadison C Chandler, Hope K Gerde et al.ARTICLEEarly Childhood Research Quarterly2021Cited by: 1References: 14
The early writing skills of children identified as at-risk for literacy difficulties
Open AccessLeiah J G Thomas, Hope K Gerde et al.ARTICLEEarly Childhood Research Quarterly2020Cited by: 4References: 9
Head Start children’s science experiences in the home and community
Open AccessHope K Gerde, Arianna Pikus et al.ARTICLEEarly Childhood Research Quarterly2020Cited by: 4References: 9
Examining early childhood teachers’ writing practices: Associations between pedagogical supports and children’s writing skills
Open AccessGary E Bingham, Margaret F Quinn et al.ARTICLEEarly Childhood Research Quarterly2017Cited by: 9References: 9
Reliability and validity of the Writing Resources and Interactions in Teaching Environments (WRITE) for preschool classrooms
Open AccessHope K Gerde, Gary E Bingham et al.ARTICLEEarly Childhood Research Quarterly2015Cited by: 11References: 5
Marital Satisfaction, Family Emotional Expressiveness, Home Learning Environments, and Children's Emergent Literacy
Open AccessLaura C Froyen, Lori E Skibbe et al.ARTICLEJournal of Marriage and the Family2013Cited by: 6References: 61
The current study investigates associations among marital satisfaction, family emotional expressiveness, the home learning environment, and preschool-aged children's emergent literacy skills among 385 Midwestern mothers and their children. Path analyses examined how marital satisfaction related to emotional expressiveness in the home and whether this path was associated with the home learning environment and children's literacy skills. Higher mat…
Development in early literacy skills during the pre-kindergarten year in Head Start: Relations between growth in children's writing and understanding of letters
Open AccessKaren E Diamond, Hope K Gerde et al.ARTICLEEarly Childhood Research Quarterly2008Cited by: 22References: 6

Development in early literacy skills during the pre-kindergarten year in Head Start: Relations between growth in children's writing and understanding of letters
Open AccessKaren E Diamond, Hope K Gerde et al.ARTICLEEarly Childhood Research Quarterly2008Cited by: 22References: 6
Marital Satisfaction, Family Emotional Expressiveness, Home Learning Environments, and Children's Emergent Literacy
Open AccessLaura C Froyen, Lori E Skibbe et al.ARTICLEJournal of Marriage and the Family2013Cited by: 6References: 61
The current study investigates associations among marital satisfaction, family emotional expressiveness, the home learning environment, and preschool-aged children's emergent literacy skills among 385 Midwestern mothers and their children. Path analyses examined how marital satisfaction related to emotional expressiveness in the home and whether this path was associated with the home learning environment and children's literacy skills. Higher mat…
Reliability and validity of the Writing Resources and Interactions in Teaching Environments (WRITE) for preschool classrooms
Open AccessHope K Gerde, Gary E Bingham et al.ARTICLEEarly Childhood Research Quarterly2015Cited by: 11References: 5
Examining early childhood teachers’ writing practices: Associations between pedagogical supports and children’s writing skills
Open AccessGary E Bingham, Margaret F Quinn et al.ARTICLEEarly Childhood Research Quarterly2017Cited by: 9References: 9
The early writing skills of children identified as at-risk for literacy difficulties
Open AccessLeiah J G Thomas, Hope K Gerde et al.ARTICLEEarly Childhood Research Quarterly2020Cited by: 4References: 9
Head Start children’s science experiences in the home and community
Open AccessHope K Gerde, Arianna Pikus et al.ARTICLEEarly Childhood Research Quarterly2020Cited by: 4References: 9
Self-regulation moderates the relationship between fine motor skills and writing in early childhood
Open AccessMadison C Chandler, Hope K Gerde et al.ARTICLEEarly Childhood Research Quarterly2021Cited by: 1References: 14
Rate of Growth of Preschool-Age Children’s Oral Language and Decoding Skills Predicts Beginning Writing Ability
Sonia Q Cabell, Hope K Gerde et al.ARTICLEEarly Education and Development2022
Research Findings: This study examined the extent to which children’s development and growth in oral language and literacy skills during the early childhood period predicted writing ability in the primary grades. Participants were 313 children who were tested on a battery of oral language and literacy measures at four time points, beginning during preschool (M age = 4.2 years) and spaced approximately 6 months apart over 1.5 years. Results provid…
Who, What, and Where: Classroom Contexts for Preschool Writing Experiences
Margaret F Quinn, Hope K Gerde et al.ARTICLEEarly Education and Development2022
Although writing is a critical foundational skill and teachers’ approaches to writing is connected to development, writing instruction in preschool is often limited, infrequent, and narrow. While research has investigated literacy environments of preschool classrooms, often with a focus on reading, less is known about writing environments. Thus, it is important to better understand writing contexts in preschool classrooms. Research Findings: Thro…
Ready, Set, Write: Early Learning Standards for Writing in the Common Core Era
Open AccessLaura S Tortorelli, Hope K Gerde et al.ARTICLEReading Research Quarterly2022Cited by: 3References: 76
Early writing skills are among the strongest predictors of later reading and writing achievement; however, these crucial skills are often neglected in early childhood classrooms. In this article, we present a systematic, quantitative content analysis of early learning standards (for ages 3–5) in states that were using the Common Core State Standards for English Language Arts at the time of analysis. We identified 458 discrete early learning writi…
Meeting 24-hour movement behavior guidelines in young children: Improved quantity estimation and self-regulation
Amanda L McGowan, Hope K Gerde et al.ARTICLEEarly Education and Development2023
Research Findings: The present study examined the associations among meeting 24-hour movement behavior recommendations set by the World Health Organization (2019) and young children’s self-regulation and quantity estimation skills in a sample of 123 children (n = 65 female; 4.9 ± 0.7 years) in mid-Michigan. Meeting screen time recommendations alone, meeting physical activity recommendations in combination with either sleep or screen time recommen…
STEM Labs: A promising professional learning approach to promote teacher–child interaction quality and science and engineering practices
Hope K Gerde, Gary E Bingham et al.ARTICLEEarly Education and Development2023
Research Findings: High quality STEM professional learning is necessary for supporting early educators to implement early childhood STEM education in ways that promote young children’s development. This is particularly important for educators serving young children of color or from under-resourced backgrounds who have few STEM early learning opportunities. The STEM Lab intervention was designed to address multiple barriers early educators face re…
Assessing Early Writing in Preschool: Attention to Early Writing Tasks and Component Skills
Open AccessXiao Y Zhang, Gary E Bingham et al.ARTICLEReading Research Quarterly2025References: 48
Through the use of multiple early writing assessments and a theoretically aligned refined coding system, this study examined preschool children's early writing skills. A total of 496 preschool‐aged (3‐ to 5‐year‐old) children were assessed on writing tasks designed to measure their handwriting, spelling, writing concept, and composing skills. Multiple structural equation models were employed to examine how the writing tasks used to elicit childre…
Understanding Preschool Educators' Writing Knowledge: Insights from the Early Writing Knowledge Assessment
Open AccessMargaret F Quinn, Gary E Bingham et al.ARTICLEReading Research Quarterly2025References: 84
Teachers' knowledge impacts their practices in classrooms. While considerable research has sought to understand teachers' broad emergent literacy knowledge, less is known about the specific knowledge teachers hold regarding early writing. The present study engaged 66 diverse early childhood teachers in five Head Start programs across two states to examine teachers' knowledge for early writing, bringing specificity to our understanding of teachers…
Coaching Caregivers to Implement Naturalistic Strategies to Teach Imitation Skills
Open AccessMatthew Klein, Hope K Gerde et al.ARTICLEEarly Childhood Education Journal2026
Imitation, the ability to copy someone else’s actions or words, is a pivotal skill developed in early childhood. Developing imitation skills has cascading benefits for developing social skills, communication skills, and play skills. Autistic children may have difficulties in developing imitation skills which can lead to delays in communication and play skills development. Naturalistic developmental behavioral interventions (NDBI) are intervention…
Preschool Science Teaching in Head Start Classrooms
Rachel A Larimore, Christina V Schwarz et al.ARTICLEEarly Education and Development2026
Research Findings: Young children are curious about the world around them, including making sense of how and why the world works (e.g. science). K-12 science education has shifted its approach toward athree-dimensional, reform-based approach to K-12 science, which points to opportunities for preschool science teaching. In response to the need for examining science teaching in preschools, we used the Science Teacher Observation Protocol for Presch…