Annemarie Hindman
Biographic Data
| ID | 4630054 |
|---|---|
| NAME | Annemarie Hindman |
| GIVEN NAMES | Annemarie |
| FAMILY NAME | Hindman |
| SIGNATURE | HINDMAN A |
| AFFILIATIONS | Temple University |
| ORCID | 0000-0001-5800-0191 |
| VERIFIED | Yes |
| TOTAL WORKS | 23 |
| TOTAL CITATIONS | 104 |
| WORKS AS AUTHOR | 23 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2005 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 6 |
“Hope Your Sons Will Become a Dragon, and Hope Your Daughters Will Become a Phoenix”
The Relations Between Parents’ Beliefs, Parents’ Home Reading Practices, and Their Children’s Literacy Development in Kindergarten
Exploring the relations between teachers’ high-quality language features and preschoolers and kindergarteners’ vocabulary learning
This study explored the use of sophisticated vocabulary, complex syntax, and decontextualized language (including book information, conceptual information, past/future experiences, and vocabulary information) in teachers’ instructional interactions with children during the literacy block in prekindergarten and kindergarten classrooms. The sample included 33 teachers and 421 children. We examined correlations among these language features and thei…
Toward a Coherent and Comprehensive Approach to Teacher Well-Being
Teachers in the United States report persistently high levels of stress and burnout. In response, teacher well-being interventions have become increasingly prevalent in educational settings. To advance the development of a rigorous science of teacher well-being, our chapter offers a bioecological framework for understanding this construct; synthesizes findings from 15 years of peer-reviewed, published interventions; and critiques gaps in the lite…
Classroom conversations
In their excellent review paper, Abbot-Smith and colleagues call for an emphasis on whole-classroom, tier-1 intervention approaches to supporting conversational skills in the preschool and primary grades. In our commentary, we discuss the benefits of and challenges to classroom conversation, particularly during the school transition period (ages 2 through 6), and we highlight several pathways that might help teachers foster more conversation with…
Text to talk
Bringing the Science of Reading to Preservice Elementary Teachers
Teacher preparation institutions have been critiqued for insufficient emphasis on the science of reading. The authors argue that although improving early reading success and teacher preparation are both critical issues, today’s “science of reading” discourse does not fully capture the complexity of teaching students to read. First, the authors describe the lattice model of reading development, which holds that a collection of text‐based, linguist…
Exploring the unique contributions of teachers’ syntax to preschoolers’ and kindergarteners’ vocabulary learning
Increasing preschoolers’ vocabulary development through a streamlined teacher professional development intervention
Construyendo en la Fuerza
Book reading and vocabulary development
Using bifactor models to measure teacher–child interaction quality in early childhood
Building vocabulary in two languages
Parental writing support and preschoolers’ early literacy, language, and fine motor skills
The contributions of parental management language to executive function in preschool children
Longitudinal Relations Between Parental Writing Support and Preschoolers' Language and Literacy Skills
Parental writing support was examined over time and in relation to children's language and literacy skills. Seventy-seven parents and their preschoolers were videotaped writing an invitation together twice during one year. Parental writing support was coded at the level of the letter to document parents' graphophonemic support (letter–sound correspondence), print support (letter formation), and demand for precision (expectation for correcting wri…
Improving vocabulary and pre-literacy skills of at-risk preschoolers through teacher professional development.
In a randomized control study, Head Start teachers were assigned to either an intervention group that received intensive, ongoing professional development (PD) or to a comparison group that received the business as usual PD provided by Head Start. The PD intervention provided teachers with conceptual knowledge and instructional strategies that support young children's development of vocabulary, alphabet knowledge, and phonological sensitivity. Re…
A portrait of family involvement during Head Start
Ecological contexts and early learning
Head Start teachers’ beliefs about language and literacy instruction
Untangling the effects of shared book reading
The effects of a language and literacy intervention on Head Start children and teachers.
A language and literacy intervention was implemented in 10 Head Start classrooms. Teachers were trained in specific book reading and conversation strategies. The focus of the intervention was to train teachers how to increase opportunities for language and vocabulary development in young children. At the end of the year, children in the intervention classrooms performed significantly better than children in the control classrooms on the Peabody P…
Teacher qualifications, classroom practices, family characteristics, and preschool experience
Untangling the effects of shared book reading
Ecological contexts and early learning
Building vocabulary in two languages
The contributions of parental management language to executive function in preschool children
Construyendo en la Fuerza
A portrait of family involvement during Head Start
Head Start teachers’ beliefs about language and literacy instruction
Bringing the Science of Reading to Preservice Elementary Teachers
Teacher preparation institutions have been critiqued for insufficient emphasis on the science of reading. The authors argue that although improving early reading success and teacher preparation are both critical issues, today’s “science of reading” discourse does not fully capture the complexity of teaching students to read. First, the authors describe the lattice model of reading development, which holds that a collection of text‐based, linguist…
Increasing preschoolers’ vocabulary development through a streamlined teacher professional development intervention
Parental writing support and preschoolers’ early literacy, language, and fine motor skills
Longitudinal Relations Between Parental Writing Support and Preschoolers' Language and Literacy Skills
Parental writing support was examined over time and in relation to children's language and literacy skills. Seventy-seven parents and their preschoolers were videotaped writing an invitation together twice during one year. Parental writing support was coded at the level of the letter to document parents' graphophonemic support (letter–sound correspondence), print support (letter formation), and demand for precision (expectation for correcting wri…
Text to talk
Exploring the unique contributions of teachers’ syntax to preschoolers’ and kindergarteners’ vocabulary learning
Using bifactor models to measure teacher–child interaction quality in early childhood
Teacher qualifications, classroom practices, family characteristics, and preschool experience
The effects of a language and literacy intervention on Head Start children and teachers.
A language and literacy intervention was implemented in 10 Head Start classrooms. Teachers were trained in specific book reading and conversation strategies. The focus of the intervention was to train teachers how to increase opportunities for language and vocabulary development in young children. At the end of the year, children in the intervention classrooms performed significantly better than children in the control classrooms on the Peabody P…
Head Start teachers’ beliefs about language and literacy instruction
Untangling the effects of shared book reading
Ecological contexts and early learning
Improving vocabulary and pre-literacy skills of at-risk preschoolers through teacher professional development.
In a randomized control study, Head Start teachers were assigned to either an intervention group that received intensive, ongoing professional development (PD) or to a comparison group that received the business as usual PD provided by Head Start. The PD intervention provided teachers with conceptual knowledge and instructional strategies that support young children's development of vocabulary, alphabet knowledge, and phonological sensitivity. Re…
A portrait of family involvement during Head Start
The contributions of parental management language to executive function in preschool children
Longitudinal Relations Between Parental Writing Support and Preschoolers' Language and Literacy Skills
Parental writing support was examined over time and in relation to children's language and literacy skills. Seventy-seven parents and their preschoolers were videotaped writing an invitation together twice during one year. Parental writing support was coded at the level of the letter to document parents' graphophonemic support (letter–sound correspondence), print support (letter formation), and demand for precision (expectation for correcting wri…
Parental writing support and preschoolers’ early literacy, language, and fine motor skills
Building vocabulary in two languages
Book reading and vocabulary development
Using bifactor models to measure teacher–child interaction quality in early childhood
Increasing preschoolers’ vocabulary development through a streamlined teacher professional development intervention
Construyendo en la Fuerza
Exploring the unique contributions of teachers’ syntax to preschoolers’ and kindergarteners’ vocabulary learning
Bringing the Science of Reading to Preservice Elementary Teachers
Teacher preparation institutions have been critiqued for insufficient emphasis on the science of reading. The authors argue that although improving early reading success and teacher preparation are both critical issues, today’s “science of reading” discourse does not fully capture the complexity of teaching students to read. First, the authors describe the lattice model of reading development, which holds that a collection of text‐based, linguist…
Text to talk
Toward a Coherent and Comprehensive Approach to Teacher Well-Being
Teachers in the United States report persistently high levels of stress and burnout. In response, teacher well-being interventions have become increasingly prevalent in educational settings. To advance the development of a rigorous science of teacher well-being, our chapter offers a bioecological framework for understanding this construct; synthesizes findings from 15 years of peer-reviewed, published interventions; and critiques gaps in the lite…
Classroom conversations
In their excellent review paper, Abbot-Smith and colleagues call for an emphasis on whole-classroom, tier-1 intervention approaches to supporting conversational skills in the preschool and primary grades. In our commentary, we discuss the benefits of and challenges to classroom conversation, particularly during the school transition period (ages 2 through 6), and we highlight several pathways that might help teachers foster more conversation with…
The Relations Between Parents’ Beliefs, Parents’ Home Reading Practices, and Their Children’s Literacy Development in Kindergarten
Exploring the relations between teachers’ high-quality language features and preschoolers and kindergarteners’ vocabulary learning
This study explored the use of sophisticated vocabulary, complex syntax, and decontextualized language (including book information, conceptual information, past/future experiences, and vocabulary information) in teachers’ instructional interactions with children during the literacy block in prekindergarten and kindergarten classrooms. The sample included 33 teachers and 421 children. We examined correlations among these language features and thei…
“Hope Your Sons Will Become a Dragon, and Hope Your Daughters Will Become a Phoenix”
Psychology (21 works) · Developmental psychology (19 works) · Pedagogy (15 works) · Reading and Literacy Development (14 works) · Early Childhood Education and Development (12 works) · Linguistics (12 works) · Mathematics education (12 works) · Literacy (10 works) · Vocabulary (10 works) · Language Development and Disorders (9 works)