Rebecca M Alper

Biographic Data

ID	4630089
NAME	Rebecca M Alper
GIVEN NAMES	Rebecca M
FAMILY NAME	Alper
SIGNATURE	ALPER R M
AFFILIATIONS	Temple University
ORCID	0000-0002-3192-8720
VERIFIED	Yes
TOTAL WORKS	6
TOTAL CITATIONS	21
AUTHOR COUNT	6
EDITOR COUNT	0
FIRST PUBLICATION YEAR	2018
LATEST PUBLICATION YEAR	2021
H-INDEX	1

Beyond Translation: Caregiver Collaboration in Adapting an Early Language Intervention
Open AccessBrooke Rumper, Brooke M Rumper et al.ARTICLEFrontiers in Education2021
Spanish-speaking families in the United States must often overcome multiple challenges to support their young children’s early language development (e.g., language and cultural barriers, financial stress, limited learning resources, etc.). These challenges highlight the need for early language interventions tailored to the needs of Spanish-speaking families and developed in collaboration with them. For diverse populations, early language interven…
Maternal question use and child language outcomes: The moderating role of children's vocabulary skills and socioeconomic status
Open AccessRufan Luo, Lillian R Masek et al.ARTICLEEarly Childhood Research Quarterly2021References: 3
The role of maternal psychosocial perceptions in parent-training programs: A preliminary randomized controlled trial
Open AccessRebecca M Alper, Richard R Hurtig et al.ARTICLEJournal of Child Language2020
Parent–child interaction is critical for early language and literacy development. Parent training programs have proliferated to support early interactions. However, many environmental and psychosocial factors can impact the quality of parent–child language and literacy interactions as well as training program outcomes. This preliminary randomized controlled trial examined maternal perceived self-efficacy and locus of control during a language and…
Community-Based, Caregiver-Implemented Early Language Intervention in High-Risk Families: Lessons Learned
Rufan Luo, Rebecca M Alper et al.ARTICLEProgress in community health…2019References: 9
The CBPR model enhances early language intervention research by facilitating understanding of families in underserved communities and increasing the cultural relevancy of intervention materials
Measuring success: Within and cross-domain predictors of academic and social trajectories in elementary school
Open AccessAnthony Pace, Rebecca M Alper et al.ARTICLEEarly Childhood Research Quarterly2018Cited by: 21References: 20
Living in Pasteur’s Quadrant: How Conversational Duets Spark Language at Home and in the Community
Kathy Hirsh‐pasek, Rebecca M Alper et al.ARTICLEDiscourse Processes2018References: 23
In 1995 scientists, educators, and policymakers were startled by the claim that low-income children in the United States heard 30 million fewer words than their middle-income peers. Because language is the single best predictor of later academic readiness, this gap can have consequences for children in school and beyond. Language researchers know much about the types of interactions that foster a strong foundation in language learning and about t…

Measuring success: Within and cross-domain predictors of academic and social trajectories in elementary school
Open AccessAnthony Pace, Rebecca M Alper et al.ARTICLEEarly Childhood Research Quarterly2018Cited by: 21References: 20
Living in Pasteur’s Quadrant: How Conversational Duets Spark Language at Home and in the Community
Kathy Hirsh‐pasek, Rebecca M Alper et al.ARTICLEDiscourse Processes2018References: 23
In 1995 scientists, educators, and policymakers were startled by the claim that low-income children in the United States heard 30 million fewer words than their middle-income peers. Because language is the single best predictor of later academic readiness, this gap can have consequences for children in school and beyond. Language researchers know much about the types of interactions that foster a strong foundation in language learning and about t…
Community-Based, Caregiver-Implemented Early Language Intervention in High-Risk Families: Lessons Learned
Rufan Luo, Rebecca M Alper et al.ARTICLEProgress in community health…2019References: 9
The CBPR model enhances early language intervention research by facilitating understanding of families in underserved communities and increasing the cultural relevancy of intervention materials
The role of maternal psychosocial perceptions in parent-training programs: A preliminary randomized controlled trial
Open AccessRebecca M Alper, Richard R Hurtig et al.ARTICLEJournal of Child Language2020
Parent–child interaction is critical for early language and literacy development. Parent training programs have proliferated to support early interactions. However, many environmental and psychosocial factors can impact the quality of parent–child language and literacy interactions as well as training program outcomes. This preliminary randomized controlled trial examined maternal perceived self-efficacy and locus of control during a language and…
Beyond Translation: Caregiver Collaboration in Adapting an Early Language Intervention
Open AccessBrooke Rumper, Brooke M Rumper et al.ARTICLEFrontiers in Education2021
Spanish-speaking families in the United States must often overcome multiple challenges to support their young children’s early language development (e.g., language and cultural barriers, financial stress, limited learning resources, etc.). These challenges highlight the need for early language interventions tailored to the needs of Spanish-speaking families and developed in collaboration with them. For diverse populations, early language interven…
Maternal question use and child language outcomes: The moderating role of children's vocabulary skills and socioeconomic status
Open AccessRufan Luo, Lillian R Masek et al.ARTICLEEarly Childhood Research Quarterly2021References: 3