Carol Scheffner Hammer

Biographic Data

ID4865668
NAMECarol Scheffner Hammer
GIVEN NAMESCarol Scheffner
FAMILY NAMEHammer
SIGNATUREHAMMER C S
AFFILIATIONSColumbia University
ORCID0000-0002-4706-6133
VERIFIEDYes
TOTAL WORKS22
TOTAL CITATIONS40
WORKS AS AUTHOR22
WORKS AS EDITOR0
FIRST PUBLICATION YEAR2007
LATEST PUBLICATION YEAR2026
H-INDEX3

  • Examining Language Use and Classroom Factors Among Spanish-English Dual Language Learners in Preschool

    Christine Vail, Carol Scheffner Hammer et al.ARTICLEEarly Education and Development2026

    Research Findings: This study examined (a) how often dual language learners (DLLs) used Spanish and English when interacting with lead teachers, assistant teachers, and peers in preschool classrooms, and (b) how the number of shared-language peers, the quality of the classroom environment for DLL children, and teachers’ Spanish and English use affected DLLs’ language use. Participants were 241 DLLs from 64 early childhood classrooms. DLLs’ Spanis…

  • Language Dominance and the School Readiness of Preschool-Age Spanish-English Dual Language Learners

    Dana Bitetti, Christine Vail et al.ARTICLEEarly Education and Development2025

    Research Findings: This study examined the early literacy, narrative production, and early math skills of preschool-age Spanish-English dual language learners (DLLs) classified into three groups based on their language dominance at preschool entry (i.e. Spanish-dominant, balanced, and English-dominant) to identify school readiness strengths and areas in need of support when attending preschools where English was the language of instruction. DLLs’…

  • Investigating the Development of Positive Peer Interactions in Low-Income Latino DLL Preschool Children

    Rica Ramirez, Lisa M López et al.ARTICLEEarly Education and Development2024

    Research Findings: There is limited research regarding socio-emotional development in low-income Latino Dual Language Learner (DLL) children. A total of 14 studies have been identified in a comprehensive review of the literature (Halle et al. 2014). Within these studies the majority have focused on problem behaviors within this population. Through a strength-based lens, the current study examined changes in the development of positive peer intera…

  • Building on cultural and linguistic strengths and recognizing life challenges - a commentary on Paradis’ “Sources of individual differences in the dual language development of heritage bilinguals”

    Open AccessCarol Scheffner HammerARTICLEJournal of Child Language2023

    Children growing up bilingually are often treated as a monolithic group; however, heritage language (HL) bilinguals constitute an extremely heterogenous group that vary due to a wide variety of factors. In her keynote, Paradis provides a thought-provoking analysis of the research literature and identifies key internal and external factors that lead to individual differences. Specifically, she identifies age of second language (L2) acquisition, co…

  • Look who’s talking now

    Lillian Durán, Lisa M López et al.ARTICLEBilingual Research Journal2023Cited by: 1References: 10

    The Language Interaction Snapshot (LISn; Sprachman et al., 2009) was used to measure the quantity and quality of language interactions in English and Spanish in 143 preschool classrooms serving Spanish-speaking dual language learners. Both teachers (n = 112) and assistant teachers (n = 92) were included in analyses with a total of 461 Spanish-speaking children. We report the amount of English and Spanish as well as types of language scaffolding u…

  • Teacher language quality in preschool classrooms

    Open AccessCodie Kane, Lia E Sandilos et al.ARTICLEEarly Childhood Research Quarterly2023References: 13

  • Development of the Cecer-DLL child and family questionnaire

    Carol Scheffner Hammer, Lauren M Cycyk et al.ARTICLEInternational Journal of…2022

    As the number of dual language learners (DLLs) increases globally, it is critical that well-developed questionnaires are available to researchers and educators that capture the characteristics and language experiences of preschool DLLs and their families. To fill this need, the Center for Early Care and Education Research-Dual Language Learners (CECER-DLL) Child and Family Questionnaire was developed. This article describes the four-step iterativ…

  • Documenting bilingual experiences in the early years

    Open AccessDina C Castro, Carol Scheffner Hammer et al.ARTICLEBilingualism Language and Cognition2020

    The diversity of experiences among bilingual children is reflected in the variability of abilities in each of their languages. This paper describes the CECER-DLL Child and Family, and Teacher Questionnaires and discusses the utility of these tools. These questionnaires were created to address the need for valid and reliable tools to document contextual characteristics and language experiences of young bilingual children in developmental and educa…

  • Are We All Speaking the Same Language? Exploring Language Interactions in the Homes of Young Latino DLLs Living in the U.S

    Lisa M López, Eugene Komaroff et al.ARTICLEEarly Education and Development2020

    Research Findings: The Latino population within the U.S. is heterogeneous with diversity in education level, country of origin, and English language fluency. Latino children often enter school with limited English language skills. In the current study, we surveyed 448 Latino families of Cuban, Mexican, and Puerto Rican descent regarding their home language use providing an in-depth look at the language interactions within Latino families residing…

  • A systematic review of language-focused interventions for young children from culturally and linguistically diverse backgrounds

    Open AccessAnne L Larson, Lauren M Cycyk et al.ARTICLEEarly Childhood Research Quarterly2020

  • Mothers’ depressive symptoms and their children’s Turkish heritage language vocabulary development

    Open AccessJessica A Willard, Carol Scheffner Hammer et al.ARTICLEInternational Journal of…2019

    Aims: This study examined associations between mothers’ depressive symptoms and the Turkish heritage vocabulary of their school-age children. We expected that mothers’ depressive symptoms would be associated with lower Turkish vocabulary scores in fourth grade as well as slower growth in vocabulary scores from fourth to sixth grade. Design: We collected longitudinal data on 139 mothers of Turkish origin in Germany and their children in fourth, fi…

  • Change in language and literacy knowledge for Spanish–English dual language learners at school-entry

    Open AccessCarol Scheffner Hammer, Margaret Burchinal et al.ARTICLEEarly Childhood Research Quarterly2019Cited by: 5References: 4

  • Examining language and early numeracy skills in young Latino dual language learners

    Open AccessLucía I Méndez, Carol Scheffner Hammer et al.ARTICLEEarly Childhood Research Quarterly2018Cited by: 2References: 9

  • Beliefs, values, and practices of Mexican immigrant families towards language and learning in toddlerhood

    Open AccessLauren M Cycyk, Carol Scheffner HammerARTICLEEarly Childhood Research Quarterly2018Cited by: 7References: 8

  • Preschool teachers’ language and literacy practices with dual language learners

    Brook Sawyer, Carol Scheffner Hammer et al.ARTICLEBilingual Research Journal2016Cited by: 2References: 18

    The purposes of this study were to (a) examine the degree to which teachers used linguistically responsive practices to support the language and literacy development of Spanish-speaking Dual Language Learners (DLL) and (b) to investigate the associations between these practices and select teacher-level factors. The sample consisted of 72 preschool teachers. Observational data were collected on practices. Teachers self-reported on language and cul…

  • Month-Old Children With Larger Oral Vocabularies Display Greater Academic and Behavioral Functioning at Kindergarten Entry

    Open AccessPaul L Morgan, George Farkas et al.ARTICLEChild Development2015

    Data were analyzed from a population-based, longitudinal sample of 8,650 U.S. children to (a) identify factors associated with or predictive of oral vocabulary size at 24 months of age and (b) evaluate whether oral vocabulary size is uniquely predictive of academic and behavioral functioning at kindergarten entry. Children from higher socioeconomic status households, females, and those experiencing higher quality parenting had larger oral vocabul…

  • The language and literacy development of young dual language learners

    Open AccessCarol Scheffner Hammer, Erika Hoff et al.ARTICLEEarly Childhood Research Quarterly2014

  • Effects of early education programs and practices on the development and learning of dual language learners

    Open AccessVirginia Buysse, Ellen Peisner‐feinberg et al.ARTICLEEarly Childhood Research Quarterly2014

  • Predicting Spanish–English Bilingual Children’s Language Abilities

    Carol Scheffner Hammer, Eugene Komaroff et al.ARTICLEJournal of Speech, Language, and…2012

    PURPOSE: In this study, the authors investigated factors that affect bilingual children's vocabulary and story recall abilities in their 2 languages. METHOD: Participants included 191 Latino families and their children, who averaged 59 months of age. Data on parental characteristics and children's exposure to and usage of Spanish and English were collected. The authors assessed children's Spanish and English vocabulary and story recall abilities …

  • The Effect of Maternal Language on Bilingual Children's Vocabulary and Emergent Literacy Development During Head Start and Kindergarten

    Carol Scheffner Hammer, Megan Dunn Davison et al.ARTICLEScientific Studies of Reading2009

    This investigation examined the impact of maternal language and children's gender on bilingual children's vocabulary and emergent literacy development during 2 years in Head Start and kindergarten. Seventy-two mothers and their children who attended English immersion programs participated. Questionnaires administered annually over a 3-year period revealed that mothers increased their usage of English to their children. In addition, more mothers o…

  • Exposure to English Before and After Entry into Head Start1

    Carol Scheffner Hammer, Frank Lawrence et al.ARTICLEInternational Journal of…2008

    This investigation examined the Spanish and English receptive vocabulary and language comprehension abilities of bilingual preschoolers who attended Head Start over a two-year period. It was hypothesised that bilingual children's development would follow linear trajectories and that the development of children who were only exposed to Spanish in the home prior to school entry would differ from children with exposure to Spanish and English from bi…

  • Kindergarten oral language skill

    Open AccessRachel E Durham, George Farkas et al.ARTICLEResearch in Social Stratification…2007Cited by: 23References: 10