Barbara A Wasik
Biographic Data
| ID | 5181845 |
|---|---|
| NAME | Barbara A Wasik |
| GIVEN NAMES | Barbara A |
| FAMILY NAME | Wasik |
| SIGNATURE | WASIK B A |
| AFFILIATIONS | Temple University |
| ORCID | 0000-0003-4440-4915 |
| VERIFIED | Yes |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 53 |
| WORKS AS AUTHOR | 14 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1991 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 5 |
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…
Text to talk
Exploring the unique contributions of teachers’ syntax to preschoolers’ and kindergarteners’ vocabulary learning
Increasing preschoolers’ vocabulary development through a streamlined teacher professional development intervention
Book reading and vocabulary development
Building vocabulary in two languages
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…
Head Start teachers’ beliefs about language and literacy instruction
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…
Beyond the pages of a book
The effects of a book reading technique called interactive book reading on the language and literacy development of 4-year-olds from low-income families were evaluated. Teachers read books to children and reinforced the vocabulary in the books by presenting concrete objects that represented the words and by providing children with multiple opportunities to use the book-related words. The teachers also were trained to ask open-ended questions and …
Volunteer Tutoring Programs in Reading
S The America Reads Challenge Act of 1997 makes a national commitment to the goal that every child will read independently and well by the end of the third grade. The primary means of achieving this goal are to place 1 million volunteers in schools to tutor children in reading. This article reviews both the quantitative and qualitative findings of 17 programs/studies in volunteer tutoring. Only 3 of the programs had an evaluation comparing equiva…
Preventing Early Reading Failure with One-to-One Tutoring
Barbara A. Wasik, Robert E. Slavin, Preventing Early Reading Failure with One-to-One Tutoring: A Review of Five Programs, Reading Research Quarterly, Vol. 28, No. 2 (Apr. - May - Jun., 1993), pp. 178-200
Success for All
This article presents the effects of variations of a schoolwide restructuring program, Success for All, on student reading achievement and other outcomes in elementary schools serving large numbers of disadvantaged students. Success for All uses research-based preschool and kindergarten programs, beginning and intermediate reading programs in Grades 1-3, one-to-one tutoring for low-achieving students, family support programs, and other elements. …
Role of conceptual knowledge in mathematical procedural learning
Two experiments were conducted to explore the relation between conceptual and procedural knowledge in the domain of mathematics. The simultaneous activation view, which argues that computational errors arise from impoverished concepts and that errors can be eliminated by giving concrete referents to symbols, was compared with the dynamic interaction view, which argues for distinct systems that interact diachronically and for a progressive indepen…
Success for All
This article presents the effects of variations of a schoolwide restructuring program, Success for All, on student reading achievement and other outcomes in elementary schools serving large numbers of disadvantaged students. Success for All uses research-based preschool and kindergarten programs, beginning and intermediate reading programs in Grades 1-3, one-to-one tutoring for low-achieving students, family support programs, and other elements. …
Role of conceptual knowledge in mathematical procedural learning
Two experiments were conducted to explore the relation between conceptual and procedural knowledge in the domain of mathematics. The simultaneous activation view, which argues that computational errors arise from impoverished concepts and that errors can be eliminated by giving concrete referents to symbols, was compared with the dynamic interaction view, which argues for distinct systems that interact diachronically and for a progressive indepen…
Building vocabulary in two languages
Head Start teachers’ beliefs about language and literacy instruction
Increasing preschoolers’ vocabulary development through a streamlined teacher professional development intervention
Text to talk
Exploring the unique contributions of teachers’ syntax to preschoolers’ and kindergarteners’ vocabulary learning
Role of conceptual knowledge in mathematical procedural learning
Two experiments were conducted to explore the relation between conceptual and procedural knowledge in the domain of mathematics. The simultaneous activation view, which argues that computational errors arise from impoverished concepts and that errors can be eliminated by giving concrete referents to symbols, was compared with the dynamic interaction view, which argues for distinct systems that interact diachronically and for a progressive indepen…
Preventing Early Reading Failure with One-to-One Tutoring
Barbara A. Wasik, Robert E. Slavin, Preventing Early Reading Failure with One-to-One Tutoring: A Review of Five Programs, Reading Research Quarterly, Vol. 28, No. 2 (Apr. - May - Jun., 1993), pp. 178-200
Success for All
This article presents the effects of variations of a schoolwide restructuring program, Success for All, on student reading achievement and other outcomes in elementary schools serving large numbers of disadvantaged students. Success for All uses research-based preschool and kindergarten programs, beginning and intermediate reading programs in Grades 1-3, one-to-one tutoring for low-achieving students, family support programs, and other elements. …
Volunteer Tutoring Programs in Reading
S The America Reads Challenge Act of 1997 makes a national commitment to the goal that every child will read independently and well by the end of the third grade. The primary means of achieving this goal are to place 1 million volunteers in schools to tutor children in reading. This article reviews both the quantitative and qualitative findings of 17 programs/studies in volunteer tutoring. Only 3 of the programs had an evaluation comparing equiva…
Beyond the pages of a book
The effects of a book reading technique called interactive book reading on the language and literacy development of 4-year-olds from low-income families were evaluated. Teachers read books to children and reinforced the vocabulary in the books by presenting concrete objects that represented the words and by providing children with multiple opportunities to use the book-related words. The teachers also were trained to ask open-ended questions and …
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
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…
Building vocabulary in two languages
Book reading and vocabulary development
Increasing preschoolers’ vocabulary development through a streamlined teacher professional development intervention
Exploring the unique contributions of teachers’ syntax to preschoolers’ and kindergarteners’ vocabulary learning
Text to talk
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…
Psychology (13 works) · Mathematics education (12 works) · Reading and Literacy Development (12 works) · Developmental psychology (11 works) · Linguistics (9 works) · Pedagogy (9 works) · Language Development and Disorders (7 works) · Teaching method (6 works) · Vocabulary (6 works) · Vocabulary development (6 works)