Elizabeth Burke Hadley

Biographic Data

ID5741949
NAMEElizabeth Burke Hadley
GIVEN NAMESElizabeth Burke
FAMILY NAMEHadley
SIGNATUREHADLEY E B
AFFILIATIONSUniversity of South Florida
ORCID0000-0002-2880-6175
VERIFIEDYes
TOTAL WORKS13
TOTAL CITATIONS30
WORKS AS AUTHOR13
WORKS AS EDITOR0
FIRST PUBLICATION YEAR2016
LATEST PUBLICATION YEAR2025
H-INDEX4

  • What Motivates Multilingual Children and Youth to Read? A Systematic Review of the Research

    Sara A Smith, Elizabeth Burke Hadley et al.ARTICLEJournal of Language Identity &…2025

  • Learning letters, not language

    Elizabeth Burke Hadley, Meaghan Mckenna et al.ARTICLEJournal of Children and Media2024

    During the COVID-19 pandemic, early childhood educators (ECEs) made a rapid pivot to remote instruction. Much of this instruction was facilitated by digital learning resources, but the nature and quality of these resources for children’s language and literacy learning is an open question. This paper draws on a national U.S. survey of ECEs during the second pandemic school year (2020–2021), which asked them to report on the apps and websites they …

  • Identifying Levers for Improvement

    Elizabeth Burke Hadley, Katherine Newman et al.ARTICLEEarly Education and Development2023

    Research Findings: The present study investigates both the proximal processes and contextual influences on children’s oral language development in preschool. We examine whether teacher language practices vary across activity settings and program type, which teacher language practices predict children’s oral language skills, and potential differences in children’s language learning trajectories. The instructional time in a diverse sample of 15 pre…

  • Purposes, Places, and Participants

    Elizabeth Burke Hadley, Erica M Barnes et al.ARTICLEEarly Education and Development2023

  • Nonverbal supports for word learning

    Open AccessErica M Barnes, Elizabeth Burke Hadley et al.ARTICLEEarly Childhood Research Quarterly2023Cited by: 2References: 4

  • State-Funded Pre-K and Children’s Language and Literacy Development

    Open AccessElizabeth Burke Hadley, Siyu Liu et al.ARTICLEEducational Researcher2023Cited by: 1References: 28

    Research on how COVID-19 school closures impacted the learning of young children is still sparse, and the broader implications of these findings have yet to be fully explored. In this study, we examine the impacts of COVID-19 school closures on language and literacy development in a state-funded pre-K program in a Florida school district. Using COVID closures as a natural experiment, we additionally explore the implications of these findings for …

  • A meta-analysis of teacher language practices in early childhood classrooms

    Open AccessElizabeth Burke Hadley, Erica M Barnes et al.ARTICLEEarly Childhood Research Quarterly2022Cited by: 5References: 17

  • A systematic review of word selection in early childhood vocabulary instruction

    Open AccessElizabeth Burke Hadley, Karyn Zalman MendezARTICLEEarly Childhood Research Quarterly2021

  • Education in the app store

    Rebecca A Dore, Marcia Shirilla et al.ARTICLEJournal of Children and Media2019

    Despite the prevalence of educational apps for children, there is little evidence of their effectiveness for learning. Here, children were asked to learn ten new words in a narrative mobile game that requires children use knowledge of word meanings to advance the game. Study 1 used a lab-based between-subjects design with middle-SES 4-year-olds and used a receptive vocabulary test to examine whether children learned the game’s words. Children who…

  • Cues for word-learning during shared book-reading and guided play in preschool

    Open AccessElizabeth Burke Hadley, David K DickinsonARTICLEJournal of Child Language2019

    The present study examines the perceptual, linguistic, and social cues that were associated with preschoolers’ (4;11) growth in word-learning during shared book-reading and guided play activities. Small groups of three preschoolers ( n = 30) and one adult were video-recorded during an intervention study in which new vocabulary words were explicitly taught. Adult use of taught words was coded for perceptual and linguistic cues and type of social i…

  • Teaching for breadth and depth of vocabulary knowledge

    Open AccessDavid K Dickinson, Kimberly T Nesbitt et al.ARTICLEEarly Childhood Research Quarterly2019Cited by: 9References: 11

  • Building Semantic Networks

    Open AccessElizabeth Burke Hadley, David K Dickinson et al.ARTICLEReading Research Quarterly2019Cited by: 5References: 62

    In this study, the authors examined the impact of a vocabulary intervention designed to support vocabulary depth, or the building of semantic networks, in preschool children ( n = 30). The authors further investigated the effect of specific instructional strategies on growth in vocabulary depth. The intervention employed shared book reading and guided play methods to teach words in conceptually linked categories, such as taxonomic and thematic gr…

  • Examining the Acquisition of Vocabulary Knowledge Depth Among Preschool Students

    Open AccessElizabeth Burke Hadley, David K Dickinson et al.ARTICLEReading Research Quarterly2016Cited by: 8References: 52

    Well-developed lexical representations are important for reading comprehension, but there have been no prior attempts to track growth in the depth of knowledge of particular words. This article examines increases in depth of vocabulary knowledge in 4–5-year-old preschool students (n = 240) who participated in a vocabulary intervention that taught words through book reading and book-related play. At pretest and posttest, students defined words ver…