Annemarie H Hindman
Biographic Data
| ID | 5971214 |
|---|---|
| NAME | Annemarie H Hindman |
| GIVEN NAMES | Annemarie H |
| FAMILY NAME | Hindman |
| SIGNATURE | HINDMAN A H |
| AFFILIATIONS | Temple University; Philadelphia, PA USA |
| VERIFIED | No |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 7 |
| WORKS AS AUTHOR | 6 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2005 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
“Hope Your Sons Will Become a Dragon, and Hope Your Daughters Will Become a Phoenix”
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…
Book reading and vocabulary development
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…
Teacher qualifications, classroom practices, family characteristics, and preschool experience
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…
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…
Teacher qualifications, classroom practices, family characteristics, and preschool experience
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…
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…
Book reading and vocabulary development
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…
“Hope Your Sons Will Become a Dragon, and Hope Your Daughters Will Become a Phoenix”
Linguistics (4 works) · Pedagogy (4 works) · Psychology (4 works) · Reading and Literacy Development (4 works) · Developmental psychology (3 works) · Early Childhood Education and Development (3 works) · Literacy (3 works) · Mathematics education (3 works) · Parental Involvement in Education (3 works) · Teaching method (3 works)