Neuman, S. B., Kaefer, T., & Pinkham, A. M. (2016). Improving low-income preschoolers’ word and world knowledge: The effects of content-rich instruction. The Elementary School Journal, 116(4).
Neuman, S. B., Pinkham, A., & Kaefer, T. (2015). Supporting vocabulary teaching and learning in prekindergarten: The role of educative curriculum materials. Early Education and Development, 26(7).
Kaefer, T., & Neuman, S. B. (2013). A bidirectional relationship between conceptual organization and word learning. Child Development Research, 2013..
Neuman, S. B., Newman, E. H., & Dwyer, J. (2011). Educational effects of a vocabulary intervention on preschoolers’ word knowledge and conceptual development: A cluster-randomized trial. Reading Research Quarterly, 46(3).
Neuman, S. B., & Wright, T. S. (2010). Promoting language and literacy development for early childhood educators: A mixed-methods study of coursework and coaching. The Elementary School Journal, 111(1).
Neuman, S. B., & Dwyer, J. (2009). Missing in action: Vocabulary instruction in pre-k. The Reading Teacher, 62(5).
Breitenfeld, H., & Wong, K. M. (2017). 10 Instructional Practices for Young English Learners.
Neuman, S. B., & Kaefer, T. (2018). Developing low-income children’s vocabulary and content knowledge through a shared book reading program. Contemporary Educational Psychology, 52, 15-24.
Neuman, S. B., & Kaefer, T. (2018). Literacy leadership brief: What effective pre-k literacy instruction looks like. International Literacy Association, 2018.