Barbara A. Wasik, Ph.D.
1301 Cecil B. Moore Ave.
Ritter Hall 441
College of Education
Philadelphia, PA 19122
phone: (215) 204-4982
- Ph. D.Temple University (Developmental Psychology)
- M.S. Rutgers University (Applied Developmental Psychology)
- B.S. Rutgers University (Psychology)
- Early literacy with children in poverty
- Early intervention
- Early Childhood curriculum and policies
- Literacy & Learners
Wasik, B.A. (in press). When fewer is more: Small groups in early childhood classrooms. Early Childhood Education Journal.
Byrnes, J. P., & Wasik, B.A. (in press). Translating cognitive science to the classroom: The role of phonological sensitivity and vocabulary in the development of early literacy skills. To appear in C. Fiorello & K. Thurman (eds.), Cognitive Development in K-3 classrooms: Learning and research applications. Mahwah, NJ: Erlbaum.
Byrnes, J. P., & Wasik, B. A. (in press). The Development of Language and Literacy Skills in Children: What Teachers Need to Know. New York: Guilford.
Wasik, B. A., & Hindman, A. H. (2007). Teacher training and young children’s language and literacy
development. In W. Boykin & R. E. Slavin (eds.), Promoting High Achievement for All Children: Evidence-based programs, practices, policies and procedures. Sterling VA: Stylus Publishers.
Wasik, B. A. (2006). Building vocabulary one word at a time. Young Children, 61, 70-78.
Wasik, B. A., Bond, M. A., & Hindman, A. H. (2006). The effects of a language and literacy intervention on Head Start children and teachers. Journal of Educational Psychology, 98, 63-74.
Wasik, B. A., & Hindman, A. H. (2005). The implications of policy decisions on practices in early childhood education. In K. Leithwood, N. Bascia, & A. Datnow (eds.), Handbook on Educational Policy. New York: Kluwer Press.
Seefeld, C. & Wasik, B. A. (2005). Early education: Threes, fours, and fives go to school. Upper saddle River, NJ; Prentice Hall.
Wasik, B. A., & Bond, M. A. (2001). Beyond the pages of a book: Interactive book reading in preschool classrooms. Journal of Educational Psychology, 93, 43-50.