Biography

Dr. Barbara A. Wasik is a PNC-Endowed Chair in early childhood education in the Psychological Studies in Education (PSE) Department in the College of Education at Temple University. Her area of research is early language and literacy interventions for children who are at-risk for school failure. Her work has focused mostly on children in poverty with the goal of trying to help close the achievement gap with successful interventions. Dr. Wasik has extensive experience in program and curriculum development and has developed and evaluated a research-based language and literacy professional development program for early childhood teachers, entitled Exceptional Coaching for Early Language and Literacy (ExCELL). The development of an online version of ExCELL was funded by an Investing in Innovation (i3) grant. Dr. Wasik has co-authored two early childhood books: Early Education: Three-, Four-, and Five-Year-Olds Go to School (with Dr. Carol Seefeldt) and Language and Literacy Development: What Educators Need to Know (with Dr. James Byrnes). She is on the Editorial Board of Early Childhood Research Quarterly and Early Childhood Education Journal and serves on several advisory boards, including PNC Grow Up Great and Sesame Street Math is Everywhere. She has had the privilege of working with Baltimore City Head Start for the past 20 years and most recently with the School District of Philadelphia.

Her current research, a language and vocabulary preschool intervention entitled Story Talk, is funded by the Institute of Education Sciences. She was awarded in fall 2017 as co-primary investigator of a National Professional Development grant from the U. S. Department of Education to train preschool teachers to work with English Language Learners.

Research Interests

  • Language Comprehension/Development
  • Literacy
  • Professional Development

Courses Taught

Number

Name

Level

EDUC 8503

Learning to Read

Graduate

Selected Publications

  • Snell, E.K., Wasik, B.A., & Hindman, A.H. (2020). Using Texting to Help Families Build Their Children’s Vocabulary at Home. Reading Teacher, 74(1), pp. 49-57. doi: 10.1002/trtr.1906

  • Farrow, J.M., Wasik, B.A., & Hindman, A.H. (2020). Exploring the unique contributions of teachers’ syntax to preschoolers’ and kindergarteners’ vocabulary learning. Early Childhood Research Quarterly, 51, pp. 178-190. doi: 10.1016/j.ecresq.2019.08.005

  • Snell, E.K., Hindman, A.H., & Wasik, B.A. (2020). Exploring the use of texting to support family-school engagement in early childhood settings: teacher and family perspectives. Early Child Development and Care, 190(4), pp. 447-460. doi: 10.1080/03004430.2018.1479401

  • Wasik, B.A. & Hindman, A.H. (2020). Increasing preschoolers’ vocabulary development through a streamlined teacher professional development intervention. Early Childhood Research Quarterly, 50, pp. 101-113. doi: 10.1016/j.ecresq.2018.11.001

  • Hindman, A.H., Wasik, B.A., & Bradley, D.E. (2019). How Classroom Conversations Unfold: Exploring Teacher–Child Exchanges During Shared Book Reading. Early Education and Development, 30(4), pp. 478-495. doi: 10.1080/10409289.2018.1556009

  • Snell, E.K., Hindman, A.H., & Wasik, B.A. (2019). A review of research on technology-mediated language and literacy professional development models. Journal of Early Childhood Teacher Education, 40(3), pp. 205-220. doi: 10.1080/10901027.2018.1539794

  • Wasik, B.A. & Hindman, A.H. (2018). Why Wait? The Importance of Wait Time in Developing Young Students’ Language and Vocabulary Skills. Reading Teacher, 72(3), pp. 369-378. doi: 10.1002/trtr.1730

  • Bustamante, A.S., Hindman, A.H., Champagne, C.R., & Wasik, B.A. (2018). Circle time revisited: How do preschool classrooms use this part of the day? Elementary School Journal, 118(4), pp. 610-631. doi: 10.1086/697473

  • Wasik, B.A. & Jacobi-Vessels, J.L. (2017). Word Play: Scaffolding Language Development Through Child-Directed Play. Early Childhood Education Journal, 45(6), pp. 769-776. doi: 10.1007/s10643-016-0827-5

  • Hindman, A.H., Snell, E.K., & Wasik, B.A. (2017). Developing vocabulary in the early grades: Research-to-practice strategies to support standards-based curricula at school and home. In Implementing a Standards-Based Curriculum in the Early Childhood Classroom (pp. 86-105). doi: 10.4324/9781315296173

  • Hindman, A.H. & Wasik, B.A. (2017). Is dosage important? Examining Head Start preschoolers’ language and literacy learning after one versus two years of ExCELL. Early Child Development and Care, 187(3-4), pp. 342-357. doi: 10.1080/03004430.2016.1236256

  • Hindman, A.H., Wasik, B.A., & Snell, E.K. (2016). Closing the 30 Million Word Gap: Next Steps in Designing Research to Inform Practice. Child Development Perspectives, 10(2), pp. 134-139. doi: 10.1111/cdep.12177

  • Wasik, B.A., Hindman, A.H., & Snell, E.K. (2016). Book reading and vocabulary development: A systematic review. Early Childhood Research Quarterly, 37, pp. 39-57. doi: 10.1016/j.ecresq.2016.04.003

  • Akers, L., Grosso, P.D., Snell, E.K., Atkins-Burnett, S., Wasik, B., Carta, J., Boller, K., & Monahan, S. (2016). Tailored Teaching: Emerging Themes from the Literature on Teachers’ Use of Ongoing Child Assessment to Individualize Instruction. NHSA Dialog, 18(3), pp. 133-150.

  • Hindman, A.H. & Wasik, B.A. (2015). Building vocabulary in two languages: An examination of Spanish-speaking Dual Language Learners in Head Start. Early Childhood Research Quarterly, 31, pp. 19-33. doi: 10.1016/j.ecresq.2014.12.006

  • Wasik, B.A. & Hindman, A.H. (2015). Talk alone won’t close the 30-million word gap. Phi Delta Kappan, 96(6), pp. 50-54. doi: 10.1177/0031721715575300

  • Hindman, A.H., Snell, E.K., Wasik, B.A., Lewis, K.N., Hammer, C.S., & Iannone-Campbell, C. (2015). Research and Practice Partnerships for Professional Development in Early Childhood: Lessons From ExCELL-e. Journal of Education for Students Placed at Risk, 20(1-2), pp. 12-28. doi: 10.1080/10824669.2014.984036

  • Snell, E.K., Hindman, A.H., & Wasik, B.A. (2015). How can book reading close the word gap? Five key practices from research. Reading Teacher, 68(7), pp. 560-571. doi: 10.1002/trtr.1347

  • Atkins-Burnett, S., Monahan, S., Akers, L., Carta, J., Wasik, B.A., & Boller, K. (2014). Tailored teaching: teachers' use of ongoing child assessment to individualize instruction - Volume I: Conceptual framework and measurement plan. In Ongoing Assessment for Tailored Teaching in Early Childhood: Conceptual Framework and Measurement Development (pp. 1-93).

  • Akers, L., Grosso, P.D., Atkins-Burnett, S., Boller, K., Carta, J., & Wasik, B.A. (2014). Tailored teaching: teachers' use of ongoing child assessment to individualize instruction - Volume 2: A review of the literature. In Ongoing Assessment for Tailored Teaching in Early Childhood: Conceptual Framework and Measurement Development (pp. 95-166).

  • Wasik, B.A. & Hindman, A.H. (2014). Understanding the Active Ingredients in an Effective Preschool Vocabulary Intervention: An Exploratory Study of Teacher and Child Talk During Book Reading. Early Education and Development, 25(7), pp. 1035-1056. doi: 10.1080/10409289.2014.896064

  • Wasik, B.A. & Hindman, A.H. (2014). The role of language and literacy interventions in school readiness. In M. Boivin, K.L. Bierman, & M. Boivin (Eds.), Promoting school readiness and early learning: Implications of developmental research for practice (pp. 165-186). New York, NY, US: Guilford Press. Retrieved from http://libproxy.temple.edu/

  • Gerde, H.K., Schachter, R.E., & Wasik, B.A. (2013). Using the Scientific Method to Guide Learning: An Integrated Approach to Early Childhood Curriculum. Early Childhood Education Journal, 41(5), pp. 315-323. doi: 10.1007/s10643-013-0579-4

  • Hindman, A.H. & Wasik, B.A. (2013). Vocabulary learning in Head Start: Nature and extent of classroom instruction and its contributions to children's learning. Journal of School Psychology, 51(3), pp. 387-405. doi: 10.1016/j.jsp.2013.01.001

  • Madden, N.A., Slavin, R.E., Wasik, B.A., & Dolan, L.J. (2013). Reading, writing, and language arts in success for all. In Instructional Models in Reading (pp. 109-130).

  • Wasik, B.A. & Hindman, A.H. (2013). Realizing the promise of open-ended questions. Reading Teacher, 67(4), pp. 302-311. doi: 10.1002/trtr.1218

  • Gerde, H.K., Bingham, G.E., & Wasik, B.A. (2012). Writing in Early Childhood Classrooms: Guidance for Best Practices. Early Childhood Education Journal, 40(6), pp. 351-359. doi: 10.1007/s10643-012-0531-z

  • Wasik, B.A. & Iannone-Campbell, C. (2012). Developing vocabulary through purposeful, strategic conversations. Reading Teacher, 66(4), pp. 321-332. doi: 10.1002/TRTR.01095

  • Hindman, A.H. & Wasik, B.A. (2012). Morning Message Time: An Exploratory Study in Head Start. Early Childhood Education Journal, 40(5), pp. 275-283. doi: 10.1007/s10643-011-0459-8

  • Hindman, A.H. & Wasik, B.A. (2012). Unpacking an effective language and literacy coaching intervention in head start: Following teachers' learning over two years of training. Elementary School Journal, 113(1), pp. 131-154. doi: 10.1086/666389

  • Hindman, A.H., Erhart, A.C., & Wasik, B.A. (2012). Reducing the Matthew Effect: Lessons from the ExCELL Head Start Intervention. Early Education and Development, 23(5), pp. 781-806. doi: 10.1080/10409289.2010.549443

  • Paro, K.M.L.a. & Pianta, R.C. (2012). Classroom Assessment Scoring System. American Psychological Association (APA). doi: 10.1037/t08945-000

  • Hindman, A.H., Wasik, B.A., & Erhart, A.C. (2012). Shared Book Reading and Head Start Preschoolers' Vocabulary Learning: The Role of Book-Related Discussion and Curricular Connections. Early Education and Development, 23(4), pp. 451-474. doi: 10.1080/10409289.2010.537250

  • Pinkham, A.M., Kaefer, T., & Neuman, S.B. (2012). Knowledge Development in Early Childhood: Sources of Learning and Classroom Implications. Guilford Publications. Retrieved from http://libproxy.temple.edu/

  • Hindman, A.H. & Wasik, B.A. (2011). Exploring Head Start Teachers' Early Language and Literacy Knowledge: Lessons from the ExCELL Professional Development Intervention. NHSA Dialog, 14(4), pp. 293-315. doi: 10.1080/15240754.2011.617528

  • Hindman, A.H. & Wasik, B.A. (2011). Measuring Teachers' Knowledge About Early Language and Literacy: Practical Implications and Considerations. NHSA Dialog, 14(4), pp. 351-356. doi: 10.1080/15240754.2011.618647

  • Wasik, B.A. & Hindman, A.H. (2011). The Morning Message in Early Childhood Classrooms: Guidelines for Best Practices. Early Childhood Education Journal, 39(3), pp. 183-189. doi: 10.1007/s10643-011-0463-z

  • Wasik, B.A. & Hindman, A.H. (2011). Improving Vocabulary and Pre-Literacy Skills of At-Risk Preschoolers Through Teacher Professional Development. Journal of Educational Psychology, 103(2), pp. 455-469. doi: 10.1037/a0023067

  • Wasik, B.A. (2010). What teachers can do to promote preschoolers vocabulary development: Strategies from an effective language and literacy professional development coaching model. Reading Teacher, 63(8), pp. 621-633. doi: 10.1598/RT.63.8.1

  • Hindman, A.H. & Wasik, B.A. (2010). Head start families sharing home language and literacy experiences. NHSA Dialog, 13(2), pp. 112-118. doi: 10.1080/15240751003737919

  • Wasik, B.A. & Hindman, A.H. (2010). Understanding the home language and literacy environments of head start families: Testing the Family Literacy Survey and interpreting its findings. NHSA Dialog, 13(2), pp. 71-91. doi: 10.1080/15240751003737885

  • Wasik, B.A., Hindman, A.H., & Jusczyk, A.M. (2009). Using Curriculum-Specific Progress Monitoring to Assess Head Start Children's Vocabulary Development. NHSA Dialog, 12(3), pp. 257-275. Informa UK Limited. doi: 10.1080/15240750903075289

  • Byrnes, J. & Wasik, B.A. (2009). Picture This: Using Photography as a Learning Tool in Early Childhood Classrooms. Childhood Education, 85(4), pp. 243-248. doi: 10.1080/00094056.2009.10523090

  • Bond, M.A. & Wasik, B.A. (2009). Conversation Stations: Promoting language development in young children. Early Childhood Education Journal, 36(6), pp. 467-473. doi: 10.1007/s10643-009-0310-7

  • Byrnes, J.P. & Wasik, B.A. (2009). Factors predictive of mathematics achievement in kindergarten, first and third grades: An opportunity-propensity analysis. Contemporary Educational Psychology, 34(2), pp. 167-183. doi: 10.1016/j.cedpsych.2009.01.002

  • Byrnes, J.P. & Wasik, B.A. (2009). Language and literacy development: What educators need to know. New York, NY, US: Guilford Press. Retrieved from http://libproxy.temple.edu/

  • Byrnes, J. & Wasik, B.A. (2009). Using Photography as a Learning Tool in Early Childhood Classrooms. Childhood Education, 85(4), pp. 243-248. Retrieved from http://libproxy.temple.edu/

  • Hindman, A.H. & Wasik, B.A. (2008). Head Start teachers' beliefs about language and literacy instruction. Early Childhood Research Quarterly, 23(4), pp. 479-492. doi: 10.1016/j.ecresq.2008.06.002

  • Wasik, B. (2008). When fewer is more: Small groups in early childhood classrooms. Early Childhood Education Journal, 35(6), pp. 515-521. doi: 10.1007/s10643-008-0245-4

  • Byrnes, J.P. & Wasik, B.A. (2008). Translating cognitive science to the classroom: The role of phonological sensitivity and vocabulary in the development of early literacy skills. In S.K. Thurman, C.A. Fiorello, & S.K. Thurman (Eds.), Applied cognitive research in K–3 classrooms (pp. 109-149). New York, NY, US: Routledge/Taylor & Francis Group. Retrieved from http://libproxy.temple.edu/

  • Wasik, B.A. (2006). Building VOCABULARY one word at a time. YC Young Children, 61(6), pp. 70-78.

  • Wasik, B.A., Bond, M.A., & Hindman, A. (2006). The effects of a language and literacy intervention on head start children and teachers. Journal of Educational Psychology, 98(1), pp. 63-74. doi: 10.1037/0022-0663.98.1.63

  • Wasik, B.A. (2005). In memory of Carol Seefeldt, PhD (1935-2005). EARLY CHILDHOOD RESEARCH QUARTERLY, 20(2), pp. 256-257. doi: 10.1016/j.ecresq.2005.04.001

  • Glass, T.A., Freedman, M., Carlson, M.C., Hill, J., Frick, K.D., Ialongo, N., McGill, S., Rebok, G.W., Seeman, T., Tielsch, J.M., Wasik, B.A., Zeger, S., & Fried, L.P. (2004). Experience Corps: Design of an Intergenerational Program to Boost Social Capital and Promote the Health of an Aging Society. Journal of Urban Health, 81(1), pp. 94-105. doi: 10.1093/jurban/jth096

  • Fried, L.P., Carlson, M.C., Freedman, M., Frick, K.D., Glass, T.A., Hill, J., McGill, S., Rebok, G.W., Seeman, T., Tielsch, J., Wasik, B.A., & Zeger, S. (2004). A Social Model for Health Promotion for an Aging Population: Initial Evidence on the Experience Corps Model. Journal of Urban Health, 81(1), pp. 64-78. doi: 10.1093/jurban/jth094

  • Rebok, G.W., Carlson, M.C., Glass, T.A., McGill, S., Hill, J., Wasik, B.A., Ialongo, N., Frick, K.D., Fried, L.P., & Rasmussen, M.D. (2004). Short-Term Impact of Experience Corps® Participation on Children and Schools: Results from a Pilot Randomized Trial. Journal of Urban Health, 81(1), pp. 79-93. doi: 10.1093/jurban/jth095

  • Wasik, B.A. (2002). Are Schools Ready for Schools of the 21st Century? Contemporary Psychology, 47(5), pp. 574-576. Portico. doi: 10.1037/001232

  • Wasik, B.A. (2002). Schools of the 21st century: Linking child care and education. CONTEMPORARY PSYCHOLOGY-APA REVIEW of BOOKS, 47(5), pp. 574-576. Retrieved from http://gateway.webofknowledge.com/

  • Wasik, B.A., Bond, M.A., & Hindman, A. (2002). Educating Preschool and Kindergarten Children at Risk. Yearbook (National Society for the Study of Education)(2), pp. 89-110. Retrieved from http://libproxy.temple.edu/

  • Wasik, B.A., Bond, M.A., & Hindman, A. (2002). After-School Tutoring and Children at Risk. In R. Garner & R. Garner (Eds.), Hanging out: Community-based after-school program for children (pp. 95-112). Westport, CT, US: Bergin & Garvey. Retrieved from http://libproxy.temple.edu/

  • Wasik, B.A. (2001). Phonemic Awareness and Young Children. Childhood Education, 77(3), pp. 128-133. doi: 10.1080/00094056.2001.10522146

  • Wasik, B.A. & Bond, M.A. (2001). Beyond the pages of a book: Interactive book reading and language development in preschool classrooms. Journal of Educational Psychology, 93(2), pp. 243-250. doi: 10.1037/0022-0663.93.2.243

  • Wasik, B.A. (2001). Teaching the alphabet to young children. Young Children, 56(1), pp. 34-39.

  • Wasik, B.A. (2000). Starting Out Right/Start Early, Finish Strong (book review) . Journal of Education for Students Placed at Risk, 5(4), p. 413. Retrieved from http://libproxy.temple.edu/

  • Wasik, B.A., Karweit, N., Bond, M.A., Woodruff, L.B., Jaeger, G., & Adee, S. (2000). Early Learning in CRESPAR. Journal of Education for Students Placed at Risk, 5(1/2), pp. 93-93. Retrieved from http://libproxy.temple.edu/

  • Wasik, B.A. (1999). Reading coaches: An alternative to reading tutors. Reading Teacher, 52(6), pp. 653-656.

  • Wasik, B.A. (1998). Developing a common language: A response to Topping. READING TEACHER, 52(1), pp. 52-54. Retrieved from http://gateway.webofknowledge.com/

  • Wasik, B.A. (1998). Using volunteers as reading tutors: Guidelines for successful practices. Reading Teacher, 51(7), pp. 562-570.

  • Wasik, B.A. (1998). Reinventing early care and education: A vision for a quality system. TEACHERS COLLEGE RECORD, 99(3), pp. 601-603. Retrieved from http://gateway.webofknowledge.com/

  • Wasik, B.A. (1998). Reinventing early care and education (Book Review) (Undetermined). Teachers College Record, 99(3), pp. 601-603. Retrieved from http://libproxy.temple.edu/

  • Wasik, B.A. (1998). Book reviews. Teachers College Record, 99(3), p. 601. Retrieved from http://libproxy.temple.edu/

  • Wasik, B.A. (1998). Volunteer tutoring programs in reading: A review. Reading Research Quarterly, 33(3), pp. 266-291. doi: 10.1598/rrq.33.3.2

  • Wasik, B.A. (1997). Volunteer tutoring programs: Do we know what works? Phi Delta Kappan, 79(4), pp. 282-287.

  • Fried, L.P., Freedman, M., Endres, T.E., & Wasik, B. (1997). Building communities that promote successful aging. Western Journal of Medicine, 167(4), pp. 216-219.

  • SLAVIN, R.E., MADDEN, N.A., DOLAN, L.J., & WASIK, B.A. (1994). ROOTS AND WINGS - INSPIRING ACADEMIC EXCELLENCE. EDUCATIONAL LEADERSHIP, 52(3), pp. 10-13. Retrieved from http://gateway.webofknowledge.com/

  • SLAVIN, R.E., MADDEN, N.A., DOLAN, L.J., WASIK, B.A., ROSS, S.M., & SMITH, L.J. (1994). WHENEVER AND WHEREVER WE CHOOSE - THE REPLICATION OF SUCCESS FOR ALL. PHI DELTA KAPPAN, 75(8), pp. 639-&. Retrieved from http://gateway.webofknowledge.com/

  • MADDEN, N.A., SLAVIN, R.E., KARWEIT, N.L., DOLAN, L.J., & WASIK, B.A. (1993). SUCCESS FOR ALL - LONGITUDINAL EFFECTS OF A RESTRUCTURING PROGRAM FOR INNER-CITY ELEMENTARY-SCHOOLS. AMERICAN EDUCATIONAL RESEARCH JOURNAL, 30(1), pp. 123-148. doi: 10.3102/00028312030001123

  • WASIK, B.A. & SLAVIN, R.E. (1993). PREVENTING EARLY READING FAILURE WITH ONE-TO-ONE TUTORING - A REVIEW OF 5 PROGRAMS. READING RESEARCH QUARTERLY, 28(2), pp. 179-200. Retrieved from http://gateway.webofknowledge.com/

  • MADDEN, N.A., SLAVIN, R.E., KARWEIT, N.L., DOLAN, L., & WASIK, B.A. (1991). SUCCESS FOR ALL. PHI DELTA KAPPAN, 72(8), pp. 593-599. Retrieved from http://gateway.webofknowledge.com/

  • Byrnes, J.P. & Wasik, B.A. (1991). Role of Conceptual Knowledge in Mathematical Procedural Learning. Developmental Psychology, 27(5), pp. 777-786. doi: 10.1037/0012-1649.27.5.777

  • Slavin, R.E., Madden, N.A., Karweit, N.L., Dolan, L., Wasik, B.A., Shaw, A., Mainzer, K.L., & Haxby, B. (1991). Neverstreaming: prevention and early intervention as an alternative to special education. Journal of Learning Disabilities, 24(6), pp. 373-378. doi: 10.1177/002221949102400608