Early Childhood Literacy
Neuman, S. B., & Kaefer, T. (2025). Knowledge-Building Through Categorization: Boosting Children’s Vocabulary and Content Knowledge in a Shared Book Reading Program. Early Education and Development, 1-20. [available here]
Neuman, S. B., Kaefer, T., & Pinkham, A. (2025). Is narrative in printed text “primary” for knowledge-building? An analysis of genre and medium. Reading and Writing, 1-29. [available here]
Neuman, S. B., Krieger, L., Kaefer, T., & Gonzalez-Villisanti, H. (2025). Preschool Teachers’ Child-Directed Talk: Unlocking Opportunities for Language Learning and Knowledge-Building. Early Education and Development, 1-22. [available here]
Neuman, S. B., Quintero, E., & Reist, K. (2023). Reading Reform across America: A Survey of State Legislation. Albert Shanker Institute. [available here]
Neuman, S. B., & Danielson, K. (2021). Enacting content-rich curriculum in early childhood: The role of teacher knowledge and pedagogy. Early Education and Development, 32(3), 443-458. [available here]
Neuman, S. B., Samudra, P., & Danielson, K. (2021). Effectiveness of scaling up a vocabulary intervention for low-income children, pre-K through first grade. The Elementary School Journal, 121(3), 385-409. [available here]
Neuman, S.B. & Danielson, K. (2020). Enacting Content-rich Curriculum in Early Childhood: The Role of Teacher Knowledge and Pedagogy. Early Education and Development. [available here]
Neuman, S. B. (2019). First Steps toward Literacy: What Effective Pre-K Instruction Looks Like. American Educator, 42(4), 9. [available here]
Delaney, K. K., & Neuman, S. B. (2018). Selling pre-K: Media, politics, and policy in the case of universal prekindergarten in New York City. Teachers College Record, 120(4), 1-31. [available here]
Neuman, S. B., & Celano, D. (2018). Enhancing children’s access to print. Pivotal Research in Early Literacy: Foundational Studies and Current Practices, 279. [available here]
Neuman, S.B. & Kaefer, T., (2018). Developing Low-Income Children's Vocabulary and Content Knowledge through a Shared Book Reading Program. Contemporary Educational Psychology, 54, 15-24. [available here]
Neuman, S. B., Kaefer, T., & Pinkham, A. M. (2018). A double dose of disadvantage: Language experiences for low-income children in home and school. Journal of Educational Psychology, 110(1), 102. [available here]
Neuman, S.B. and Knapczyk, J. (2018). Reaching Families Where They Are: Examining an Innovative Book Distribution Program. Urban Education. [available here]
Kaefer, T., Pinkham, A. M., & Neuman, S. B. (2017). Seeing and knowing: Attention to illustrations during storybook reading and narrative comprehension in 2‐year‐olds. Infant and Child Development, 26(5), e2018. [available here]
Neuman, S.B. (2017). The Information Book Flood: Is Additional Exposure Enough to Support Early Literacy Development? The Elementary School Journal, 118(1), 1-27. [available here]
Neuman, S.B., Wong, K.M., & Kaefer, T. (2017). Content Not Form Predicts Oral Language Comprehension: The Influence of the Medium for Preschoolers. Reading and Writing, 30(8), 1753-1771. [available here]
Delaney, K. K., & Neuman, S. B. (2016). Contexts for Teacher Practice:(Re) Considering the Role of Context in Interventions in Early Childhood Teacher Engagement with New Approaches to Shared Book Reading. Education Policy Analysis Archives, 24(89), n89. [available here]
Flynn, R.M., Lissy, R., Alicea, S., Tazartes, T. & McKay M. (2016). Professional development for teachers plus coaching related to school-wide suspensions for a large urban school system. Children and Youth Services Review, 62, 29-39. [available here]
Kaefer, T., Pinkham, A. M., & Neuman, S. B. (2016). Seeing and knowing: Attention to illustrations during storybook reading and narrative comprehension in 2‐year‐olds. Infant and Child Development, 26(5). [available here]
Neuman, S. B. (2016). Code red: The danger of data-driven instruction. Educational Leadership, 74(3), 24-29. [available here]
Neuman, S. B. (2016). Opportunities to learn give children a fighting chance. Literacy Research: Theory, Method, and Practice, 65(1), 113-123. [available here]
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), 652-674.
Kaefer, T., Neuman, S. B., & Pinkham, A. M. (2015). Pre-existing background knowledge influences socioeconomic differences in preschoolers’ word learning and comprehension. Reading Psychology, 36(3), 203-231. [available here]
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), 988-1011. [available here]
Wright, T. S., & Neuman, S. B. (2015). The power of content-rich vocabulary instruction. Perspectives on Language and Literacy, 41(3), 25-28. [available here]
Mol, S. E., & Neuman, S. B. (2014). Sharing information books with kindergartners: The role of parents’ extra-textual talk and socioeconomic status. Early Childhood Research Quarterly, 29(4), 399-410. [available here]
Neuman, S. B. (2014). Content-Rich Instruction in Preschool. Educational Leadership, 72(2), 36-40. [available here]
Neuman, S. B., Kaefer, T., & Pinkham, A. (2014). Building background knowledge. The Reading Teacher, 68(2), 145-148. [available here]
Neuman, S. B., & Wright, T. S. (2014). The Magic of Words: Teaching Vocabulary in the Early Childhood Classroom. American Educator, 38(2), 4-13. [available here]
Pinkham, A. M., Kaefer, T., & Neuman, S. B. (2014). Does mother know best? Maternal knowledge calibration predicts children’s oral language development. Child Development Research, 2014(1), 387637. [available here]
Pinkham, A. M., Kaefer, T., & Neuman, S. B. (2014). Taxonomies support preschoolers’ knowledge acquisition from storybooks. Child Development Research, 2014(1), 386762. [available here]
Roskos, K., & Neuman, S. B. (2014). Best practices in reading: A 21st century skill update. The Reading Teacher, 67(7), 507-511. [available here]
Wright, T. S., & Neuman, S. B. (2014). Paucity and disparity in kindergarten oral vocabulary instruction. Journal of Literacy Research, 46(3), 330-357. [available here]
Kaefer, T., & Neuman, S. B. (2013). A bidirectional relationship between conceptual organization and word learning. Child Development Research, 2013(1), 298603. [available here]
Marulis, L. M., & Neuman, S. B. (2013). How vocabulary interventions affect young children at risk: A meta-analytic review. Journal of Research on Educational Effectiveness, 6(3), 223-262. [available here]
Neuman, S. B., & Kaefer, T. (2013). Enhancing the intensity of vocabulary instruction for preschoolers at risk: The effects of group size on word knowledge and conceptual development. The Elementary School Journal, 113(4), 589-608. [available here]
Neuman, S. B., & Roskos, K. (2013). Why Common Core matters: What parents need to know. The reading teacher, 67(1), 9-11. [available here]
Roskos, K., & Neuman, S. B. (2013). Common Core, commonplaces, and community in teaching reading. The Reading Teacher, 66(6), 469-473. [available here]
Wright, T. S., & Neuman, S. B. (2013). Vocabulary instruction in commonly used kindergarten core reading curricula. The Elementary School Journal, 113(3), 386-408. [available here]
Neuman, S. B., & Celano, D. C. (2012). Don't Level the Playing Field: Tip It toward the Underdogs. American Educator, 36(3), 20-21. [available here]
Neuman, S. B., & Celano, D. C. (2012). Worlds Apart: One City, Two Libraries, and Ten Years of Watching Inequality Grow. American Educator, 36(3), 13. [available here]
Neuman, S. B., & Roskos, K. (2012). Helping children become more knowledgeable through text. The Reading Teacher, 66(3), 207-210. [available here]
Neuman, S. B., & Roskos, K. (2012). More than teachable moments: Enhancing oral vocabulary instruction in your classroom. The Reading Teacher, 66(1), 63-67. [available here]
Roskos, K., & Neuman, S. B. (2012). Classroom Management For Achieving Readers. Reading Teacher, 65(5). [available here]
Roskos, K., & Neuman, S. B. (2012). Formative assessment: Simply, no additives. The reading teacher, 65(8), 534-538. [available here]
Neuman, S. B., & Dwyer, J. (2011). Developing vocabulary and conceptual knowledge for low-income preschoolers: A design experiment. Journal of Literacy Research, 43(2), 103-129. [available here]
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), 249-272. [available here]
Roskos, K., & Neuman, S. B. (2011). The classroom environment: First, last, and always. The Reading Teacher, 65(2), 110-114. [available here]
Celano, D., & Neuman, S. B. (2010). A matter of computer time. Phi Delta Kappan, 92(2), 68-71. [available here]
Celano, D., & Neuman, S. B. (2010). Roadblocks on the Information Highway. Educational Leadership, 68(3), 50-53. [available here]
Marulis, L. M., & Neuman, S. B. (2010). The effects of vocabulary intervention on young children’s word learning: A meta-analysis. Review of educational research, 80(3), 300-335. [available here]
Neuman, S. B. (2010). Lessons from my mother: Reflections on the National Early Literacy Panel report. Educational Researcher, 39(4), 301-304. [available here]
Neuman, S. B. (2010). Sparks Fade, Knowledge Stays: The National Early Literacy Panel's Report Lacks Staying Power. American Educator, 34(3), 14. [available here]
Neuman, S. B., Newman, E. H., & Dwyer, J. (2010). Educational effects of an embedded multimedia vocabulary intervention for economically disadvantaged pre-K children: A randomized trial. Ann Arbor, Ml: University of Michigan. [available here]
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), 63-86. [available here]
Koh, S., & Neuman, S. B. (2009). The impact of professional development in family child care: A practice-based approach. Early education and development, 20(3), 537-562. [available here]
Neuman, S. B. (2009). Federal Policies to Change the Odds for Children in Poverty. The Evolving Federal Role, 26, 26-31. [available here]
Neuman, S. B. (2009). Use the science of what works to change the odds for children at risk. Phi Delta Kappan, 90(8), 582-587. [available here]
Neuman, S. B., & Cunningham, L. (2009). The impact of professional development and coaching on early language and literacy instructional practices. American educational research journal, 46(2), 532-566. [available here]
Neuman, S. B., & Dwyer, J. (2009). Missing in action: Vocabulary instruction in pre‐K. The reading teacher, 62(5), 384-392. [available here]
Celano, D., & Neuman, S. B. (2008). When schools close, the knowledge gap grows. Phi Delta Kappan, 90(4), 256-262. [available here]
Dwyer, J., & Neuman, S. B. (2008). Selecting books for children birth through four: A developmental approach. Early Childhood Education Journal, 35(6), 489-494. [available here]
Neuman, S. B., Koh, S., & Dwyer, J. (2008). CHELLO: The child/home environmental language and literacy observation. Early Childhood Research Quarterly, 23(2), 159-172. [available here]
Neuman, S. B. (2007). How Children Learn to Communicate Thoughts and Feelings through Print. Early Childhood Today, 21(4), 14-15. [available here]
Neuman, S. B. (2007). Learning about Life--Through Books!. Early Childhood Today, 21(4), 34-43. [available here]
Neuman, S. B. (2006). Building Vocabulary to Build Literacy: Creating a World of Words in the Classroom. Early Childhood Today, 21(2), 9. [available here]
Neuman, S. B. (2006). Building Vocabulary to Build Literacy Skills: How to Help Children Build a Rich Vocabulary Day by Day. Early Childhood Today, 20(4), 12-14. [available here]
Neuman, S. B. (2006). Early Literacy: Making Letter-Sound Correspondence. Early Childhood Today, 20(6), 20-21. [available here]
Neuman, S. B. (2006). How we neglect knowledge-and why. American Educator, 30(1), 24. [available here]
Neuman, S. B. (2006). N is for nonsensical. Educational Leadership, 64(2), 28-31. [available here]
Neuman, S. B. (2006). The knowledge gap: Implications for early education. Handbook of early literacy research, 2, 29-40. [available here]
Neuman, S. B., & Celano, D. (2006). The knowledge gap: Implications of leveling the playing field for low‐income and middle‐income children. Reading research quarterly, 41(2), 176-201. [available here]
Educational Media
Kaefer, T., Neuman, S. B., & Pinkham, A. M. (2025). Designing children’s media: taxonomies as a scaffold for learning and attention. Media Psychology, 1-28. [available here]
Wong, K. M., & Neuman, S. B. (2023). Learning L2 vocabulary on screen: the role of screen-based pedagogical supports on dual language learners. Computer Assisted Language Learning, 36(8), 1477-1500. [available here]
Neuman, S. B., Kaefer, T., & Pinkham, A. (2022). Incidental Word Learning Through Multiple Media: A Case for Synergy. Topics in Language Disorders, 42(4), 290-303. [available here]
Samudra, P. G., Wong, K. M., & Neuman, S. B. (2022). Can small changes matter? Reducing cognitive load in educational media supports low-income preschoolers’ vocabulary learning. Journal of educational psychology, 114(6), 1277. [available here]
Neuman, S. B., Samudra, P., & Wong, K. M. (2021). Two may be better than one: Promoting incidental word learning through multiple media. Journal of Applied Developmental Psychology, 73, 101252. [available here]
Wong, K. M. & Samudra, P. (2021). L2 vocabulary learning from educational media: Extending dual-coding theory to dual-language learners. Computer Assisted Language Learning. [available here]
Bus, A. G., Neuman, S. B., & Roskos, K. (2020). Screens, apps, and digital books for young children: The promise of multimedia. AERA open, 6(1), 2332858420901494. [available here]
Neuman, S. B., Flynn, R., Wong, K., & Kaefer, T. (2020). Quick, incidental word learning in educational media: all contexts are not equal. Educational Technology Research and Development, 68, 2913-2937. [available here]
Neuman, S. B., Samudra, P., Wong, K. M., & Kaefer, T. (2020). Scaffolding attention and partial word learning through interactive coviewing of educational media: An eye-tracking study with low-income preschoolers. Journal of Educational Psychology, 112(6), 1100. [available here]
Samudra, P. G., Wong, K. M., & Neuman, S. B. (2020). Is attention the missing link? Coviewing and preschoolers’ comprehension of educational media. Journal of Applied Developmental Psychology, 67, 101108. [available here]
Danielson, K., Wong, K. M., & Neuman, S. B. (2019). Vocabulary in educational media for preschoolers: A content analysis of word selection and screen-based pedagogical supports. Journal of Children and Media, 13(4), 345-362. [available here]
Flynn, R., Wong, K. M., Neuman, S. B., & Kaefer, T. (2019). Children’s attention to screen-based pedagogical supports predicts vocabulary learning: An eye-tracking study with low-income preschool children. Journal of Children and Media, 13(2), 180-200. [available here]
Neuman, S. B., Samudra, P., Wong, K. M., & Kaefer, T. (2019). Scaffolding attention and partial word learning through interactive co-viewing of educational media: An eye-tracking study with low-income preschoolers. Journal of Educational Psychology. [available here]
Neuman, S. B., Wong, K. M., Flynn, R. & Kaefer, T. (2019). Learning vocabulary from educational media: The role of pedagogical supports for low-income preschoolers. Journal of Educational Psychology, 111(1), 32-44. [available here]
Samudra, P., Wong, K. M., & Neuman, S. B. (2019). Promoting low-income preschoolers’ vocabulary from educational media: Does repetition support memory for learned word knowledge? Journal of Cognitive Education and Psychology. [available here]
Wong, K. M. & Neuman, S. B. (2019). Learning vocabulary on screen: A content analysis of pedagogical supports in educational media programs for Dual-Language Learners. Bilingual Research Journal, 42(1), 54-72 . [available here]
Neuman, S. B., Wong, K. M., & Kaefer, T. (2017). Content not form predicts oral language comprehension: The influence of the medium on preschoolers’ story understanding. Reading and Writing, 30(8), 1753-1771. [available here]
Flynn, R.M., & Colon, N. (2016). Solitary active video game play improves executive functioning more than collaborative play for children with special needs. Games for Health Journal, 5(6). [available here]
Schlesinger, M., Flynn, R.M., Richert, R.A. (2016). Preschoolers’ trust of and learning from media characters. Journal of Children and Media, 10(3) 1748 - 2801. [available here]
Wong, K.M. & Neuman, S.B. (2016). Educational media supports for preschool-aged English Language Learners. Encyclopedia on Early Childhood Development. [available here]
Mol, S. E., Neuman, S. B., & Strouse, G. A. (2014). From ABCs to DVDs: Profiles of infants' home media environments in the first two years of life. Early Child Development and Care, 184(8), 1250-1266. [available here]
Neuman, S. B., Kaefer, T., Pinkham, A., & Strouse, G. (2014). Can babies learn to read? A randomized trial of baby media. Journal of educational psychology, 106(3), 815. [available here]
Community-Based Learning
Neuman, S. B & Krieger, L. (2025). Creating Everyday Spaces for Early Language and Literacy Learning: The Role of the Trusted Messenger. Education Sciences, 15(5), 547. [available here]
Neuman, S. B. (2022). Small wins and feeling good: an innovative book distribution program. The Reading Teacher, 75(6), 667-676. [available here]
Neuman, S. B., & Knapczyk, J. (2022). Early literacy in everyday settings: Creating an opportunity to learn for low‐income young children. Reading Research Quarterly, 57(4), 1167-1186. [available here]
Neuman, S. B., Celano, D., & Portillo, M. (2021). Getting books in children’s hands: Creating a citywide book distribution policy using a mixed-methods geospatial approach. American Educational Research Journal, 58(4), 815-849. [available here]
Neuman, S. B., & Knapczyk, J. J. (2020). Reaching families where they are: Examining an innovative book distribution program. Urban Education, 55(4), 542-569. [available here]
Neuman, S. B., Portillo, M., & Celano, D. C. (2020). Looking for literacy in all the right spaces: The laundromat. The Reading Teacher, 74(1), 29-38. [available here]
Neuman, S.B., Celano, D., Portillo, M. (2019). Looking for Literacy in All the Right Spaces: The Laundromat. The Reading Teacher. [available here]
Neuman, S. B., & Moland, N. (2019). Book deserts: The consequences of income segregation on children’s access to print. Urban education, 54(1), 126-147. [available here]
Celano, D. C., Knapczyk, J. J., & Neuman, S. B. (2018). Public libraries harness the power of play. YC Young Children, 73(3), 68-74. [available here]
Neuman, S. B., & Moland, N. (2016). Book deserts the consequences of income segregation on children’s access to print. Urban Education, 54(1), 126-147. [available here]
Celano, D. C., & Neuman, S. B. (2015). Libraries emerging as leaders in parent engagement. Phi Delta Kappan, 96(7), 30-35. [available here]
Neuman, S. B., Khan, N., & Dondolo, T. (2008). When I give, I own: Building literacy through READ community libraries in Nepal. The Reading Teacher, 61(7), 513-522. [available here]
Pre-2005 Articles
Neuman, S. B. (2005). Readiness for Reading and Writing--What Do We Mean?. Early Childhood Today, 20(2), 8. [available here]
Neuman, S. B., & Roskos, K. (2005). The state of state pre-kindergarten standards. Early Childhood Research Quarterly, 20(2), 125-145. [available here]
Neuman, S. B., & Roskos, K. (2005). Whatever happened to developmentally appropriate practice in early literacy?. YC Young Children, 60(4), 22. [available here]
Neuman, S. B. (2004). The effect of print-rich classroom environments on early literacy growth. The Reading Teacher, 58(1), 89. [available here]
Neuman, S. B., & Celano, D. (2004). Save the Libraries!. Educational Leadership, 61(6), 82. [available here]
Strickland, D. S., Morrow, L. M., Neuman, S. B., Roskos, K., Schickedanz, J. A., & Vukelich, C. (2004). The role of literacy in early childhood education. Reading Teacher, 58(1), 86-103. [available here]
Neuman, S. B. (2003). From rhetoric to reality: The case for high-quality compensatory prekindergarten programs. Phi Delta Kappan, 85(4), 286-291. [available here]
Neuman, S. B. (2002). The role of school libraries in elementary and secondary education. Knowledge Quest, 13. [available here]
Loren, M. M., & Neuman, S. B. (2001). The Effects of Vocabulary Intervention on Young Children’s Word Learning: A Meta-Analysis. Educational Researcher, 33(1), 29-34. [available here]
Neuman, S. B., & Celano, D. (2001). Access to print in low‐income and middle‐income communities: An ecological study of four neighborhoods. Reading Research Quarterly, 36(1), 8-26. [available here]
Neuman, S. B., & Celano, D. (2001). Books Aloud: A campaign to" put books in children's hands". The reading teacher, 54(6), 550-557. [available here]
Neuman, S. B. (2000). What will be the influences 0f media 0n literacy. Reading Research Quarterly, 35(2). [available here]
Neuman, S. B., Copple, C., & Bredekamp, S. (2000). Learning to read and write: Developmentally appropriate practices for young children (pp. 1-139). Washington, DC: National Association for the Education of Young Children. [available here]
Neuman, S. B., Smagorinsky, P., Enciso, P. E., Baldwin, R. S., & Hartman, D. K. (2000). What will be the influences of media on literacy in the next millennium?. Reading Research Quarterly, 35(2), 276-282. [available here]
Guzzetti, B., Anders, P. L., & Neuman, S. (1999). Thirty years of JRB/JLR: A retrospective of reading/literacy research. Journal of Literacy Research, 31(1), 67-92. [available here]
Neuman, S. B. (1999). Books make a difference: A study of access to literacy. Reading research quarterly, 34(3), 286-311. [available here]
Neuman, S. B., Caperelli, B. J., & Kee, C. (1998). Literacy learning, a family matter. The Reading Teacher, 52(3), 244-252. [available here]
Neuman, S. B. (1997). Guiding young children's participation in early literacy development: A family literacy program for adolescent mothers. Early Child Development and Care, 127(1), 119-129. [available here]
Neuman, S. B., & Roskos, K. (1997). Literacy knowledge in practice: Contexts of participation for young writers and readers. Reading Research Quarterly, 32(1), 10-32. [available here]
Shanahan, T., & Neuman, S. B. (1997). Literacy research that makes a difference. Reading Research Quarterly, 32(2), 202-210. [available here]
Neuman, S. B. (1996). Children engaging in storybook reading: The influence of access to print resources, opportunity, and parental interaction. Early Childhood Research Quarterly, 11(4), 495-513. [available here]
Neuman, S. B., Celano, D., & Fischer, R. (1996). The children's literature hour: A social-constructivist approach to family literacy. Journal of Literacy Research, 28(4), 499-523. [available here]
Celano, D., & Neuman, S. B. (1995). Channel One: Time for a TV break. The Phi Delta Kappan, 76(6), 444-446. [available here]
Neuman, S. B. (1995). Reading together: A community-supported parent tutoring program. The Reading Teacher, 49(2), 120. [available here]
Neuman, S. B., & Fischer, R. (1995). Task and participation structures in kindergartens using a holistic literacy teaching perspective. The Elementary School Journal, 95(4), 325-337. [available here]
Neuman, S. B., Hagedorn, T., Celano, D., & Daly, P. (1995). Toward a collaborative approach to parent involvement in early education: A study of teenage mothers in an African-American community. American Educational Research Journal, 32(4), 801-827. [available here]
Roskos, K., & Neuman, S. B. (1995). Two beginning kindergarten teachers' planning for integrated literacy instruction. The Elementary School Journal, 96(2), 195-215. [available here]
Neuman, S. B., & Gallagher, P. (1994). Joining together in literacy learning: Teenage mothers and children. Reading Research Quarterly, 383-401. [available here]
Neuman, S. B., & Roskos, K. (1994). Bridging home and school with a culturally responsive approach. Childhood Education, 70(4), 210-214. [available here]
Roskos, K. A., & Neuman, S. B. (1994). Of Scribbles, Schemas, and Storybooks: Using Literacy Albums to Document Young Children's Literacy Growth. Young Children, 49(2), 78-85. [available here]
Neuman, S. B., & Roskos, K. (1993). Access to print for children of poverty: Differential effects of adult mediation and literacy-enriched play settings on environmental and functional print tasks. American Educational Research Journal, 30(1), 95-122. [available here]
Roskos, K., & Neuman, S. B. (1993). Descriptive observations of adults' facilitation of literacy in young children's play. Early Childhood Research Quarterly, 8(1), 77-97. [available here]
Roskos, K., & Neuman, S. B. (1993). Enhancing Head Start parents’ conceptions of literacy development and their confidence as literacy teachers: a study of parental involvement. Early Child Development and Care, 89(1), 57-73. [available here]
Neuman, S. B. (1992). Is learning from media distinctive? Examining children’s inferencing strategies. American Educational Research Journal, 29(1), 119-140. [available here]
Neuman, S. B., & Koskinen, P. (1992). Captioned television as comprehensible input: Effects of incidental word learning from context for language minority students. Reading research quarterly, 95-106. [available here]
Neuman, S. B., & Roskos, K. (1992). Literacy objects as cultural tools: Effects on children's literacy behaviors in play. Reading Research Quarterly, 203-225. [available here]
Neuman, S. B., & Roskos, K. (1991). Peers as literacy informants: A description of young children's literacy conversations in play. Early Childhood Research Quarterly, 6(2), 233-248. [available here]
Greaney, V., & Neuman, S. B. (1990). The functions of reading: A cross-cultural perspective. Reading research quarterly, 172-195. [available here]
Neuman, S. B., Burden, D., & Holden, E. (1990). Enhancing children’s comprehension of a televised story through previewing. The Journal of Educational Research, 83(5), 258-265. [available here]
Neuman, S. B., & Roskos, K. (1990). Play, print, and purpose: Enriching play environments for literacy development. The reading teacher, 44(3), 214-221. [available here]
Neuman, S. B., & Roskos, K. (1990). The influence of literacy-enriched play settings on preschoolers' engagement with written language. In National Reading Conference Yearbook. National Reading Conference. [available here]
Neuman, S. B. (1989). Assessing Children's Inferencing Strategies. [available here]
Neuman, S. B. (1989). The impact of different media on children's story comprehension. Literacy Research and Instruction, 28(4), 38-47. [available here]
Neuman, S. B., & Roskos, K. (1989). The Influence of Literacy-Enriched Play Settings on Preschoolers' Conceptions of Print. [available here]
Neuman, S. B. (1988). The displacement effect: Assessing the relation between television viewing and reading performance. Reading research quarterly, 414-440. [available here]
Neuman, S. B., & Roskos, K. (1988). Preschoolers' conceptions of literacy as reflected in their spontaneous play. [available here]
Neuman, S. B., & Morocco, C. C. (1987). Two hands is hard for me: Keyboarding and learning disabled children. Educational Technology, 27(12), 36-38. [available here]
Morocco, C. C., & Neuman, S. B. (1986). Word processors and the acquisition of writing strategies. Journal of learning disabilities, 19(4), 243-247. [available here]
Neuman, S. B. (1986). Rethinking the censorship issue. The English Journal, 75(5), 46-50. [available here]
Neuman, S. B. (1986). Television, reading, and the home environment. Literacy Research and Instruction, 25(3), 173-183. [available here]
Neuman, S. B. (1986). The home environment and fifth-grade students' leisure reading. The Elementary School Journal, 86(3), 335-343. [available here]
Neuman, S. B. (1984). Teletext/Videotex: The Future of the Print Media. Journal of Reading, 27(4), 340-344. [available here]
Greaney, V., & Neuman, S. B. (1983). Young people's views of the functions of reading: A cross-cultural perspective. The Reading Teacher, 37(2), 158-163. [available here]
Neuman, S. B. (1982). Television viewing and leisure reading: A qualitative analysis. The Journal of Educational Research, 75(5), 299-304. [available here]
Neuman, S. B., & Prowda, P. (1982). Television viewing and reading achievement. Journal of Reading, 25(7), 666-670. [available here]
Neuman, S. B. (1981). A Comparison of Two Methods of Teaching Vowel Knowledge. Reading Improvement, 18(3), 264. [available here]
Neuman, S. B. (1981). Effect of teaching auditory perceptual skills on reading achievement in first grade. The Reading Teacher, 34(4), 422-426. [available here]
Neuman, S. B. (1981). The Effects of Television Viewing on Reading Behavior. [available here]
Neuman, S. B. (1980). BRIEF RESEARCH REPORTS. Journal of Reading Behavior, 12(4). [available here]
Neuman, S. B. (1980). Listening behavior and television viewing. The Journal of Educational Research, 74(1), 15-18. [available here]
Neuman, S. B. (1980). Television: Its effects on reading and school achievement. The Reading Teacher, 33(7), 801-805. [available here]
Neuman, S. B. (1980). Why children read: A functional approach. Journal of Reading Behavior, 12(4), 333-336. [available here]