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Adriana Weisleder
Researcher at Northwestern University
Publications - 34
Citations - 2736
Adriana Weisleder is an academic researcher from Northwestern University. The author has contributed to research in topics: Child development & Language development. The author has an hindex of 15, co-authored 30 publications receiving 2165 citations. Previous affiliations of Adriana Weisleder include SUNY Downstate Medical Center & New York University.
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Journal ArticleDOI
SES differences in language processing skill and vocabulary are evident at 18 months
TL;DR: Findings were that significant disparities in vocabulary and language processing efficiency were already evident at 18 months between infants from higher- and lower-SES families, and by 24 months there was a 6-month gap between SES groups in processing skills critical to language development.
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Talking to Children Matters: Early Language Experience Strengthens Processing and Builds Vocabulary
Adriana Weisleder,Anne Fernald +1 more
TL;DR: Mediation analyses showed that the effect of child-directed speech on expressive vocabulary was explained by infants’ language-processing efficiency, which suggests that richer language experience strengthens processing skills that facilitate language growth.
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Promotion of Positive Parenting and Prevention of Socioemotional Disparities
Adriana Weisleder,Carolyn Brockmeyer Cates,Benard P. Dreyer,Samantha Berkule Johnson,Samantha Berkule Johnson,Harris S. Huberman,Harris S. Huberman,Anne M. Seery,Caitlin F. Canfield,Alan L. Mendelsohn +9 more
TL;DR: Findings support expansion of pediatric-based parenting programs such as VIP for the primary prevention of socioemotional problems before school entry and the efficacy of VIP, a preventive intervention targeting parent–child interactions, for enhancing socioem emotional outcomes in low-income toddlers.
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Twenty Years after “Meaningful Differences,” It's Time to Reframe the “Deficit” Debate about the Importance of Children's Early Language Experience
Anne Fernald,Adriana Weisleder +1 more
TL;DR: For instance, Hart and Risley as discussed by the authors found that children who did not have the benefits of rich verbal engagement early in life were more likely to be behind in cognitive and language skills in kindergarten and elementary school.
Journal ArticleDOI
Reading Aloud, Play, and Social-Emotional Development.
Alan L. Mendelsohn,Carolyn Brockmeyer Cates,Adriana Weisleder,Adriana Weisleder,Samantha Berkule Johnson,Anne M. Seery,Caitlin F. Canfield,Harris S. Huberman,Benard P. Dreyer +8 more
TL;DR: The findings support the use of pediatric primary care to promote reading aloud and play from birth to 5 years, and the potential for such programs to enhance social-emotional development.