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Carol Scheffner Hammer

Carol Scheffner Hammer

D-Index & Metrics

Psychology

D-Index
38
Citations
6565
World Ranking
8835
National Ranking
4698

Overview

Carol Scheffner Hammer is affiliated with Columbia University in the United States. Their research primarily focuses on psychology and social sciences, with a strong emphasis on developmental and educational psychology. They have contributed extensively to the study of language development and disorders, as well as reading and literacy development, multilingual education and policy, and early childhood education and development.

The scientist has published across several main and subfields, including:

  • Developmental and Educational Psychology
  • Linguistics and Language
  • Education
  • Clinical Psychology
  • Pediatrics, Perinatology and Child Health

Carol Scheffner Hammer's work covers a range of topics, highlighting their engagement with:

  • Language Development and Disorders
  • Reading and Literacy Development
  • Multilingual Education and Policy
  • Early Childhood Education and Development
  • Family and Disability Support Research
  • Infant Development and Preterm Care
  • Parental Involvement in Education

The scientist has contributed to research published in notable venues such as:

  • Early Education and Development
  • American Journal of Speech-Language Pathology
  • HS Dialog The Research to Practice Journal for the Early Childhood Field
  • Topics in Early Childhood Special Education
  • Early Childhood Research Quarterly

Among their recent papers are:

  • Development of the CECER-DLL child and family questionnaire: a new tool for documenting the language and literacy experiences of Latino/a dual language learners, 2020, International Journal of Bilingual Education and Bilingualism
  • Social Validity in Early Language Interventions for Dual Language Learners: A Systematic Review of the Literature, 2020, Topics in Early Childhood Special Education
  • Teacher language quality in preschool classrooms: Examining associations with DLLs' oral language skills, 2023, Early Childhood Research Quarterly
  • English Narrative Macrostructure Development of Spanish-English Bilingual Children From Preschool to First Grade, 2021, American Journal of Speech-Language Pathology
  • Vocabulary and Phonological Abilities Affect Dual Language Learners' Consonant Production Accuracy Within and Across Languages: A Large-Scale Study of 3- to 6-Year-Old Spanish-English Dual Language Learners, 2020, American Journal of Speech-Language Pathology

Frequent co-authors collaborating with Carol Scheffner Hammer include:

  • Lisa M. López
  • Shelley E. Scarpino
  • Lauren M. Cycyk
  • Dana Bitetti
  • Brook E. Sawyer

Best Publications

  • The language and literacy development of young dual language learners: A critical review

    Carol Scheffner Hammer;Erika Hoff;Yuuko Uchikoshi;Cristina Gillanders

  • 24‐Month‐Old Children With Larger Oral Vocabularies Display Greater Academic and Behavioral Functioning at Kindergarten Entry

    Paul L. Morgan;George Farkas;Marianne M. Hillemeier;Carol Scheffner Hammer

  • Predicting Spanish–English Bilingual Children’s Language Abilities

    Carol Scheffner Hammer;Eugene Komaroff;Barbara L. Rodriguez;Lisa M. Lopez

  • The Effect of Maternal Language on Bilingual Children's Vocabulary and Emergent Literacy Development During Head Start and Kindergarten

    Carol Scheffner Hammer;Megan Dunn Davison;Frank R. Lawrence;Adele W. Miccio

  • Exposure to English before and after Entry into Head Start: Bilingual Children's Receptive Language Growth in Spanish and English.

    Carol Scheffner Hammer;Frank R. Lawrence;Adele W. Miccio

  • The Language and Literacy Development of Head Start Children: A Study Using the Family and Child Experiences Survey Database

    Carol Scheffner Hammer;George Farkas;Steve Maczuga

  • Co-occurring disorders in children who stutter

    Gordon W Blood;Victor J Ridenour;Constance Dean Qualls;Carol Scheffner Hammer

  • Home Literacy Experiences and Their Relationship to Bilingual Preschoolers' Developing English Literacy Abilities: An Initial Investigation

    Carol Scheffner Hammer;Adele W. Miccio;David A. Wagstaff

  • Bilingual Children’s Language Abilities and Early Reading Outcomes in Head Start and Kindergarten

    Carol Scheffner Hammer;Frank R. Lawrence;Adele W. Miccio

  • Language sampling for kindergarten children with and without SLI: mean length of utterance, IPSYN, and NDW.

    Lynne E. Hewitt;Carol Scheffner Hammer;Kristine M. Yont;J. Bruce Tomblin

  • Kindergarten oral language skill: A key variable in the intergenerational transmission of socioeconomic status

    Rachel E. Durham;George Farkas;Carol Scheffner Hammer;J. Bruce Tomblin

  • Speech-language pathologists' training and confidence in serving Spanish-English bilingual children.

    Carol Scheffner Hammer;Jill S Detwiler;James Detwiler;Gordon W Blood

  • Predicting Job Satisfaction Among Speech-Language Pathologists Working in Public Schools.

    Gordon W. Blood;Jenna Swavely Ridenour;Emily A. Thomas;Constance Dean Qualls

  • Effects of early education programs and practices on the development and learning of dual language learners: A review of the literature

    Virginia Buysse;Ellen Peisner-Feinberg;Mariela Páez;Carol Scheffner Hammer

  • Language and Literacy Development of Dual Language Learners Growing Up in the United States: A Call for Research.

    Carol Scheffner Hammer;Gisela Jia;Yuuko Uchikoshi

  • Book reading interactions between African American and Puerto Rican Head Start children and their mothers

    Carol Scheffner Hammer;Diana Nimmo;Risa Cohen;Heather Clemons Draheim

  • Puerto Rican mothers' beliefs and home literacy practices.

    Carol Scheffner Hammer;Barbara L. Rodriguez;Frank R. Lawrence;Adele W. Miccio

  • A systematic review of language-focused interventions for young children from culturally and linguistically diverse backgrounds

    Anne L. Larson;Lauren M. Cycyk;Judith J. Carta;Carol Scheffner Hammer

  • The Effects of Direct Instruction on the Single-Word Reading Skills of Children Who Require Augmentative and Alternative Communication

    Karen A. Fallon;Janice Light;David McNaughton;Kathryn Drager

  • Guiding language development: how African American mothers and their infants structure play interactions.

    Carol Scheffner Hammer;Amy L. Weiss

  • Associations between Preschool Language and First Grade Reading Outcomes in Bilingual Children.

    Megan Dunn Davison;Carol Hammer;Frank R. Lawrence

Frequent Co-Authors

Clancy Blair
Clancy Blair New York University
George Farkas
George Farkas University of California, Irvine
Paul L. Morgan
Paul L. Morgan University at Albany, State University of New York
Margaret Burchinal
Margaret Burchinal University of North Carolina at Chapel Hill
Erika Hoff
Erika Hoff Florida Atlantic University
Judith J. Carta
Judith J. Carta University of Kansas
Hugh W. Catts
Hugh W. Catts Florida State University

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