Hammer, Carol J. (cjh2207)

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Carol Scheffner Hammer
Professor of Communication Sciences and Disorders
Biobehavioral Sciences
212-678-8242

Office:
1159 Thndk

Office Hours:
Tuesdays 1:00-2:00   Thursdays 3:00-4:00

Scholarly Interests

Dr. Hammer’s research addresses four interrelated areas that focus on young children’s school readiness and academic outcomes.  These include: trajectories of children’s language and literacy development; environmental and cultural influences on children’s development; assessment of children’s language abilities; and interventions that promote children’s language and literacy development.  Dr. Hammer has a particular interest in bilingual children and children from diverse socio-cultural backgrounds. 

Educational Background

Ph.D., University of Iowa, Iowa City, Iowa, Speech Pathology

M.A., Northwestern University, Evanston, Illinois, Speech Pathology

B.A., Augustana College, Rock Island, Illinois, Speech Pathology and Psychology

Selected Publications

Morgan, P., Hammer, C.S., Farkas, G., Hillemeir, M., Maczuga, S., Cook, M., & Morano, S. (in press).  Who receives speech/language services by five years of age in the U.S.? American Journal of Speech Language Pathology.

Sandilos, L.*, Lewis, K.*, Hammer, C.S., Komaroff, E., Rodriquez, B., López, L., & Goldstein, B., (in press).  Analysis of bilingual children’s performance on the English and Spanish versions of the Woodcock-Muñoz Language Survey-R (WMLS-R).  Language Assessment Quarterly: An International Journal.  

Lewis, K.*,  Hammer, C.S., Sandilos, L.*, Sawyer, B. & Mendez, L.* (in press).  Relations among the home language and literacy environment and children's language abilities: A study of Head Start Dual Language Learners and their mothers. Early Education and Development.

Cycyk, L.*, Hammer, C.S., & Bitetti, D.* (2015).  Maternal depressive symptomatology, social support, and language development of low-income bilingual children. American Journal of Speech-Language Pathology, 24, 411-425. 

Morgan, P., Farkas, G., Hillimeier, M , Hammer, C.S., & Maczaga, S. (2015).Early vocabulary knowledge and its relation to school readiness. Child Development, 86, 1351-1370.

Sandilos, L.*, Cycyk, L.*, Hammer, C.S., Sawyer, B., Lopez, L., & Blair, C. ( 2015).  Depression, control, and climate: An examination of factors impacting teaching quality in preschool classrooms. Early Education and Development, 26, 1111-1127. 

Hindman, A., Snell, E., Wasik, B., Lewis, K.*, 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.

Hammer, C.S., Hoff, E., Uchikoshi, Y., Gillanders, C. & Sandilos, L.* (2014). The Language and Literacy Development of Young Dual Language Learners: A Critical Review.  Early Childhood Research Quarterly, 29, 715-733.

Buysse, V., Peisner-Feinberg, E., Páez, M, Hammer, C.S., & Knowles, M.* (2014).  Effects of Early Education Programs and Practices on the Development and Learning of Dual Language Learners: A Review of the Literature.  Early Childhood Research Quarterly, 29, 765-785. 

Hammer, C.S. (2014).  Life is Hard, but I’m trying:” Understanding the Lives of the Families Speech-Language Pathologists Serve (pp. 207-218).  In M. Ball (Ed.), Handbook in qualitative research in communication disorders. 

Mason, L.H., Davison, M.D.*, Hammer, C.S., & Miller, C.A. (2013).  Knowledge and language outcomes for a reading comprehension and writing intervention. Reading and Writing: An Interdisciplinary Journal, 26, 1133-1158.

Davison, M.D.*, & Hammer, C.S. (2012).  Development of 14 English Grammatical Morphemes in Spanish-English Preschoolers. Clinical Linguistics and Phonetics, 26, 728-742.

Hammer, C.S. (2012). Dual language learners’ language development: A range of possibilities.  Young Exceptional Children Monograph Series, 14, 1-14. 

.Hammer, C.S., Komaroff, E., Rodríguez, B., L, L., Scarpino, S., & Goldstein, B. (2012).   Predicting Spanish-English Bilingual Children’s Language Abilities. Journal of Speech-Language-Hearing Research, 55, 1251-1264.

Hammer, C.S., & Rodríguez, B. (2012).  Bilingual language acquisition and the child socialization process (pp. 31-46).  In B. Goldstein (Ed.), Bilingual development and disorders in Spanish-English speakers (2nd Ed). Baltimore, MD: Brookes Publishers.

Davison, M.D.*, Hammer, C.S., & Lawrence, F.R., (2011). Associations between Preschool Language and First Grade Reading Outcomes in Bilingual Children.  Jour, nal of Communication Disorders, 44, 444-458.

Hammer, C.S., Jia, G., & Uchikoshi, Y. (2011). Language and Literacy Development of Dual Language Learners Growing Up in the United States: A Call for Research.  Child Development Perspectives, 5, 4-9.

Hammer, C.S., Rodríguez, B.L., Davison, M.D.*, Lawrence, F.L., & Miccio, A.W. (2011). Changes in Language Usage of Puerto Rican Mothers and Their Children: Do Gender and Timing of Exposure to English Matter? Applied Psycholinguistics, 32, 275-297.

Hammer, C.S., Scarpino, S., & Davison, M.D.* (2011).  Beginning with language:  Spanish-English Bilingual Preschoolers’ Early Literacy Development (pp. 118-135).  Dickinson, D., & Neuman, S. (Eds.), Handbook on research in early literacy (Vol. 3).  NY: Guilford Publications.

Scarpino, S.*, Davison, M.*, & Hammer, C.S. (2011). Predicting Bilingual Spanish-English Children`s Phonological Awareness Abilities from their Growth in English and Spanish Oral Language.  Journal of Research in Reading, 34, 77-93.

* Student Author

Fellow, American Speech Language Hearing Association, 2010.

Editor’s Award, Outstanding Research Article.  Language, Speech & Hearing Services in Schools, 2007.

Editor’s Award, Outstanding Research Article.  Contemporary Issues in Communication Science and Disorders, 2002.

Inaugural Cadre of Advisors and Board Recognized Specialist, Specialty Board on Child Language, 2002-2008. 

Professor of Communication Sciences & Disorders

         Department of Biobehavioral Sciences

         Teachers College, Columbia University                                                              2015-Present

Chair, Department of Communication Sciences and Disorders                                                         

         Temple University, Philadelphia, Pennsylvania                                                   2012-2015

Interim Chair, Department of Communication Sciences and

         Disorders, Temple University, Philadelphia, Pennsylvania                                   2011-2012

Professor, Department of Communication Sciences and Disorders                                                  

         Temple University, Philadelphia, Pennsylvania                                                   2009-2015

Visiting Scholar, Center for Developmental Science                                                                          

         University of North Carolina, Chapel Hill, North Carolina                                     2004-2005

Associate Professor, Department of Communication Sciences and Disorders

         Penn State University, University Park, Pennsylvania                                         2003-2009

Assistant Professor, Department of Communication Sciences and Disorders

Penn State University, University Park, Pennsylvania                                                  1997-2003

Research Scientist, Department of Speech Pathology

         The University of Iowa, Iowa City, Iowa                                                           1996-1997

Post-Doctoral Fellow, School of Audiology and Speech Pathology

         The University of Memphis, Memphis, Tennessee                                              1996

Instructor and Speech Pathologist, Temple University

         Philadelphia, Pennsylvania                                                                              1995-1996

Doctoral Student/Candidate, Speech Pathology, The University of Iowa     

         Iowa City, Iowa                                                                                             1991-1996

Consultant for Early Childhood Special Education & Speech-Language Pathology

         Black Hawk Area Special Education District, East Moline, Illinois                         1989-1991

      Clinical Supervisor, Augustana College, Rock Island, Illinois                                  1989-1991

Coordinator and Speech Pathologist, Children’s Resource Center

         Birth to Three and Preschool Special Education Services

         Commonwealth of the Northern Mariana Islands                                               1987-1989

Speech Pathologist, Integrated Special Infant Services

         San Francisco State University, San Francisco, California                                   1986-1987

Speech Pathologist, Bay Area Speech and Hearing Clinic

         Fremont, California                                                                                         1986-1987

Language Development Specialist, Parent-Infant Program

         Association for Retarded Citizens, San Leandro, California                                  1984-1986

Speech Pathologist, Oak Park Public Schools, Oak Park, Illinois                                    1983-1984

In Progress

10/14-09/16     Bridging the Word Gap Research Network                                                                               

                        Health Resources Services Administration

                        Role: Work Group Member (PI: Carta, University of Kansas)

08/14-07/15     Socialization of Young Children from Mexican Families                        $9,560

                        American Speech-Language-Hearing Association

                        Role: PI/Faculty Mentor (Student PI: Cycyk)

01/12-06/16     Exceptional Coaching for Early Language and Literacy-                  $3,000,000              

                        Enhanced (U411C110111) 

                        Investing in Innovation

                        U.S. Department of Education

                        Role: Co-PI (PI: Wasik)

Completed

06/09-05/15     Tools of the Mind: Promoting ELLs’ Language, Self-Regulation &     $3,172,430                        

                        School-Readiness, (1U01HD060296-01)

                        NIH-National Institute of Child Health and Human Development

                        Role: PI

03/12-02/15     Risk Factors and Services for Language Delays in Early                      $700,000

                       Childhood: Population-Based Estimates (R324A120046)

                       US Department of Education, Institute of Education Sciences

                       Role: Co-PI (PI: Morgan – Penn State University)

05/10-03/14     Center for Early Care and Education Research: Dual                        $4,500,000

                        Language Learners (90YR0041)

                        Administration for Children and Families

                        Role: Co-PI (PI: Castro – University of North Carolina)

04/13-12/13     Diversity Supplement to Tools of the Mind: Promoting                          $90,270

                        ELLs’ Language, Self-Regulation & School Readiness

                        (U01HD060296-S1)

                        NIH-National Institute of Child Health and Human

                        Development, Role: PI

10/05-06/12     Assessing Bilingual Phonological Development                                 $2,955,657

                        in Young Children (R01-HD051542)

                        National Institutes of Health,                        

                        National Institute of Child Health & Human Development

                        Administration for Children and Families

                        U.S. Department of Education

                        Role: PI

09/07-09/11     Promoting the Emergent Literacy Development of English                    $500,000

                        Language Learners: A Culturally Informed Approach (90YF0065)

                        Department of Health and Human Services, Administration for

                        Children and Families

                        Role: PI                                                          

09/08-02/11     The Status of Dual Language Learners Participating in Head Start          $500,000

                        and Early Head Start Programs

                        Contract: Administration of Children and Families,

                        Role: Co-Principal Investigator (PI: West - Mathematica)

10/05-09/09     Preventing Illiteracy and Disabilities through Early Intervention           $1,054,000

                        U.S. Department of Education (H325K054187)

                        Role: Investigator  (PI: Blood)

01/05-12/08     Forming Outreach Community University Systems for                                     

                        Engagement (FOCUS)

                        Kellogg Foundation

                        Role: Investigator  (PI: Bierman)

06/06-05/07     Center for Language Science                                                                $15,000

                        Children, Youth and Family Consortium

                        Penn State University

                        Role: Investigator  (PI: Kroll)

06/05-05/07     Reading Development in Bilingual Children                                            $47,290

                        Children, Youth and Family Consortium

                        Penn State University

                        Role: PI

04/03-05/07     Minority Supplement to Bilingual Preschoolers:                                    $272,299

                        Precursors to Literacy (R01- HD39496)

                        National Institutes of Health

                        National Institute of Child Health and Human Development

                        Role: PI

07/03-05/07     Competing Supplement to Bilingual Preschoolers:                               $504,665

                        Precursors to Literacy (R01-HD39496-S1)

                        National Institutes of Health,

                        National Institute of Child Health and Human Development

                        Role: PI

09/00–05/07    Bilingual Preschoolers: Precursors to Literacy  (R01-HD39496)          $2,079,940

                        National Institutes of Health

                        National Institute of Child Health & Human Development

                        Institute of Education Sciences

                        Role: PI

08/02-07/06     The Speech, Language, Literacy Project  (H325H020021)                   $793,168

                        U.S. Department of Education

                        Role: Co-Director  (PI: Blood)

07/05-06/06     Phonological Development of Bilingual Spanish and                              $15,985

                        English Speaking Children

                        American Speech Language Hearing Association

                        Role: Co-PI (PI: Miccio)

09/04-08/05     Exploring Hispanic Parents' beliefs about early literacy                          $15,000

                        Advancing Academic Careers Award

                        American Speech Language and Hearing Association

                        Role: Faculty Mentor (PI: Rodríguez)

02/03-06/04     Literacy Development in Bilingual Children                                           $22,000

                        Children, Youth and Family Consortium

                        Penn State University

                        Role: Co-PI  (PI: Miccio)

06/99-05/02     Penn State University – Rural Speech Language Program                     $594,990

                        (H325H990073)                    

                        U.S. Department of Education                                                                            

                        Role: Co-Director  (PI: Blood)

06/99-08/00     The Penn State AAC Project  (H325A990047)                                      $895,611

                        U.S. Department of Education

                        Role: Co-Director  (PI: Light)                  

11/98-10/99     Home literacy experiences of African American and Hispanic                  $13,231

                        Preschool Children  

                        American Speech-Language-Hearing Association                  

                        Role: PI

Morgan, P., Hammer, C.S., Farkas, G., Hillemeir, M., Maczuga, S., Cook, M., & Morano, S. (in press).  Who receives speech/language services by five years of age in the U.S.? American Journal of Speech Language Pathology

Sandilos, L.*, Lewis, K.*, Hammer, C.S., Komaroff, E., Rodriquez, B., López, L., & Goldstein, B., (in press).  Analysis of bilingual children’s performance on the English and Spanish versions of the Woodcock-Muñoz Language Survey-R (WMLS-R).  Language Assessment Quarterly: An International Journal, 12.  

Lewis, K.*,  Hammer, C.S., Sandilos, L.*, Sawyer, B. & Mendez, L.* (in press).  Relations among the home language and literacy environment and children's language abilities: A study of Head Start Dual Language Learners and their mothers. Early Education and Development. 

Cycyk, L.*, Hammer, C.S., & Bitetti, D.* (2015).  Maternal depressive symptomatology, social support, and language development of low-income bilingual children. American Journal of Speech-Language Pathology, 24, 411-425. 

Morgan, P., Farkas, G., Hillimeier, M , Hammer, C.S., & Maczaga, S. (2015).Early vocabulary knowledge and its relation to school readiness. Child Development, 86, 1351-1370. 

Sandilos, L.*, Cycyk, L.*, Hammer, C.S., Sawyer, B., Lopez, L., & Blair, C. ( 2015).  Depression, control, and climate: An examination of factors impacting teaching quality in preschool classrooms. Early Education and Development, 26, 1111-1127. 

Hindman, A., Snell, E., Wasik, B., Lewis, K.*, 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.

Hammer, C.S., Hoff, E., Uchikoshi, Y., Gillanders, C. & Sandilos, L.* (2014). The Language and Literacy Development of Young Dual Language Learners: A Critical Review.  Early Childhood Research Quarterly, 29, 715-733.

Buysse, V., Peisner-Feinberg, E., Páez, M, Hammer, C.S., & Knowles, M.* (2014).  Effects of Early Education Programs and Practices on the Development and Learning of Dual Language Learners: A Review of the Literature.  Early Childhood Research Quarterly, 29, 765-785. 

Hammer, C.S. (2014).  Life is Hard, but I’m trying:” Understanding the Lives of the Families Speech-Language Pathologists Serve (pp. 207-218).  In M. Ball (Ed.), Handbook in qualitative research in communication disorders. 

Mason, L.H., Davison, M.D.*, Hammer, C.S., & Miller, C.A. (2013).  Knowledge and language outcomes for a reading comprehension and writing intervention. Reading and Writing: An Interdisciplinary Journal, 26, 1133-1158.

Davison, M.D.*, & Hammer, C.S. (2012).  Development of 14 English Grammatical Morphemes in Spanish-English Preschoolers. Clinical Linguistics and Phonetics, 26, 728-742.  

Hammer, C.S. (2012). Dual language learners’ language development: A range of possibilities.  Young Exceptional Children Monograph Series, 14, 1-14. 

Hammer, C.S., Komaroff, E., Rodríguez, B., L, L., Scarpino, S., & Goldstein, B. (2012).   Predicting Spanish-English Bilingual Children’s Language Abilities. Journal of Speech-Language-Hearing Research, 55, 1251-1264.

Hammer, C.S., & Rodríguez, B. (2012).  Bilingual language acquisition and the child socialization process (pp. 31-46).  In B. Goldstein (Ed.), Bilingual development and disorders in Spanish-English speakers (2nd Ed). Baltimore, MD: Brookes Publishers.

Davison, M.D.*, Hammer, C.S., & Lawrence, F.R., (2011). Associations between Preschool Language and First Grade Reading Outcomes in Bilingual Children.  Journal of Communication Disorders, 44, 444-458. 

Hammer, C.S., Jia, G., & Uchikoshi, Y. (2011). Language and Literacy Development of Dual Language Learners Growing Up in the United States: A Call for Research.  Child Development Perspectives, 5, 4-9.

Hammer, C.S., Rodríguez, B.L., Davison, M.D.*, Lawrence, F.L., & Miccio, A.W. (2011). Changes in Language Usage of Puerto Rican Mothers and Their Children: Do Gender and Timing of Exposure to English Matter? Applied Psycholinguistics, 32, 275-297. 

Hammer, C.S., Scarpino, S., & Davison, M.D.* (2011).  Beginning with language:  Spanish-English Bilingual Preschoolers’ Early Literacy Development (pp. 118-135).  Dickinson, D., & Neuman, S. (Eds.), Handbook on research in early literacy (Vol. 3).  NY: Guilford Publications.

Scarpino, S.*, Davison, M.*, & Hammer, C.S. (2011). Predicting Bilingual Spanish-English Children`s Phonological Awareness Abilities from their Growth in English and Spanish Oral Language.  Journal of Research in Reading, 34, 77-93.

Hammer, C.S., Farkas, G., & Maczuga, S. (2010).  The language and literacy development of Head Start children: A study using the Family and Child Experiences Survey Database.  Language, Speech and Hearing Services in Schools, 41, 70-83. 

Hammer, C.S., & Rodríguez, B. (2010).  Individual differences in bilingual children’s language competencies: The case for Spanish and English. In A.L. Weiss (Ed.). Individual Differences Affecting Therapeutic Change in Communication Disorders (57-80). New York, NY: Psychology Press.

Hammer, C.S., Davison, M.D.*, Lawrence, F.R., & Miccio, A.W. (2009).  The effect of home language on bilingual children’s vocabulary and emergent literacy development during Head Start and kindergarten.  Scientific Studies of Reading - Special Issue, 13 (2), 99-121.   

Miccio, A.W., Hammer, C.S. & Rodríguez, B.L. (2009).  Code-switching and language disorders in young bilingual children (pp. 241-252). In J. Toribio & B. Bullock (Eds.), Handbook on linguistic code-switching. New York, NY: Cambridge University Press.

Rodríguez, B., Hammer, C.S., & Lawrence, F.R. (2009). Parent reading belief inventory: Reliability and validity with a sample of Mexican-American families.  Early Education and Development, 20, 826-844.  

Hammer, C.S., Lawrence, F.R., & Miccio, A.W. (2008).  The effect of summer vacation on bilingual preschoolers' language development.  Clinical Linguistics and Phonetics, 22 (9), 686-902. 

Hammer, C.S., Lawrence, F.R., & Miccio, A.W. (2008).  Exposure to English before and after entry into Head Start:  Bilingual Children’s Receptive Language Growth in Spanish and English.  International Journal of Bilingual Education and Bilingualism, 11 (1), 30-56.

Durham, R.*, Farkas, G., Hammer, C.S., Tomblin, J.B., & Catts, H.W. (2007).  Kindergarten oral language skill: A key variable in the intergenerational transmission of socioeconomic status.  Research in Social Stratification and Mobility, 25, 294-305. 

Hammer, C.S., Lawrence, F.R., & Miccio, A.W. (2007).  Bilingual Children's Language Abilities and Reading Outcomes in Head Start and Kindergarten.  Language, Speech and Hearing Services in Schools, 38, 237-248.  

Hammer, C.S., Rodríguez, B.L., Lawrence, F.R., & Miccio, A.W., (2007).  Puerto Rican mothers’ beliefs and home literacy practices.  Language, Speech, and Hearing Services in Schools, 38, 216-224. 

Hammer, C.S., & Miccio, A.W. (2006).  Early Language and Reading Development of Bilingual Preschoolers from Low-Income Families.  Topics in Language Disorders, 26 (4), 302-317. 

Hammer, C.S., Nimmo, D.*, Cohen, R.,* Draheim, H.*, & Johnson, A.* (2005).  Book Reading Interactions Between African American and Puerto Rican Head Start Children and Their Mothers.  Journal of Early Childhood Literacy, 5(3), 195-227. 

Hewitt, L., Hammer, C.S., Yont, C.*, & Tomblin, J.B. (2005). Language sampling for kindergarten children with and without SLI: Mean length of utterance, IPSYN, and NDW.  Journal of Communication Disorders, 38, 197-213.

Fallon, K.*, Light, J., McNaughton, D., Drager, K., & Hammer, C.S. (2004).  The Effects of Direct Instruction on the Single-Word Reading Skills of Children Who Require Augmentative and Alternative Communication (AAC).  Journal of Speech, Language, and Hearing Research, 47, 1424-1439. 

Hammer, C.S., & Miccio, A.W.  (2004).  Home literacy experiences of Latino families. In B. Wasik (Ed.), Handbook of family literacy.  Mahwah, NJ: Lawrence Erlbaum.

Hammer, C.S., Detwiler, J.*, Blood, G.W., Qualls, C., & Detwiler, J. (2004).  Speech-language pathologists' training and confidence in serving Spanish-English bilingual children.  Journal of Communication Disorders, 37, 91-108.   

Hammer, C.S., Miccio, A.W., & Rodríguez, B. (2004).  Bilingual language acquisition and the child socialization process. In B. Goldstein (Ed.), Bilingual language development and disorders in Spanish-English speakers.  Baltimore, MD: Paul H. Brookes.

Qualls, C.D., Lantz, J.,* Pietryz, L. * Blood, G. & Hammer, C.S.  (2004).  Comprehension of idioms in adolescents with language-based learning disabilities compared to their typically developing peers.  Journal of Communication Disorders, 37, 295-311.

Blood, G.W., Ridenour, V.*, Qualls, C.D., & Hammer, C.S. (2003).  Co-occurring disorders in children who stutter.  Journal of Communication Disorders, 36, 427-448

Hammer, C.S., Miccio, A.W., & Wagstaff, D.  (2003). Home literacy experiences and their relationship to bilingual preschoolers’ developing English literacy abilities. Language Speech and Hearing Services in Schools, 34, 20-30.  

Qualls, C.D., O’Brien, R.*, Blood, G.W., & Hammer, C.S.  (2003).  Contextual variation, familiarity, academic literacy, and rural adolescents’ idiom knowledge.  Language Speech and Hearing Services in Schools, 34, 69-79.

Qualls, C.D., Treaster, B.*, Blood, G.W., & Hammer, C.S. (2003).  Lexicalization of idioms in urban fifth graders: A reaction time study.  Journal of Communication Disorders, 36, 245-261. 

Blood, G.W., Blood, R., Hammer, C.S., & Qualls, C.D. (2002).  Occupational stress in SLPs working in health care settings.  Journal of Medical Speech Language Pathology, 10, 201-212. 

Blood, G.W., Swavely, J.*, Thomas, A.*, Blood, R., Qualls, C.D., & Hammer, C.S. (2002).  Job Satisfaction among SLPs working in public school and healthcare settings: A national survey.  Language Speech, and Hearing Services in Schools, 33, 252-270.

Blood, G. W., Thomas, A.*, Ridenour, V.*, Qualls, C.D., & Hammer, C.S. (2002).  Job stress in speech language pathologists working in rural, suburban and urban schools.  Contemporary Issues in Communication Science and Disorders, 29, 132-140.

Hammer, C. S. (2002).  The environment and specific language impairment in children.  Nodisk Tidsskrift for Spesialpedagogikk, 2-3, 133-138 (Nordic Journal of Special Needs Education)

Hammer, C.S., Pennock-Roman, M., Rzasa, S.*, & Tomblin, J.B.  (2002). An analysis of the Test of Language Development-Primary for item bias.  American Journal of Speech-Language Pathology, 11, 274-284. 

Miccio, A. W., Hammer, C.S., Toribio, A.J. (2002).  Linguistics and speech-language pathology: Combining knowledge to meet the needs of bilingual children.  Georgetown University Round Table on Languages and Linguistics (GURT- Selected Papers). (pp. 234-251).  Georgetown, MD: Georgetown University Press.

 Hammer, C.S., Tomblin, J.B., Zhang, X., & Weiss, A. L. (2001).  Parenting behaviors and their association to SLI in children.  International Journal of Language and Communication Disorders, 36, 185-205.

Vernon-Feagans, L. Hammer, C.S., Miccio, A.W., & Manlove, E. (2001).  Early literacy in low income and bilingual children.  In S. Neuman, & D. Dickinson (Eds.), Handbook on research in early literacy (pp. 192-210).  NY: Guilford Publications.

Hammer, C.S.  (2000). “Come sit down and let mama read”: Book-reading interactions between African-American mothers and their infants.  In J. Harris, A. Kamhi, & K. Pollock (Eds.), Literacy in African American Communities (pp. 21-44).  Hillsdale, NJ: Lawrence Erlbaum Associates.

Hammer, C. S. (2000). “We did that Study Already”: Issues in recruiting African American and Hispanic participants for research.  Contemporary Issues in Communication Science and Disorders, 27, 127-135.

Hammer, C.S. & Weiss, A.L.  (2000).   African American mothers' views about their infants’ language development.  American Journal of Speech Language Pathology, 9, 126-140.

Hammer, C.S., & Weiss, A. L. (1999).  Guiding language development: How African American mothers and their infants structure play interactions.  Journal of Speech-Language-Hearing Research, 42, 1219-1233.

Tomblin, J.B., Hammer, C.S., & Zhang, X. (1998).  The association of parental tobacco use and SLI.  International Journal of Language and Communication Disorders, 33, 357-368.

Hammer, C.S. (1998).  Toward a 'Thick Description' of families:  Using ethnography to overcome the obstacles to providing family-centered services.  American Journal of Speech-Language Pathology, 9, 1-22. 

Zebrowski, P.M., Weiss, A.L., Savelkoul, E.M., & Hammer, C.S. (1996).  The effect of maternal rate reduction on speech rates and linguistic productions of children who stutter.  Clinical Linguistics and Phonetics, 10, 189-210.

Hammer, C.S. (1994).  Working with families of Chamorro and Carolinian Cultures.  American Journal of Speech-Language Pathology, 3 (4), 5-12.

Cheng, L. & Hammer, C.S. (1992).  Cultural Perceptions of Disabilities. San Diego:  Los Amigos Research Associates. 

Cheng, L. & Hammer, C.S. (1992).  The Use of an Interpreter/Translator. San Diego:  Los Amigos Research Associates.

Commissioned Papers and Reports

Hammer, C.S., Gillanders, C., Hoff, E., & Uchikoshi, Y. (2011).  Critical research review: Language and literacy development of dual language learners.  Report for the Center for Early and Education Research Center – Dual Language Learners funded by DHHS- Administration for Children and Families. 

Aikens, N., Hammer, C.S., Xue, Y., West, J., López, L., Botezatu, M.R., & Caronongan, P. (2010). Dual Language Learners Participating In Head Start and Early Head Start Programs: Their Families, Program Experiences, and Developmental Outcomes. Washington, DC: Mathematica Policy Research.  Report will serve as the basis of a report to Congress on Dual Language Learners in Head Start and Early Head Start Programs.

Aikens, N., Hammer, C.S., López, L., Xue, Y & West, J. (2009).  Study on the Status of Limited English Proficient Children Participating in Head Start and Early Head Start Programs. Washington, DC: Mathematica Policy Research.  Prepared for the U.S. Department of Health and Human Services, Administration for Children and Families.

Hammer, C.S. (2009). Dual Language Learners’ Early Language Development and Academic Outcomes. The Role of Language in Academics.  Prepared for the National Academy of Science, National Research Council, Palo Alto, CA. http://www7.nationalacademies.org/cfe/Role_of_Language_Workshop_Agenda_October_15-16_2009.html

Editorials

Hammer, C.S. (2012).  Do Demographic and Cultural Differences Exist in Adulthood? American Journal of Speech-Language Pathology, 21, 181-182.

Hammer, C.S. (2012).  Responding to reviews.  American Journal of Speech-Language Pathology, 21, 87-88

Hammer, C.S. (2012).  More than just talk. American Journal of Speech-Language Pathology, 21, 1-2.

Hammer, C.S. (2011).  Increasing the focus on the demographics of participants. American Journal of Speech-Language Pathology, 20, 261.

Hammer, C.S., (2011).  Expanding Our Knowledge Base Through Qualitative Research.  American Journal of Speech-Language Pathology, 20, 161-162.

Hammer C.S., (2011).  Broadening Our Knowledge About Diverse Populations. American Journal of Speech-Language Pathology, 20, 70-71.

Hammer, C.S., (2011).  Beginning the 20th Volume. American Journal of Speech-Language Pathology, 20, 1. 

Proceedings

Miccio, A.W., & Hammer, C.S. (2005).  Phonological development of Head Start children of Puerto Rican descent.  Proceedings: Head Start's 7th National Research Conference (pp. 373-374).  McLean, VA: Xtria, LLC.

Miccio, A.W., Tabors, P.O., Páez, M.A., Hammer, C.S., & Wagstaff, D.A.  (2005).  Vocabulary development in Spanish-speaking Head Start children of Puerto Rican descent.  In Cohen, J., McAlister, K., Rolstad, K., & MacSwan, J. ISB4: Proceedings of the 4th International Symposium on Bilingualism. Somerville, MA: Cascadilla Press.

Tabors, P.O. Espinosa, L.M., López, L., Páez, M., Miccio, A.W., & Hammer, C.S. (2005). Spanish-speaking children in Head Start classrooms: What is gained? What is lost? Promoting positive development in young children: Proceedings of Head Start’s 7th National Research Conference (pp. 371).

Miccio, A.W., López, L.M., & Hammer, C.S.  (2003).  Bilingual phonological acquisition of preschool children of Puerto Rican descent.  In M.J. Solé, D. Recasens, and J. Romero (Eds.).  Proceedings of the XV International Congress of Phonetic Sciences (pp. 1549-1552).  Adelaide, Australia: Causal Productions Pty Ltd.

Weiss, A.L., Zebrowski, P.M., & Hammer, C.S. (1995).  Concomitant changes in language associated with changes in speech rate: Evidence from five mother-child dyads.  In International Fluency Association (Eds.), First World Congress on Fluency Disorders Proceedings, Vol. I. (pp. 218-221).  Nijmegin, Netherlands: University Press.

Invited Articles in Professional Periodicals/Newsletters

Hammer, C.S. (2004).  Assessing Latino children’s literacy activities.  Perspectives on Language Learning and Education, 11(2), 15-20.

Hammer, C.S. (2004).  Parental beliefs about literacy learning in non-majority households: Information Relevant for Speech-language pathologists, Perspectives on Language Learning and Education, 11 (3), 17-22. 

Hammer, C.S., & Miccio, A.W. (2001).  Biliteracy: A pairing of research and funding: Bilingual preschoolers.  ASHA Leader, 6, 6-7.

Hammer, C.S. (1994).  A case study in facilitating semantic and pragmatic abilities through joint action routines.  Clinical Connection 8 (1), 10-13.

* Student author

American Speech-Language-Hearing Association (ASHA)

American Educational Research Association (AERA)

International Literacy Association  (ILA)

National Association for the Education of Young Children  (NAEYC)

Society for Research in Child Development (SRCD)

Courses

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