Bingham, G. E., Jeon, H., Kwon, K., & Lim, C. (2017). Parenting styles and home literacy opportunities: Associations with children’s early language and literacy skills. Infant and Child Development. https://doi.org/10.1002/icd.2020
Bingham, G. E., Quinn, M. F., Gerde, H. K. (2017). Examining early childhood teachers’ writing practices: Associations between pedagogical supports and children’s writing skills. Early Childhood Research Quarterly, 39, 35-46.
Bingham, G. E., Culatta, B., & Kenyon-Hall, K. M. (2016). Systematic and Engaging Early Literacy: Phonological awareness effects for kindergarten children. Journal of Research in Childhood Education, 30, 494-512
Crisp, T., Knezek, S. M., Quinn, M., Bingham, G. E., Girardeau, K., & Starks, F. (2016). What’s on our bookshelves?: The diversity of children’s literature in early childhood classroom libraries. Journal of Children’s Literature, 42(2), 29-42
Gorman, B., Bingham, G. E., Fiestas, C., & Terry, N. P. (2016) Spanish-speaking English Language Learners’ performance on a Spanish adaptation of the Narrative Assessment Protocol. Early Childhood Research Quarterly, 36, 307-317
Pendergast, M., Bingham, G. E., & Terry, N. P. (2015) Examining the relationship between emergent literacy skills and invented spelling of pre-kindergarten Spanish-speaking Dual Language Learners. Early Education and Development.
Terry, N. P., Connor, C. M., Johnson, L. C., Stuckey, A., & Tani, N. (2015). Dialect variation, dialect shifting, and reading comprehension in second grade. Reading and Writing.
Terry, N. P., Mills, M., Bingham, G., Mansour, S., & Marencin, N. (in press). Oral narrative skills of African American pre-kindergarteners who speak Nonmainstream American English. Language, Speech, and Hearing Services in Schools.
*Mitri, S. M., & Terry, N. P. (2014). Phonological awareness skills in young African American English speakers. Reading and Writing, 27(3), 555-569. DOI: 10.1007/s11145-013-9458-z.
Connor, C. M., Phillips, B., Kaschak, M., Apel, K., Kim, Y., Al Otaiba, S., Crowe, E., Thomas-Tate, S., Johnson, L. C., & Lonigan, C. (2014). Comprehension tools for teachers: Reading for understanding from prekindergarten through fourth grade. Educational Psychology Review, 26 (3),379-401.
Bingham, G., & Terry, N. P. (2013). Early language and literacy achievement of Early Reading First students in kindergarten and first grade in the United States. Journal of Research in Childhood Education, 27 (4), 440-453. doi: 10.1080/02568543.2013.822952.
*Green, K., Terry, N.P., & Gallagher, P. (2013). Progress in language and literacy skills among children with disabilities in inclusive Early Reading First classrooms. Topics in Early Childhood Special Education. 33 (4), 249-259. doi: 10.1177/0271121413477498.
Terry, N. P., Mills, M., Bingham, G., *Mansour, S., & *Marencin, N. (2013). Oral narrative skills of African American pre-kindergarteners who speak Nonmainstream American English. Language, Speech, and Hearing Services in Schools, 44 (3), 291-305. doi: 10.1044/0161-1461.
Terry, N. P. (2012). Dialect variation and phonological knowledge: Phonological representations and metalinguistic awareness among beginning readers who speak nonmainstream American English. Applied Psycholinguistics. Available on CJO DOI: 10.1017/S0142716412000276.
Terry, N. P. & Connor, C.M. (2012). Changing nonmainstream American English use and early reading achievement from kindergarten to first grade. American Journal of Speech Language Pathology, 21, 78-86.
Terry, N. P., Connor, C. M., Petscher, Y., & Conlin, C. (2012). Dialect variation and reading: Is change in nonmainstream American English use related to reading achievement in first and second grade? Journal of Speech, Language, and Hearing Research, 55, 55-69.
Terry, N. P., Connor, C. M., Thomas-Tate, S., & Love, M. (2010). Examining relationships among dialect variation, literacy skills, and school context in first grade. Journal of Speech, Language, and Hearing Research, 53, 126-145.