Publications

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.

 

 

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