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Tricia A. Zucker
Tricia A. Zucker
Professor of Pediatrics
Verified email at uth.tmc.edu - Homepage
Title
Cited by
Cited by
Year
Preschool teachers’ literal and inferential questions and children's responses during whole-class shared reading
TA Zucker, LM Justice, SB Piasta, JN Kaderavek
Early childhood research quarterly 25 (1), 65-83, 2010
4012010
The effects of electronic books on pre-kindergarten-to-grade 5 students' literacy and language outcomes: A research synthesis
TA Zucker, AK Moody, MC McKenna
Journal of educational computing research 40 (1), 47-87, 2009
3622009
The role of frequent, interactive prekindergarten shared reading in the longitudinal development of language and literacy skills.
TA Zucker, SQ Cabell, LM Justice, JM Pentimonti, JN Kaderavek
Developmental psychology 49 (8), 1425, 2013
3582013
The effects of a responsive parenting intervention on parent–child interactions during shared book reading.
SH Landry, KE Smith, PR Swank, T Zucker, AD Crawford, EF Solari
Developmental psychology 48 (4), 969, 2012
2932012
Enhancing early child care quality and learning for toddlers at risk: the responsive early childhood program.
SH Landry, TA Zucker, HB Taylor, PR Swank, JM Williams, M Assel, ...
Developmental psychology 50 (2), 526, 2014
1712014
Informational text use in preschool classroom read‐alouds
JM Pentimonti, TA Zucker, LM Justice, JN Kaderavek
The Reading Teacher 63 (8), 656-665, 2010
1602010
Relations among maternal literacy beliefs, home literacy practices, and the emergent literacy skills of preschoolers with specific language impairment
LE Skibbe, LM Justice, TA Zucker, AS McGinty
Early education and development 19 (1), 68-88, 2008
1592008
Emergent name-writing abilities of preschool-age children with language impairment
SQ Cabell, LM Justice, TA Zucker, AS McGinty
American Speech-Language-Hearing Association Rockville, MD, 2009
1472009
Validity of teacher report for assessing the emergent literacy skills of at-risk preschoolers
SQ Cabell, LM Justice, TA Zucker, CR Kilday
American Speech-Language-Hearing Association Rockville, MD, 2009
1462009
Parenting predictors of cognitive skills and emotion knowledge in socioeconomically disadvantaged preschoolers
EC Merz, TA Zucker, SH Landry, JM Williams, M Assel, HB Taylor, ...
Journal of experimental child psychology 132, 14-31, 2015
144*2015
Print referencing during read‐alouds: A technique for increasing emergent readers' print knowledge
TA Zucker, AE Ward, LM Justice
The Reading Teacher 63 (1), 62-72, 2009
1442009
What are preschool teachers reading in their classrooms?
JM Pentimonti, TA Zucker, LM Justice
Reading Psychology 32 (3), 197-236, 2011
1262011
Bi-directional dynamics underlie the complexity of talk in teacher–child play-based conversations in classrooms serving at-risk pupils
LM Justice, AS McGinty, T Zucker, SQ Cabell, SB Piasta
Early Childhood Research Quarterly 28 (3), 496-508, 2013
1152013
Prekindergarten teachers' verbal references to print during classroom-based, large-group shared reading
TA Zucker, LM Justice, SB Piasta
American Speech-Language-Hearing Association Rockville, MD, 2009
1042009
Improving school readiness of high-risk preschoolers: Combining high quality instructional strategies with responsive training for teachers and parents
SH Landry, TA Zucker, JM Williams, EC Merz, CL Guttentag, HB Taylor
Early Childhood Research Quarterly 40, 38-51, 2017
1032017
Teachers’ use of questions during shared book reading: Relations to child responses
RS Deshmukh, TA Zucker, SR Tambyraja, JM Pentimonti, RP Bowles, ...
Early Childhood Research Quarterly 49, 59-68, 2019
1002019
“Doing what I can, but I got no magic wand:” A snapshot of early childhood educator experiences and efforts to ensure quality during the COVID-19 pandemic
A Crawford, KA Vaughn, CL Guttentag, C Varghese, Y Oh, TA Zucker
Early Childhood Education Journal 49 (5), 829-840, 2021
992021
Effective uses of technology in literacy instruction
MC McKenna, LD Labbo, D Reinking, TA Zucker
Best practices in literacy instruction 2, 307-331, 2003
862003
Inferential talk during teacher–child interactions in small-group play
V Tompkins, TA Zucker, LM Justice, S Binici
Early Childhood Research Quarterly 28 (2), 424-436, 2013
842013
Effects of tutorial interventions in mathematics and attention for low-performing preschool children
MA Barnes, A Klein, P Swank, P Starkey, B McCandliss, K Flynn, T Zucker, ...
Journal of Research on Educational Effectiveness 9 (4), 577-606, 2016
672016
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