⬤ West, K.L., Saleh, A.N., Adolph, K.E., Tamis-LeMonda, C. S. (2023). Go, go, go!” Mothers’ verbs align with infants’ locomotion, Developmental Science.
⬤ Pace, A., Rojas, R., Bakeman, R., Adamson, L. B., Tamis-LeMonda, C. S., Caughy, M. O. B., … & Suma, K. (2022). A Longitudinal Study of Language Use During Early Mother-Child Interactions in Spanish-Speaking Families Experiencing Low Income. Journal of speech, language, and hearing research, 65(1), 303-319.
⬤ Suarez-Rivera, C., Linn, E., & Tamis-LeMonda, C. S. (2022). From Play to Language: Infants’ Actions on Objects Cascade to Word Learning, Language Learning, 72 (4), 1092-1127.
⬤ Golinkoff, R. M., Hoff, E., Rowe, M.L., Tamis-LeMonda, C. S., Hirsh Pasek, K. (in press). Language matters: Denying the existence of the 30-million word gap has serious consequences. Child Development.
⬤ Kaiser, A., Walker, D., Adamson, L., & Tamis-LeMonda, C. S., (in press). The developmental landscape of early parent-focused language. Early Childhood Research Quarterly.
⬤ Kuchirko Y., Schatz, J., Fletcher, K., & Tamis-LeMonda, C. S. (in press). Do, say, learn: The functions of mothers’ speech to infants. Journal of Child Language.
⬤ Luo, R., Tamis-LeMonda, C. S., & Mendelsohn, A. (in press).Children’s Literacy Experiences in Low-Income Families: The Content of Books Matters. Reading Research Quarterly.
⬤ Tamis-LeMonda, C. S., Kuchirko, Y., Escobar, K.,& Bornstein, M. H. (2019). Language and play in parent-child interactions. To appear in M.H. Bornstein (Ed.), Handbook of Parenting, 3rd edition.
⬤ Tamis-LeMonda, C. S. & Fletcher, K. (2018). Language Development. In K. Shackelford & V. A. Weekes-Shackelford (Eds.). Encyclopedia of Evolutionary Psychological Science, Springer.
⬤ Tamis-LeMonda, C. S., Kuchirko, Y., & Suh, D. (2018).Taking Center stage: Infants’ Active Role in Language Learning. In M.Saylor & P. Ganea (Eds.), Language and Concept Development from Infancy Through Childhood, Springer.
⬤ Tamis-LeMonda, C. S., Custode, S., Kuchirko, Y., Escobar, K., & Lo, T.(2018). Routine Language: Infant-directed speech during everyday activities. Child Development.
⬤ Luo, R. & Tamis-LeMonda, C. S. (2017). Preschool book-sharing and oral storytelling experiences in ethnically diverse, low-income families. Early Child Development and Care, 1-18.
⬤ Escobar, K., Melzi, G., & Tamis-LeMonda, C. S. (2017). Mother and child narrative elaborations during booksharing in low-income Mexican-American dyads. Infant and Child Development, 26 (6).
⬤ Kuchirko, Y., Tafuro, L., & Tamis-LeMonda, C. S. (2017). Becoming a communicative partner: Infant contingent responsiveness to maternal language and gestures. Infancy.
⬤ Escobar, K. & Tamis-LeMonda, C. S. (2017). Conceptualizing variability in U.S. Latino children’s dual-language development. In N.J. Cabrera & B. Leyendecker (Editors), Handbook on Positive Development of Minority Children. Springer Publishers, pp. 89-106.
⬤ Luo, R.& Tamis-LeMonda, C. S. (2017). Reciprocity between maternal questions and child contributions during book-sharing, Early Childhood Research Quarterly, 38, 71-83.
⬤ Tamis-LeMonda, C. S., Kuchirko, Y., Luo, R., & Escobar, K.& Bornstein, M.H. (2017). Power in methods: Language inputs to infants in structured and naturalistic contexts, Developmental Science.
⬤ Kuchirko, Y.& Tamis-LeMonda, C.S., Luo, R., & Liang, E. (2016) “What happened next?”: Developmental changes in mothers’ questions to children. Journal of Early Childhood Literacy, 16 (4), 498-521.
⬤ Tamis-LeMonda, C. S.,& Bornstein, M. H. (2016). Infant word learning in biopsychosocial perspective, pp. 152-188. In S. Calkins (Ed.). Handbook of Infant Development: A Biopsychosocial Perspective, Guilford, pp. 152-188.
⬤ Luo, R., Tamis-LeMonda, C. S., Kuchirko, Y., Ng., F., & Liang, E. (2014). Mother–Child Book-Sharing and Children’s Storytelling Skills in Ethnically Diverse, Low-Income Families, Infant and Child Development, 23(4), 402-425.
⬤ Tamis-LeMonda, C. S., Song, L., Kuchirko, Y., & Luo, R.(2014). Children’s Vocabulary Growth in English and Spanish across Early Development and Associations with School Readiness skills. Developmental Neuropsychology, 39 (2), 69-87.
⬤ Tamis-LeMonda, C. S., Luo, R. & Song, L. (2014). Parents’ role in infants’ language development and emergent literacy. In S. H. Landry, C. L. Cooper (Eds.), Wellbeing in children and families(Vol. I). Wellbeing: A complete reference guide, (pp. 91-110). Wiley-Blackwell, xxxiv, 425 pp.
⬤ Tamis-LeMonda, C. S., Kuchirko, Y., & Song, L. (2014). Why is Infant Language Learning Facilitated by Parents’ Contingent Speech? Current Directions in Psychological Science, 23(2), 121-126.
⬤ Song, L., Spier, E. T., & Tamis-LeMonda, C. S. (2014). Reciprocal Influences between Maternal Language and Children’s Language and Cognitive Development in Low-Income Families. Journal of Child Language, 41 (2), 305-326.
⬤ McCabe, A., Tamis-LeMonda, C. S., Bornstein, M. H., Brockmeyer Cates, C., Golinkoff, R., Hirsh Pasek, K., Hoff, E., Kuchirko, Y., Melzi, G., Mendelsohn, A., Paez, M., Song, L., & Wishard Guerra, A. (2013). Multi-lingual children: Beyond myths and towards best practices. Society for Research on Child Development, Policy Report, vol 27, No 4, 3-21.
⬤ Song, L, Tamis-LeMonda, C. S., Yoshikawa, H., Kahana-Kalman, R., Wu, I. (2012).Language experiences and vocabulary development in Dominican and Mexican infants across the first 2 years.Developmental Psychology, 48, 4, 1106-1123.
⬤ Tamis-LeMonda, C. S., Baumwell, L. B., & Cristofaro, T. (2012). Parent-child conversations during play. First Language, 32 (4), 413-438.
⬤ Tamis-LeMonda, C. S. & Rodriguez, E. (in press). Parents’ role in fostering young children’s learning and language development. Encyclopedia of the Centre of Excellence for Early Childhood Development (CEECD).
⬤ Cristofaro, T. & Tamis-LeMonda, C. S. (2012). Mother-Child Conversations at 36 Months and at Pre-Kindergarten: Relations to Children’s School Readiness. Journal of Early Childhood Literacy, 12, 1, pp. 68-97.
⬤ Tamis-LeMonda, C. S., Song, L., Leavell Smith, A., Kahana-Kalman, R., & Yoshikawa, H. (2012). Ethnic Differences in Mother-Infant Language and Gestural Communications are Associated with Specific Skills in Infants. Developmental Science, 15 (3), 384-397.
⬤ Cristofaro, T., Rodriguez, E. & Tamis-LeMonda, C. S.(2009). Assessment. In C. Clauss-Ehlers (Ed.), Encyclopedia of Cross-Cultural School Psychology. NJ: Springer.
⬤ Cristofaro, T., Rodriguez, E. & Tamis-LeMonda, C. S. (2009). Language and Literacy. To appear in C. Clauss-Ehlers (Ed.), Encyclopedia of Cross-Cultural School Psychology. NJ: Springer.
⬤ Cristofaro, T. N., & Tamis-LeMonda, C. S. (2008). Mother-Child and Father-Child Personal Narratives in Latino Families. In A. McCabe, A. L. Bailey, & G. Melzi (Eds.), Spanish-Language Narration and Literacy, 54-91. New York: Cambridge University Press.
⬤ Mendelsohn, A. L., MD,Berkule, S. B., Tomopoulos, S., Tamis-LeMonda, C. S., Huberman, H. S. et al. (2008) Infant Television and Video Exposure Associated With Limited Parent-Child Verbal Interactions in Low Socioeconomic Status Households, Archives of Pediatrics & Adolescent Medicine,162(5), 411-417.
⬤ Tamis-LeMonda, C. S., & Rodriguez, E. T. (2008). Parents’ Role in Fostering Young Children’s Language and Literacy Development. In Tremblay RE, Barr RG, Peters RDeV, Boivin M, eds. the Encyclopedia on Early Childhood Development [online]. Montreal, Quebec: Centre of Excellence for Early Childhood Development; 2008:1-10. Available at: http://www.child-encyclopedia.com/documents/Tamis-LeMonda-RodriguezANGxp-Parenting.pdf.
⬤ Raikes, H., Pan, B., Luze, G., Tamis-LeMonda, C. S., Brooks-Gunn, J., Cohen, R., & Rodriguez,E. (2006). Mother-child book reading in low-income families, Child Development,Vol. 77 (4), pp. 924-953.
⬤ Tamis-LeMonda, C. S., Cristofaro, T., Rodriguez, E., & Bornstein, M. H. (2006). Early Language Development: Social Influences in the First Years of Life. In L. Balter & C. S. Tamis-LeMonda (Eds.). Child Psychology: A Handbook of Contemporary Issues, pp. 79-108, New York, New York: Psychology Press.
⬤ Pan, B., Rowe, M., Spier, E., & Tamis-LeMonda, C. S. (2004). Measuring productive vocabulary of toddlers in low-income families: concurrent and predictive validity of three sources of data. Journal of Child Language, 31 (3), pp. 587-608.
⬤ Tamis-LeMonda, C. S., Bornstein, M. H., & Baumwell, L. (2001). Maternal Responsiveness and Children’s Achievement of Language Milestones, Child Development, 72 (3), 748-767.
⬤ Bornstein, M. H., Tamis-LeMonda, C. S., & Haynes, M. O. (1999). First Words in the Second Year: Continuity, Stability, and Models of Concurrent and Predictive Correspondence in Vocabulary and Verbal Responsiveness across Age and Context, Infant Behavior and Development, 22 (1), 65-85.
⬤ Nicely, P., Tamis-LeMonda, C.S. & Bornstein, M. (1999). Mothers’ Attuned Responses to Infant Affect Expressivity Promote Earlier Achievement of Language Milestones. Infant Behavior & Development, 22 (4), 557-568.
⬤ Tamis-LeMonda, C. S., Bornstein, M. H., Kahana-Kalman, R., Baumwell, L., & Cyphers, L.(1998). Predicting variation in the timing of language milestones in the second year: An events-history approach. Journal of Child Language, 25 (3), 675-700.
⬤ Baumwell, L., Tamis-LeMonda, C. S., & Bornstein, M. H. (1997).Maternal Verbal Sensitivity and Child Language Comprehension, Infant Behavior and Development, 20, (2), 247-258.
⬤ Braine, M. D. S., Brooks, P. J., Cowan, N., Samuels, M. C., & Tamis-LeMonda, C. S. (1993). The Development of Categories at the Semantics/Syntax Interface, Cognitive Development, 8 (4), 465-494.