This month, the Read Lab is celebrating (virtually) the publication of our 10th peer-reviewed research study. All the research we do in the lab is focused on preschoolers and how they play and learn language skills from playful everyday experiences like shared reading.

We’re so proud that this work is out there in the big wide world for developmental scientists and parents and teachers (and people who are all three!) to learn from. Here’s our list, and here’s to another ten great projects in the future!

The Seuss boost: Rhyme helps children retain words from shared storybook reading (2014) by Kirsten Read, Megan Macauley & Erin Furay

Clues cue the smooze: rhyme, pausing, and prediction help children learn new words from storybooks (2014) by Kirsten Read

The third voice: Do enhanced e-books enhance the benefits of shared story reading with preschoolers? (2016) by Kathleen Ciffone, Andrew Weaver & Kirsten Read

Pie, fry, why: Language play in 3-to 5-year-old children (2017) by Kirsten Read, Sarah James & Andrew Weaver

The cat has a…: Children’s use of rhyme to guide sentence completion (2018) by Kirsten Read and Madeline Regan

Rhyme and word placement in storybooks support high-level verb mapping in 3-to 5-year-olds (2018) by Kirsten Read & Jacqueline Quirke

Using strategic pauses during shared reading with preschoolers: Time for prediction is better than time for reflection when learning new words (2019) by Kirsten Read, Erin Furay & Dana Zylstra

E-books for children with autism: Best read alone or with a therapist? (2020) by Erin Soares, Therese Miller, Kathleen Ciffone & Kirsten Read

Can reading personalized storybooks to children increase their prosocial behavior? (2020) by Ellen Kruse, Isabelle Faller & Kirsten Read

¿Read conmigo?: The effect of code-switching storybooks on dual-language learners’ retention of new vocabulary (2020) by Kirsten Read, Paloma Contreras, Bianca Rodriguez & Jessica Jara