Dr. Elizabeth Hadley
Assistant Professor, literacy studies
Elizabeth Burke Hadley received her Ph.D. in Teaching, Learning, and Diversity from Vanderbilt University. Dr. Hadley’s research focuses on supporting oral language development in preschool classrooms, particularly through building rich vocabulary knowledge. She is interested in understanding the relationship between preschool oral language skills and later reading comprehension, as well as working with preschool teachers to foster academic vocabulary growth in children from under-served communities.
Dr. Hadley's current projects include examining the impact of responsive teaching strategies on vocabulary learning, the role of play in language learning, and designing assessments to capture depth of vocabulary knowledge.
Hadley, E. B., Mendez, K. Z. (2021). A systematic review of word selection in early childhood vocabulary instruction. Early Childhood Research Quarterly, 54, 44-59.
Dore, R.A., Shirilla, M., Hopkins, E., Collins, M., Scott, M., Schatz, J., Lawson-Adams, J., Valladares, T., Foster, L., Puttre, H., Toub, T.S., Hadley, E. B., Golinkoff, R.M., Dickinson, D., & Hirsh-Pasek, K. (2019). Education in the app store: Using a mobile game to support preschoolers’ vocabulary learning. Journal of Children and Media. https://doi.org/10.1080/17482798.2019.1650788
Hadley, E. B., Dickinson, D. K. (2019). Cues for word-learning during shared book-reading and guided play in preschool. Journal of Child Language.
Dickinson, D. K., Connor, C. M., Hadley, E. B. (in press). International perspectives on how teachers contribute to children’s reading success. In L. T. Verhoeven (Ed.), Global development of literacy: A handbook. Cambridge: Cambridge University Press.
Hadley, E. B., Dickinson, D. K. (in press). Measuring young children’s word knowledge: A conceptual review. Journal of Early Childhood Literacy. https://doi.org/10.1177/1468798417753713
Dickinson, D. K., Collins, M. F., Nesbitt, K. T., Toub, T. S., Hassinger-Das, B., Hadley, E. B., Hirsh-Pasek, K., Golinkoff, R. M. (2019). Effects of teacher-delivered book-reading and play on vocabulary learning and self-regulation among low-income preschool children. Journal of Cognition and Development, 20(2), 136-164. https://doi.org/10.1080/15248372.2018.1483373
Hadley, E.B., Dickinson D.K., Hirsh‐Pasek, K., & Golinkoff, R.M. (2019). Building semantic networks: The impact of a vocabulary intervention on preschoolers’ depth of word knowledge. Reading Research Quarterly, 54(1), 41–61. doi:10.1002/rrq.225
Dickinson, D. K., Nesbitt, K. T., Collins, M. F., Hadley, E. B., Newman, K. M., Rivera, B., Ilgaz, H., Nicolopoulou, A., Golinkoff, R. M., Hirsh-Pasek, K. (2019). Teaching for breadth and depth of vocabulary knowledge: Learning from explicit and implicit instruction and the storybook texts. Early Childhood Research Quarterly, 47, 341-356. doi: https://doi.org/10.1016/j.ecresq.2018.07.012
Hadley, E. B., Dickinson, D. K., Hirsh-Pasek, K., Golinkoff, R. M., & Nesbitt, K. T. (2016). Examining the acquisition of vocabulary knowledge depth among preschool students. Reading Research Quarterly, 51(2), 181-198. doi: 10.1002/rrq.130