Kirsten Read
Ph.D., Stanford University
My research focuses on early language development, how most children become so fast and fluent in understanding and using language in just the first few years of life - no small task! My most recent studies involve looking at how common kinds of language experiences, specifically story book reading and language play, can help children use their own predictions to learn new words.
Our research group is always looking for volunteers, so parents of children between the ages of 2 and 5 who would like to find out more about our current studies and how to participate should email me.
Santa Clara students interested in joining my research team should know that research with small children takes patience and commitment as well as creativity. Interested students can contact me via email to learn more. It is always helpful to know if interested students have taken relevant courses (including Research Methods and Developmental Psyc courses), and have experience working with young children.
- PSYC 51/52/53: Statistics and Research Methods
- PSYC 131: Cognitive Psychology
- PSYC 137: Psycholinguistics
- PSYC 184: Infancy
- PSYC 185: Developmental Psychology
Read, K., Rabinowitz, S.*, & Harrison, H.* (2023). . Journal of Early Childhood Literacy. (online first).
Read, K., Harrison, H.*, Mireku, B.* & Ying, K.* (2023). . Frontiers in Psychology.
Read, K., Hauer-Richard, O.*, & Rogojina, A. (2022). . First Language.
Read, K., Contreras, P. D.*, Martinez, H.* (2021). . Bilingual Research Journal.
Rabinowitz, S.*, Pavolov, C.*, Mireku, B.*, Ying, K.*, Zhang, J.* & Read, K. (2021). . Frontiers in Psychology.
Read, K., Gaffney, G.*, Chen, A.*, & Imran, A.* (2021). . Early Childhood Education Journal. (online first)
Read, K., Padula, L.*, Piacentini, J.*, & Vo, V.* (2021). . Journal of Cognition and Development. (online first)
Read, K., Contreras, P. D.*, Rodriguez, B.*, Jara, J.* (2020). Early Education and Development. (online first)
Kruse, E.*, Faller, I.*, & Read, K. (2020). Early Childhood Education Journal. (online first)
Soares, E.*, Miller, T.*, Ciffone, K.*, & Read, K. (2020). Child Language Teaching and Therapy, 36(1), 19 32.
Read, K., Furay, E. & Zylstra, D. (2019). . First Language.
Read, K., & Quirke, J. (2018). . Frontiers in Psychology.
Read, K., & Regan, M. (2018). . Cognitive Development.
Read, K. (2018). . SAGE Research Methods Cases.
Read, K., James, S. & Weaver A. (2017). . Journal of Early Childhood Research.
Ciffone, K., Weaver, A., and Read, K. (2016). Childhoods Today, 10(1).
Read, K. (2014). Clues cue the smooze: Rhyme, pausing and prediction help children learning new words from storybooks. Frontiers in Psychology, 5:129.
Read, K., Macauley, M. &Furay, E. (2014). The Seuss boost: Rhyme helps children retain words from shared storybook reading. First Language.