Dr. Hammer’s research addresses four interrelated areas that focus on young children’s school readiness and academic outcomes. These include: trajectories of children’s language and literacy development; environmental and cultural influences on children’s development; assessment of children’s language abilities; and interventions that promote children’s language and literacy development. Dr. Hammer has a particular interest in bilingual children and children from diverse socio-cultural backgrounds.
Ph.D., University of Iowa, Iowa City, Iowa, Speech Pathology
M.A., Northwestern University, Evanston, Illinois, Speech Pathology
B.A., Augustana College, Rock Island, Illinois, Speech Pathology and Psychology
Larson, A., Baralt, M., *Hokenson, J., Hammer, C.S., Barrett, T & DeVibiss, N. (2022). A randomized controlled trial assessing the effectiveness of the Háblame Bebé® mobile application with Spanish-speaking mothers experiencing economic hardship. American Journal of Speech-Language Pathology.
Sawyer, B., Hammer, C.S., Santoro, *J., Smith, J., & Feil, E. (2022) Developing Parents Plus: A Caregiver-Implemented Intervention for Young Children with Developmental Language Disorders. Infants and Young Children.
Escobar, K.*, Smith, J.*, Hammer, C.S., & Rodríguez, B.L. (2022). In B. Goldstein & Convoy, B. (Ed.), Bilingual development and disorders in Spanish-English speakers (3rd Ed). Baltimore, MD: Brookes Publishers.
Bitetti, D., & Hammer, C.S. (2021). English Narrative Macrostructure Development of Spanish-English Bilingual Children from Preschool to First Grade. American Journal of Speech-Language Pathology.
Hammer, C.S., & Limlingan, M.C.* (2021). How bilingualism affects children’s language development. D. Castro & A. Artiles (Eds.), Language, learning, and disability: Issues, Opportunities in the education of young bilingual children. Bristol, UK: Multilingual Matters.
Hammer, C.S., Cycyk, L., Scarpino, S., Sawyer, B., & Jury, K. (2020). Development of the CECER-DLL Child and Family Questionnaire: A New Tool for Documenting the Language and Literacy Experiences of Latino/a Dual Language Learners. International Journal of Bilingual Education and Bilingualism.
Castro, D., Hammer. C.S., Franco, X., Burchinal, M., Cycyk, L., & Scarpino, S. (2020). Documenting bilingual experiences in the early years: Using the CECER-DLL Child and Family and Teacher Questionnaires. Bilingualism: Language and Cognition.
López, L., Komaroff, E., Hammer, C.S., Rodríguez, B., Scarpino, S., Bitetti, D., & Goldstein, B. (2020). Are we all speaking the same language? Exploring language interactions in the homes of young Latino DLLs living in the U.S. Early Education and Development.
Larson, A.L., An, Z.G., Wood, C.A., Uchikoshi, Y., Cycyk, L. M., Hammer, C.S., Escobar, K.*, & Roberts, K.* (2020). Social validity in early language interventions for dual language learners: A systematic review of research. Topics in Early Childhood Special Education.
Bitetti, D.*, Hammer, C.S., & Lopéz, L.M. (2020). The Narrative Macrostructure Production of Spanish-English Bilingual Preschoolers: Within- and Cross-Language Relations. Applied Psycholinguistics.
Larson, A., Carta, J., Hammer, C.S., Cycyk, L., Uchikoshi, Y, An, G., & Wood, Carla. (2020). A Systematic Review of Language-Focused Interventions for Young Children from Culturally and Linguistically Diverse Backgrounds, Early Childhood Research Quarterly. https://doi.org/10.1016/j.ecresq.2019.06.001
Keffala, B.*, Scarpino, S.E., Hammer, C.S., Rodríguez, B., López, L., & Goldstein, B. (2020). Vocabulary and Phonological Abilities Affect Dual Language Learners’ Consonant Production Accuracy Within and Across Languages: A Large-scale study of 3-6-year-old Spanish-English Dual Language Learners. American Journal of Speech-Language Pathology, 29, 1196-1211.
Cycyk, L.* & Hammer, C.S. (2020). Beliefs, Values, and Practices of Mexican Immigrant Families: Towards Language and Learning in Toddlerhood: Setting the Foundation for Early Childhood Education. Early Childhood Research Quarterly, 52, 25-37. 74. https://doi.org/10.1016/j.ecresq.2018.09.009
Hammer, C.S., Burchinal, M., Hong, S.S., LaForett, D.R., Páez, M., Buysse, V., Espinosa, L., Castro, D., & López, L.M. (2020). Change in Language and Literacy Knowledge for Spanish-English Dual Language Learners at School-Entry: Analyses from Three Studies. Early Childhood Research Quarterly, 51, 81-92. doi.org/10.1016/j.ecresq.2019.07.001
Ramírez, R.*, Cycyk, L., Scarpino, S., López, L., & Hammer, C.S. (2020). Teacher Beliefs and Misconceptions Regarding Dual Language Learners in Head Start: An Opportunity for Enhancing Professional Development. National Head Start Association: Dialog, 23, 23-39.
Ramírez, R.*, Cycyk, L., Scarpino, S., López, L., & Hammer, C.S. (2020). Teachers’ Beliefs Regarding Dual Language Learners in Head Start. National Head Start Association: Dialog, 23, 48-52.
Hammer, C.S., & Edmonds, L. A. (2019). Bilingualism in clinical linguistics. In A. De Houwer & L. Ortega (Eds.), The Cambridge handbook of bilingualism (pp. 369–389). Cambridge, UK: Cambridge University Press.
Hammer, C.S., Sawyer, B.S. & Cycyk, L. (2019). Madres educando a sus niños: Integrating culture into intervention. In S. Sonnenschein & B.S. Sawyer (Eds.). Building on Black and Latino Families’ Strengths to Support the Early Academic Development of Their Children. New York, NY: Springer Publishing.
Méndez, L.*, Hammer, C.S., López, L., & Blair, C. (2019). Examining language and early numeracy skills in young Latino dual language learners. Early Childhood Research Quarterly, 46, 252-261. doi.org/10.1016/j.ecresq.2018.02.004
Scarpino, S., Hammer, C.S., Goldstein, B., Rodríguez, B., & López, L. (2019). Effects of Home Language, Oral Language Skills, and Cross-Linguistic Phonological Abilities on Whole-Word Proximity in Spanish-English Speaking Children. Journal of Speech-Language-Hearing Research,19, 174-187. doi. 10.1044/2018_AJSLP-18-0050
* Student Author
Meritorious Poster, American Speech-Language-Hearing Association Annual Convention, 2014.
Meritorious Poster, American Speech-Language-Hearing Association Annual Convention, 2011.
Fellow, American Speech Language Hearing Association, 2010.
Editor’s Award, Outstanding Research Article. Language, Speech & Hearing Services in Schools, 2007.
Editor’s Award, Outstanding Research Article. Contemporary Issues in Communication Science and Disorders, 2002.
Inaugural Cadre of Advisors and Board Recognized Specialist, Specialty Board on Child Language, 2002-2008.
Vice Dean for Research
Teachers College, Columbia University 2020-Present
Interim Vice Provost for Research and Academic Affairs
Teachers College, Columbia University 2021-2022
Chair, Department of Biobehavioral Sciences
Teachers College, Columbia University 2020
Professor of Communication Sciences & Disorders
Department of Biobehavioral Sciences
Teachers College, Columbia University 2015-Present
Chair, Department of Communication Sciences and Disorders
Temple University, Philadelphia, Pennsylvania 2012-2015
Interim Chair, Department of Communication Sciences and
Disorders, Temple University, Philadelphia, Pennsylvania 2011-2012
Professor, Department of Communication Sciences and Disorders
Temple University, Philadelphia, Pennsylvania 2009-2015
Visiting Scholar, Center for Developmental Science
University of North Carolina, Chapel Hill, North Carolina 2004-2005
Associate Professor, Department of Communication Sciences and Disorders
Penn State University, University Park, Pennsylvania 2003-2009
Assistant Professor, Department of Communication Sciences and Disorders
Penn State University, University Park, Pennsylvania 1997-2003
Research Scientist, Department of Speech Pathology
The University of Iowa, Iowa City, Iowa 1996-1997
Post-Doctoral Fellow, School of Audiology and Speech Pathology
The University of Memphis, Memphis, Tennessee 1996
Instructor and Speech Pathologist, Temple University
Philadelphia, Pennsylvania 1995-1996
Doctoral Student/Candidate, Speech Pathology, The University of Iowa
Iowa City, Iowa 1991-1996
Consultant for Early Childhood Special Education & Speech-Language Pathology
Black Hawk Area Special Education District, East Moline, Illinois 1989-1991
Clinical Supervisor, Augustana College, Rock Island, Illinois 1989-1991
Coordinator and Speech Pathologist, Children’s Resource Center
Birth to Three and Preschool Special Education Services
Commonwealth of the Northern Mariana Islands 1987-1989
Speech Pathologist, Integrated Special Infant Services
San Francisco State University, San Francisco, California 1986-1987
Speech Pathologist, Bay Area Speech and Hearing Clinic
Fremont, California 1986-1987
Language Development Specialist, Parent-Infant Program
Association for Retarded Citizens, San Leandro, California 1984-1986
Speech Pathologist, Oak Park Public Schools, Oak Park, Illinois 1983-1984
In Progress
09/22-08/25 Accelerating Preschool Children's Language Development $1,893,283.00
with Parents Plus
Institute of Education Sciences (R324X220032)
U.S. Department of Education
Role: Co-PI (PI: Sawyer, Lehigh University)
10/14-09/24 Bridging the Word Gap Research Network $3,000,000
Health Resources Service Administration (UA6MC 27762)
Role: Leadership Team Member (2016-2024)
Work Group Member (2014-2016) (PI: Carta - University of Kansas)
Completed
09/17-08/22 Early Language and Literacy Professional Development for $2,685,000
Teachers of English Learners
US Department of Education T365Z170114
Role: PI
07/20-10/22 Developing Sustainable ExCELL Coaching $128,000
Robin Hood Foundation
Role: PI
09/16-08/21 Development of the Bilingual Assessment of Phonological $1,400,000
Sensitivity
Institute of Education Sciences R305A160081
US Department of Education
Role: PI
09/16-08/21 Parents Plus: Language Coach $1,500,000
Institute of Education Sciences R324A160070
US Department of Education
Role: Co-PI (PI: Sawyer - Lehigh University)
08/17-3/19 Háblame bebé (Talk to Me Baby): Reducing the Word Gap $14,900
and promoting bilingualism in low-income Hispanic children
American Speech-Language-Hearing Association
Role: Co-PI (PI: Larson - Utah State University)
01/12-06/17 Exceptional Coaching for Early Language and Literacy- $3,000,000
Enhanced
Investing in Innovation (U411C110111)
Role: Co-PI (PI: Wasik - Temple University)
08/14-011/15 American Speech-Language-Hearing Association $9,560
Role: PI/Faculty Mentor (Student PI: Cycyk - U of Oregon)
06/09-05/15 Tools of the Mind: Promoting ELLs’ Language, $3,172,430
Self-Regulation & School-Readiness (1U01HD060296-01)
NIH-National Institute of Child Health and Human Development
Role: PI
03/12-02/15 Risk Factors and Services for Language Delays in Early $700,000
Childhood: Population-Based Estimates (R324A120046)
US Department of Education, Institute of Education Sciences
Role: Co-PI (PI: Morgan – Penn State University)
05/10-03/14 Center for Early Care and Education Research: Dual $4,500,000
Language Learners (90YR0041)
Administration for Children and Families
Role: Co-PI (PI: Castro – University of North Carolina)
04/13-12/13 Diversity Supplement to Tools of the Mind: Promoting $90,270
ELLs’ Language, Self-Regulation & School Readiness
(U01HD060296-S1)
NIH-National Institute of Child Health and Human
Development, Role: PI
10/05-06/12 Assessing Bilingual Phonological Development $2,955,657
in Young Children (R01-HD051542)
National Institutes of Health,
National Institute of Child Health & Human Development
Administration for Children and Families
Role: PI
09/07-09/11 Promoting the Emergent Literacy Development of English $500,000
Language Learners: A Culturally Informed Approach (90YF0065)
Department of Health and Human Services, Administration for
Children and Families
Role: PI
09/08-02/11 The Status of Dual Language Learners Participating in Head Start $500,000
and Early Head Start Programs
Contract: Administration of Children and Families,
Role: Co-Principal Investigator (PI: West - Mathematica)
10/05-09/09 Preventing Illiteracy and Disabilities through Early Intervention $1,054,000
Role: Investigator (PI: Blood - Penn State University)
01/05-12/08 Forming Outreach Community University Systems for
Engagement (FOCUS)
Kellogg Foundation
Role: Investigator (PI: Bierman - Penn State University)
06/06-05/07 Center for Language Science $15,000
Children, Youth and Family Consortium
Penn State University
Role: Investigator (PI: Kroll - Penn State University)
06/05-05/07 Reading Development in Bilingual Children $47,290
Children, Youth and Family Consortium
Penn State University
Role: PI
04/03-05/07 Minority Supplement to Bilingual Preschoolers: $272,299
Precursors to Literacy (R01- HD39496)
National Institutes of Health
National Institute of Child Health and Human Development
Role: PI
07/03-05/07 Competing Supplement to Bilingual Preschoolers: $504,665
Precursors to Literacy (R01-HD39496-S1)
National Institutes of Health,
National Institute of Child Health and Human Development
Role: PI
09/00–05/07 Bilingual Preschoolers: Precursors to Literacy $2,079,940
National Institutes of Health (R01-HD39496)
National Institute of Child Health & Human Development
Institute of Education Sciences
Role: PI
08/02-07/06 The Speech, Language, Literacy Project $793,168
Role: Co-Director (PI: Blood - Penn State University)
07/05-06/06 Phonological Development of Bilingual Spanish and $15,985
English Speaking Children
American Speech Language Hearing Association
Role: Co-PI (PI: Miccio - Penn State University)
09/04-08/05 Exploring Hispanic Parents' beliefs about early literacy $15,000
Advancing Academic Careers Award
American Speech Language and Hearing Association
Role: Faculty Mentor (PI: Rodríguez - U of New Mexico)
02/03-06/04 Literacy Development in Bilingual Children $22,000
Children, Youth and Family Consortium
Penn State University
Role: Co-PI (PI: Miccio - Penn State University)
06/99-05/02 Penn State University – Rural Speech Language Program $594,990
(H325H990073)
Role: Co-Director (PI: Blood - Penn State University)
06/99-08/00 The Penn State AAC Project (H325A990047) $895,611
Role: Co-Director (PI: Light - Penn State University)
11/98-10/99 Home literacy experiences of African American and Hispanic $13,231
Preschool Children
American Speech-Language-Hearing Association
Role: PI
American Speech-Language-Hearing Association (ASHA)
American Educational Research Association (AERA)
International Literacy Association (ILA)
National Association for the Education of Young Children (NAEYC)
Society for Research in Child Development (SRCD)