Publikationer

Markussen-Brown, J., Juhl, C. B., Piasta, S. B., Bleses, D., Højen, A., & Justice, L. M. (2017). The effects of language- and literacy-focused professional development on early educators and children: A best-evidence meta-analysis. Early Childhood Research Quarterly38, 97–115. https://doi.org/10.1016/j.ecresq.2016.07.002

Markussen-Brown, J. (2017). Barnets sprogtilegnelse og pædagogisk praksis. Turbine Akademiske. 

Bleses, D., & Trecca, F. (2016). Early acquisition of Danish in a cross-Scandinavian perspective: A psycholinguistic challenge? In H.-O. Enger, M. I. N. Knoph, K. E. Kristoffersen & M. Lind (Eds.), Helt fabelaktig! Festskrift til Hanne Gram Simonsen på 70-årsdagen (pp. 13–28). Oslo: Novus Forlag.

Trecca, F. (2016). The impact of phonetic structures on processing and acquisition: The case of Danish (Ph.D. Dissertation). University of Southern Denmark., Odense.

Markussen-Brown, J. (2015). Establishing Quality in Preschool Language and Literacy Environments: On the quality of Danish preschools, and pathways to improving it via professional development (PhD Dissertation). University of Southern Denmark., Odense.
http://www.sdu.dk/-/media/files/forskning/phd/phd_hum/afhandlinger/2015/afhandling_20150503.pdf

Trecca, F., Bleses, D., & Christiansen, M. H. (2015, November). When Too Many Vowels Impede Language Processing: The Case of Danish. Talk/Poster presented at BUCLD 40 – The 40th Boston University Conference on Language Development, Boston (MA), USA.

Trecca, F., Bleses, D., Christiansen, M. H., Basbøll, H., Højen, A., & Madsen, T. O. (2015, August). Listener’s Native Phonology Affects Segmentation of Artificial Speech Streams. Poster presented at SALC V –  The 5th Conference of the Scandinavian Association for Language and Cognition, Trondheim, Norway.

Trecca, F., Callaway, F., McCauley, S. M., & Christiansen, M. H. (2015, June). Phonology Affects Statistical Learning in Artificial Speech Segmentation: Insights from Behavioral Experiments and Computational Modeling. Poster presented at BCBL’s International Conference on Interdisciplinary Advances in Statistical Learning, Donostia–San Sebastián, Spain.

Bleses, D., Højen, A., Dybdal, L., Dale, P., Justice, L., Piasta, S., Markussen-Brown, J.G., Clausen, M.C., Ebad Fardzadeh, H. & Aktürk Ari, B. (2014). A randomized controlled trial of a large scale systematic and explicit language and literacy intervention in Danish daycares: The SPELL study. British Journal of Education, Society & Behavioural science, 4(11), 504-1524

Trecca, F., Bleses, D., Basbøll, H., Højen, A., Madsen, T. O., Christiansen, M. H., & Andersen, S. R. (2014, July). The effect of vocalic vs. consonantal phonetic structure on language segmentability: The case of Danish. Poster presented at the 2014 International Congress for the Study of Child Language (IASCL), Amsterdam, Holland.

Markussen-Brown, J. G., Juhl, C. B., Piasta, S., Bleses, D., & Højen, A. (2013). The Effects of Professional Development (PD) on Early Childhood Educators Measured in Terms of Knowledge, Process Quality, and Structural Quality, and Children’s Emergent Literacy and Language Skills at 3-6 years of age: a meta-analysis. http://www.crd.york.ac.uk/PROSPERO/display_record.asp?ID=CRD42014009361

Bleses, D., Højen, A., Lum, J., Markussen-Brown, J. G., & Andersen, M. K. (2011). Forskningskortlægning af behov for sprogvurdering, effektive sprogindsatser og pædagogisk efteruddannelse. http://www.sprogpakken.dk/materialer/forskningskortlagning.pdf

Markussen-Brown, JG., Bleses, D., Logan, J. A. R., & Justice, L. M. (in preparation). The quality of the language and emergent literacy environments in Danish preschools: evidence from a Scandinavian model. Ph.D. dissertation article. University of Southern Denmark

Markussen-Brown, J.G., Bleses, D., Vach, W., & Justice, L. M. (in preparation). Training awareness of scaffolding usage in preschool teachers. Ph.D. dissertation article. University of Southern Denmark.

Markussen-Brown, J.G., Juhl, C. B., Piasta, S., Bleses, D., Højen, A., & Justice, L. (Submitted). The effects of language and emergent literacy professional development for teachers and children: A meta-analysis. Ph.D. dissertation article. University of Southern Denmark. 

Bleses, D., Højen, A., Justice, L. Dale,P.S., Dybdal, L., Piasta, S., Markussen-Brown, JG., Clausen, M.C., Haghish, E.F. & Andersen, M. K. (submitted). The Effectiveness of a Large-Scale Language and Pre-literacy Intervention: The SPELL Randomized-Controlled-Trial in Denmark

Trecca, F., Bleses, D., Madsen, T. O., Højen, A., & Christiansen, M. H. (submitted). When too many vowels impede language processing: An eye-tracking study of Danish-learning children.

Trecca, F., Bleses, D., Madsen, T. O., & Christiansen, M. H. (in preparation). Delayed word learning skills in Danish-learning toddlers.

Trecca, F., Callaway, F., McCauley, S. M., Andersen, S. R., Bleses, D., Højen, A., Madsen, T. O., Bjønnes Ribu, I. S., Basbøll, H., & Christiansen, M. H. (in preparation). Segmentation of continuous speech is equally robust over consonants and vowels: Insights from a cross-linguistic study of Danish, Norwegian, and English.