Tracy Preza (2024, PhD Early Research Project). Investigating early syntactic knowledge in late-talking toddlers. https://www.ideals.illinois.edu/items/129477

Emily Harrington (2022, PhD Early Research Project). Investigating the feasibility of the see and say sequence: Integrated strategies for early word learning. https://www.ideals.illinois.edu/items/126261

Tracy Preza (2020, MA thesis).  Exploring the interactive and linguistic dimensions of parent input and their role in the development of children’s simple sentences. http://hdl.handle.net/2142/108442

Ning Hsu (2017, PhD thesis). Syntactic productivity in Mandarin resultative verb compounds http://hdl.handle.net/2142/98161

Zora McFarlane-Blake (2017, MA thesis). Grammatical input differences remain six-months following toy talk instruction. http://hdl.handle.net/2142/98129

Colleen Fitzgerald (2014, PhD thesis). Uniformity of pronoun case errors in typical development: the association between children’s first person and third person case errors in a longitudinal study. http://hdl.handle.net/2142/72753

Megan McKenna (2013, MA thesis). Developmental expectations for sentence diversity. http://hdl.handle.net/2142/45319

Alison Bahnsen (2011, MA thesis). One of a kind grammar: The role of sentence diversity in children’s grammatical development. http://hdl.handle.net/2142/241

Colleen Fitzgerald (2010, MA thesis). Understanding contributors to input informativeness for tense marking: Overlap between language typology, parent-toddler interaction style, and register. http://hdl.handle.net/2142/18

Kathleen Walsh (2010, MA thesis). Toy talk: A simple strategy to promote richer grammatical input. http://hdl.handle.net/2142/16862