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Dr. Jessica Anne Willard

Competencies, Personality, Learning Environments | Leibniz Center of Excellence for Early Childhood Education

Vita

Publications

2022

Kohl, K., Bihler, L.-M., Agache, A., Leyendecker, B., & Willard, J. A. (2022). Do peers matter? Peer effects on young children’s vocabulary gains in German classrooms. Journal of Educational Psychology, 114(1), 161-176. https://doi.org/10.1037/edu0000522

Willard, J. A., Leyendecker, B., Kohl, K., Bihler, L.-M., & Agache, A. (2022). Does variation in early childhood education matter more for dual language learners’ than for monolingual children’s language development? Applied Developmental Science, 26(4), 704-725. https://doi.org/10.1080/10888691.2021.1978845

2021

Willard, J. A., Agache, A., Kohl, K., Bihler, L.-M., & Leyendecker, B. (2021). Longitudinal interrelations between nonword repetition and vocabulary from age three to five: Evidence for within-child processes? Developmental Psychology, 57(9), 1423-1438. https://doi.org/10.1037/dev0001230

Willard, J. A., Kohl, K., Bihler, L.-M., Agache, A., & Leyendecker, B. (2021). Family literacy activities and their interplay with family and preschool language environments: Links to gains in dual language learners’ German vocabulary. Early Education and Development, 32(2), 189-208. https://doi.org/10.1080/10409289.2020.1744404

2020

Kohl, K., Bihler, L.-M., Willard, J. A., Agache, A., & Leyendecker, B. (2020). Linking quantity and quality of early childhood education and care to children’s socio-emotional adjustment: A German cross-sectional study. Early Education and Development, 31(2), 177-199. https://doi.org/10.1080/10409289.2019.1650543

2019

Kohl, K., Willard, J. A., Agache, A., Bihler, L.-M., & Leyendecker, B. (2019). Classroom quality, classroom composition, and age at entry: Experiences in early childhood education and care and single and dual language learners’ German vocabulary. AERA Open, 5(1), 1–16. https://doi.org/10.1177/2332858419832513

Willard, J. A., Agache, A., & Leyendecker, B. (2019). Classroom composition, classroom quality and German skills of very young dual language learners and German-only learners. Early Childhood Research Quarterly, 49(4), 269-281. https://doi.org/10.1016/j.ecresq.2019.07.004

2018

Bihler, L.-M., Agache, A., Schneller, K., Willard, J. A., & Leyendecker, B. (2018). Expressive morphological skills of dual language learning and monolingual German children: Exploring links to duration of preschool attendance, classroom quality, and classroom composition. Frontiers in Psychology, 9, Article 888. https://doi.org/10.3389/fpsyg.2018.00888

2015

Willard, J. A., Agache, A., Jäkel, J., Glück, C. W., & Leyendecker, B. (2015). Family factors predicting vocabulary in Turkish as a heritage language. Applied Psycholinguistics, 36(4), 875-898. https://doi.org/10.1017/S0142716413000544

Selected presentations and lectures

2023

Volodina, A., & Willard, J. A. (2023, October 9 - 11). Cognitive abilities, socioeconomic status, or both? Comparing their effects on pre-schoolers’ language, mathematical, and science skills [Symposium contribution]. Society for Longitudinal and Lifecourse Studies (SLLS) Annual International Conference: Life courses in times of uncertainty, Munich, Germany. https://www.slls.org.uk/events/2023-slls-annual-international-conference

Willard, J. A., Burghardt, L., Kohl, K., & Anders, Y. (2023, June 19). Does entering into German early childhood education as a toddler reduce or amplify disparities in language and social development up into elementary school? A propensity score analysis [Poster presentation]. Second BRISE Conference on Early Childhood Development, Berlin, Germany.

Willard, J. A., Volodina, A., & Attig, M. (28. Februar - 2. März 2023). Frühkindliches Temperament und sozio-emotionale Anpassung im Vorschulalter: Evidenz für Diathese-Stress oder differential susceptibility? [Symposiumsbeitrag]. 10. Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF), Essen, Deutschland. https://www.gebf-ev.de/%C3%BCbersicht-gebf/tagungen-der-gebf/2023-10-gebf-tagung-duisburg-essen/

Willard, J. A., Volodina, A., & Attig, M. (3. - 5. September 2023). Interaktionen zwischen früher negativer Aﬀektivität und positivem Elternverhalten: Evidenz für diﬀerential susceptibility-Eﬀekte bis zum Alter von sieben Jahren? [Symposiumsbeitrag]. 25. Fachgruppentagung Entwicklungspsychologie - EPSY, Berlin, Deutschland.

2022

Willard, J. A., Burghardt, L., & Kohl, K. (9. - 11. März 2022). Früher Eintritt in eine Kindertageseinrichtung und sozio-emotionale Anpassung – Eine Propensity Score-Analyse [Symposiumsbeitrag]. 9. Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF), Bamberg, Deutschland.

2021

Willard, J. A., Bihler, L.-M., Kohl, K., Leyendecker, B., & Agache, A. (15. - 23. Juli 2021). Longitudinal interrelations between nonword repetition and vocabulary [Posterpräsentation]. IASCL 2021 - Conference of the International Association for the Study of Child Language, Philadelphia, USA.