The following publications describe research and findings in language and literacy. Please note – this list is arranged chronologically starting with the most recent publications.

• Craig, H. K., Zhang, L., Hensel, S. L., & Quinn, E. J. (2009). African American English-Speaking Students: An Examination of the Relationship Between Dialect Shifting and Reading Outcomes. Journal of Speech, Language, and Hearing Research, 52, 839–855. > (abstract)
• Craig, H. K. (2008). Effective language instruction for African American children. In S. B. Neuman (Ed.), Educating the other America: Top experts tackle poverty, literacy, and achievement in our schools (pp. 163–185). Baltimore: Brookes.
• Connor, C. M., & Craig, H. K. (2006). African American preschoolers' language, emergent literacy skills, and use of African American English: A complex relation. Journal of Speech, Language, and Hearing Research, 49, 771–792. > (abstract)
• Thomas-Tate, S., Washington, J., Craig, H., & Packard, M. (2006). Performance of African American preschool and kindergarten students on the Expressive Vocabulary Test. Language, Speech, and Hearing Services in Schools, 37, 143–149. > (abstract) 
• Craig, H. K., & Washington, J. A. (2006). Malik goes to school: Examining the language skills of African American students from preschool-5th grade. Mahwah, NJ: Lawrence Erlbaum Associates. > (more info)
• Craig, H. K., & Telfer, A. S. (2005). Hyperlexia and autism spectrum disorders: A case study of scaffolding language growth over time. Topics in Language Disorders, 25, 377–389. > (abstract)
• Craig, H. K., & Washington, J. A. (2006). Recent research on the language and literacy skills of African American students in the early years. In D. K. Dickinson & S. B. Neuman (Eds.), Handbook of early literacy research, Vol. 2 (pp. 198–210). New York: Guilford Press. > (more info)
• Craig, H. K., Washington, J. A., & Thompson, C. A. (2005). Oral language expectations for African American children in grades 1 through 5. American Journal of Speech–Language Pathology, 14 , 119–130. > (abstract)
• Craig, H. K., Thompson, C. A., Washington, J. A., & Potter, S. L. (2004). Performance of elementary grade African American students on the Gray Oral Reading Tests. Language, Speech, and Hearing Services in Schools, 35, 141–154. > (abstract)
• Craig, H. K., & Washington, J. A. (2004). Grade-related changes in the production of African American English. Journal of Speech, Language, and Hearing Research, 47, 450–463.
• Craig, H. K., & Washington, J. A. (2004). Language variation and literacy learning. In C. A. Stone, E. R. Silliman, B. J. Ehren, & K. Apel (Eds.), Handbook of language and literacy: Development and disorders (pp. 228–247). New York: Guilford Press. > (more info)
• Thompson, C. A., Craig, H. K., & Washington, J. A. (2004). Variable production of African American English across oracy and literacy contexts. Language, Speech, and Hearing Services in Schools, 35, 269–282. > (abstract)
• Washington, J. A., & Craig, H. K. (2004). A language screening protocol for use with young African American children in urban settings. American Journal of Speech–Language Pathology, 13, 329–340. > (abstract)
• Craig, H. K., Connor, C. M., & Washington, J. A. (2003). Early positive predictors of later reading comprehension for African American students: A preliminary investigation. Language, Speech, and Hearing Services in Schools, 34, 31–43. > (abstract)
• Craig, H. K., Thompson, C. A., Washington, J. A., & Potter, S. L. (2003). Phonological features of child African American English. Journal of Speech, Language, and Hearing Research, 46, 623–635. > (abstract)
• Craig, H. K., & Washington, J. A. (2002). Oral language expectations for African American preschoolers and kindergartners. American Journal of Speech–Language Pathology, 11, 59–70. > (abstract)
• Washington, J. A., & Craig, H. K. (2002). Morphosyntactic forms of African American English used by young children and their caregivers. Applied Psycholinguistics, 23, 209–231. > (abstract)
• Washington, J. A. (2001). Early literacy skills in African-American children: Research considerations. Learning Disabilities Research and Practice, 16, 213–221. > (abstract)
• Washington, J. A., & Craig, H. K. (2001). Reading performance and dialectal variation, In J. Harris, A. Kamhi, & K. Pollock (Eds.), Literacy in African American Communities (pp. 147–168). Mahwah, NJ: Erlbaum. > (more info)
• Craig, H. K., & Washington, J. A. (2000). An assessment battery for identifying language impairments in African American children. Journal of Speech, Language, and Hearing Research, 43, 366–379. > (abstract)
• Washington, J. A., & Craig, H. K. (1999). Performances of at-risk, African American preschoolers on the Peabody Picture Vocabulary Test-III. Language, Speech, and Hearing Services in Schools, 30, 75–82. > (abstract)
• Washington, J. A. (1998). African American English research: A review and future directions. African American Research Perspectives, 4(1), 1–6. > (abstract)
• Washington, J. A., & Craig, H. K. (1998). Socioeconomic status and gender influences on children’s dialectal variations. Journal of Speech, Language, and Hearing Research, 41, 618–626. > (abstract)
• Craig, H. K., Washington, J. A., & Thompson-Porter, C. (1998). Average c-unit lengths in the discourse of African American children from low income, urban homes. Journal of Speech, Language, and Hearing Research, 41, 433–444. > (abstract)
• Craig, H. K., Washington, J. A., & Thompson-Porter, C. (1998). Performances of young African American children on two comprehension tasks. Journal of Speech, Language, and Hearing Research, 41, 445–457. > (abstract)
• Washington, J. A., Craig, H. K., & Kushmaul, A. J. (1998). Variable use of African American English across two language sampling contexts. Journal of Speech, Language, and Hearing Research, 41, 1115–1124. > (abstract)
• Craig, H. K. (1996). The challenges of conducting language research with African American children. In A. G. Kamhi, K. E. Pollock, &  J. L. Harris (Eds.), Communication development and disorders in African American children: Research, assessment, and intervention (pp. 1–18). Baltimore: Brookes. > (more info)
• Washington, J. A. (1996). Issues in assessing language skills in African American children. In A. G. Kamhi, K. E. Pollock, & J. L. Harris (Eds.), Communication development and disorders in African American children: Research, assessment, and intervention (pp. 35–54). Baltimore: Brookes. > (more info)
• Craig, H. K., & Washington, J. A. (1995). African American English and linguistic complexity in preschool discourse: A second look. Language, Speech, and Hearing Services in Schools, 26, 87–93. > (abstract)
• Craig, H. K., & Washington, J. A. (1994). The complex syntax skills of poor, urban, African American preschoolers at school entry. Language, Speech, and Hearing Services in Schools, 25, 181–190. > (abstract)
• Washington, J. A., & Craig, H. K. (1994). Dialectal forms during discourse of urban, African American preschoolers living in poverty. Journal of Speech and Hearing Research, 37, 816–823. > (abstract)
• Washington, J. A., & Craig, H. (1992). Articulation test performances of low-income, African American preschoolers with communication impairments. Language, Speech, and Hearing Services in Schools, 23, 203–207. > (abstract)
• Washington, J. A. & Craig, H. K. (1992). Performances of low-income, African American preschool and kindergarten children on the Peabody Picture Vocabulary Test-Revised. Language, Speech and Hearing Services in Schools, 23, 329–333. > (abstract)