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Zachary Stuckelman

Graduate Student
Research Area: Developmental Science


Research surrounding how children interact with and learn from digital media.

Zachary Stuckelman is a graduate student at Vanderbilt University. His line of research primarily focuses on how children’s learning interacts with different kinds of digital media. Additionally, Zach is interested in making rich language experiences convenient for families from different backgrounds through technology and digital media.

Lab Website

Representative Publications

Stuckelman, Z., Troseth, G, & Strouse, G. (in prep). A digital dialogic reading intervention promotes parent-child talk about mental states during shared reading.

Stuckelman, Z., Troseth, G, & Strouse, G. (in prep). The influence of an enhanced, dialogic eBook on parenting behaviors during shared reading.

Zippert, E., Stuckelman, Z., Noreen, G., Strouse, G. A. & Troseth, G. L. (in prep). Promoting parent-preschooler broad math talk through embedded dialogic reading prompts during e- book reading.

Troseth, G., Strouse, G., Flores, I., Stuckelman, Z., & Russo Johnson, C. (2019). An enhanced eBook facilitates parent-child talk during shared reading by families of low socioeconomic status. Early Childhood Research Quarterly. https://doi.org/10.1016/j.ecresq.2019.02.009.

Troseth, G.L., Flores, I., & Stuckelman, Z. (2019). When representation becomes reality: Interactive digital media and symbolic development. J. Benson (Ed.), Advances in Child Development and Behavior, 56 (pp. 65-108). London, UK: Elsevier. DOI: 10.1016/bs.acdb.2018.12.001.

Stuckelman, Z., Mulqueen, J., Ferracioli-Oda, E, Cohen, S., Coughlin, C., & Bloch M. (2017). Meta-analysis: Risk of irritability with psychostimulant treatment. Journal of Clinical Psychiatry, 78(6), 648-655.

Cohen, S., Mulqueen, J., Ferracioli-Oda, E., Stuckelman, Z., Coughlin, C., Leckman, J., & Bloch, M. (2015). Meta-analysis: Risk of tics associated with psychostimulant use in randomized, placebo-controlled trials. Journal of the American Academy of Child & Adolescent Psychiatry, 728-736.

Coughlin, C., Cohen, S., Mulqueen, J., Ferracioli-Oda, E., Stuckelman, Z., & Bloch, M. (2015). Meta-analysis: Reduced risk of anxiety with psychostimulant treatment in children with attention-deficit/hyperactivity disorder. Journal of Child and Adolescent Psychopharmacology, 611-617.

Selected Presentations:

Stuckelman, Z., Strouse, G., Troseth, G., & Flores, I. (2019). Digital scaffolding: Improving conversation quality during parent-child shared eBook reading. Poster presented at the 2019 biennial meeting of the Cognitive Development Society, Louisville, KY.

Stuckelman, Z., Strouse, G., Troseth, G., & Flores, I. (2019). Say What? Evaluating the Quality of Caregiver-Child Conversations with an eBook. In Preeti Samudra. Child Talk and Vocabulary Development: Enhancing the Educational Environment of Books and Videos. Symposium to be presented at the biennial meeting of the Society for Research in Child Development, Baltimore, MD.

Stuckelman, Z., & Hyun Oh, M. (2019). Using eBooks to promote adult-child dialogic reading: Engaging with digital supports. Symposium presented at the 2019 School Speech-Language Pathology Conference at Vanderbilt University, Nashville, TN.

Stuckelman, Z., Strouse, G., Troseth, G., & Flores, I. (2019). Say What? Evaluating the Quality of Caregiver-Child Conversations with an eBook. In Preeti Samudra. Child Talk and Vocabulary Development: Enhancing the Educational Environment of Books and Videos. Symposium to be presented at the biennial meeting of the Society for Research in Child Development, Baltimore, MD.

Stuckelman, Z., & Hyun Oh, M. (2018). Using eBooks to promote parent-child talk and early language learning.  Symposium presented at the 2018 School Speech-Language Pathology Conference at Vanderbilt University, Nashville, TN.


Honors

Dale McAdam Award for Undergraduate Teaching, University of Rochester, Class of 2017 recipient

Awarded Highest Honors in Psychology, University of Rochester, Class of 2017 recipient