Tompkins, V. (2015). Improving low-income preschoolers’ theory of mind: A training study. Cognitive Development, 36, 1-19.
Tompkins, V. (2015). Mothers’ cognitive state talk during shared book reading and children’s false belief understanding. Cognitive Development, 36, 40-51.
Justice, L. M., Logan, J., Kaderavek, J., Schmitt, M. B., Tompkins, V., & Bartlett, C. (2015). Empirically based profiles of the early literacy skills of children with language impairment in early childhood special education. Journal of Learning Disabilities, 48, 482-494.
Guo, Y., Tompkins, V., Justice, L. M., & Petscher, Y. (2014). Classroom age composition and vocabulary development among at-risk preschoolers. Early Education and Development, 25, 1016-1034.
Kurcirkova, N., & Tompkins, V. (2014). Personalization in mother-child emotion talk across three contexts. Infant and Child Development, 23, 153-169.
Tompkins, V., Farrar, M. J., & Guo, Y. (2013). Siblings, language, and false belief in low-income preschoolers. Journal of Genetic Psychology, 174, 457-463.
Tompkins, V., Zucker, T. A., Justice, L. M., & Binici, S. (2013). Inferential talk during teacher-child interactions in small group play. Early Childhood Research Quarterly, 28,424-436.
Tompkins. V., Guo, Y., & Justice, L. M. (2013). Inference generation, story comprehension, and language in the preschool years. Reading and Writing: An Interdisciplinary Journal, 26, 403-429.