Published: September 13, 2023 Publication: Journal of Literacy Research CLI Author: Gloria Yeomans-Maldonado, PhD Abstract: Researchers largely rely on child language and literacy measures to determine the effectiveness of interventions for Latino dual language learners. However, some of these measures may miss certain strengths of these students. This study identified two unstandardized language and literacy… Read more »
Category: Publications
Observed and perceived benefits of providing physical activity opportunities in elementary schools: a qualitative study
Published: August 31, 2023 Publication: Frontiers in Sports and Active Living CLI Author: Keisey Fumero, PhD Abstract: Introduction: Schools play an important role in promoting physical activity for youth. However, school-based physical activity opportunities often compete with other academic priorities, limiting their implementation. The purpose of this study was to qualitatively explore elementary school teacher and… Read more »
Cortical Thickness Is Related to Variability in Heritage Bilingual Language Proficiency
Published: August 2023 (online) and December 2023 (print) Publication: Translational Issues in Psychological Science CLI Author: Kelly A. Vaughn, PhD Abstract: Research suggests that bilingual experience is associated with gray matter changes, such that initial language gains are associated with expansion and language expertise is associated with renormalization. Previous studies on language proficiency development primarily focused on… Read more »
Novel Oppositional Defiant Disorder or Conduct Disorder 24 Months After Traumatic Brain Injury in Children and Adolescents
Published: August 10, 2023 Publication: The Journal of Neuropsychiatry and Clinical Neurosciences CLI Author: Linda Ewing-Cobbs, PhD Abstract: Objective: The authors sought to identify predictive factors of new-onset or novel oppositional defiant disorder or conduct disorder assessed 24 months after traumatic brain injury (TBI). Methods: Children ages 5 to 14 years who had experienced TBI were recruited… Read more »
“Go,” “Going,” “Goed”: Relation Between Verb Tense Errors and Reading Comprehension Skills in English Learners
Published: July 30, 2023 Publication: Communication Disorders Quarterly CLI Author: Keisey Fumero, PhD Abstract: School-aged English Learners (ELs) are faced with the challenging task of acquiring a foreign language while simultaneously reading academically demanding literature. Therefore, the current research aimed to examine the relation between the rate of grammatical tense marking errors made by ELs… Read more »
Does Assessor Masking Affect Kindergartners’ Performance on Oral Language Measures?
A COVID-19 Era Experiment With Children From Diverse Home Language Backgrounds Published: June 30, 2023 Publication: Language, Speech, and Hearing Services in Schools CLI Authors: Sarah Surrain, PhD; Michael P. Mesa, PhD; Mike A. Assel, PhD; and Tricia A. Zucker, PhD Abstract: Purpose: The ongoing COVID-19 pandemic has prompted changes to child assessment procedures in… Read more »
Paraprofessionals’ use of classroom management in a small-group intervention
Published: May 20, 2023 Publication: Psychology in the Schools CLI Author: Michael P. Mesa, PhD Abstract: Although previous research suggests the use of classroom management strategies can support student engagement and learning, gaps in the literature still exist including the frequency of classroom management strategies in small-group instruction. The purpose of this descriptive study was… Read more »
The Perceived Value of Bilingualism Among U.S. Parents
The role of language experience and local multilingualism Published: April 2023 (online) and December 2023 (print) Publication: Translational Issues in Psychological Science CLI Author: Sarah Surrain, PhD Abstract: Theoretical models have posited that social contexts influence parental attitudes, which in turn modulate parental behaviors. The current study asks whether parental attitudes on bilingualism differ by… Read more »
Understanding kindergarten teacher self-efficacy for providing reading instruction to students with reading difficulties
Published: April 9, 2023 Publication: Teachers and Teaching: Theory and Practice CLI Authors: Michael P. Mesa, PhD and Tricia Zucker, PhD Abstract: Teacher self-efficacy to teach reading is positively associated with teacher effort and persistence as well as student performance. To provide effective reading instruction that meets the needs of students with reading difficulties, theoretical… Read more »
Together We Can Do So Much
Aligned School and Home Efforts Using a Multi-Tiered Systems of Support Framework Published: March 20, 2023 Publication: Handbook on the Science of Early Literacy, Chapter 22 CLI Authors: Tricia Zucker, PhD; Gloria Yeomans-Maldonado, PhD; Sarah Surrain, PhD; and Susan H. Landry, PhD Book Abstract: Synthesizing the best current knowledge about early literacy, this comprehensive handbook… Read more »
