Tag: 2023 Publication

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 »

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 »

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 »

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 »

The role of language experience and local multilingualism Published: April 2023 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 local language context and whether… Read more »

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 Abstract: Increasingly, researchers and school leaders are using multi-tiered systems of support (MTSS)… Read more »

Published: March 20, 2023 Publication: Early Education and Development CLI Author: Gloria Yeomans-Maldonado, PhD Abstract: Associations between home learning opportunities, parental growth mindset (the belief that intelligence is malleable), and children’s academic skills have been documented primarily in European descent communities. Less is known about other communities. This study examined associations among home learning opportunities,… Read more »

Published: March 15, 2023 Publication: Journal of Literacy Research CLI Author: Gloria Yeomans-Maldonado, PhD Abstract: Despite a growing focus on access to and use of emergent literacy assessment in early childhood, little is known about early childhood teachers’ data practices and their associations with children’s emergent literacy skills. A questionnaire was used to confirm and… Read more »

Published: January 17, 2023 Publication: JAMA Network Open CLI Author: Linda Ewing-Cobbs, PhD Abstract: Importance: Among children, infants and toddlers have some of the highest rates of traumatic brain injury (TBI), but longitudinal information on their developmental outcomes to guide postinjury surveillance is sparse. Objective:  To evaluate infants’ and toddlers’ development over 3 years following TBI compared… Read more »