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Paulina Arango, Andrés Aparicio, Katherine Strasser, Ricardo Rosas & Marcela Tenorio. (2023) Analysis of Home Literacy Environment in Chilean Families of Children with Down Syndrome. International Journal of Disability, Development and Education 70:6, pages 1008-1023.
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Su-Zhen Zhang, Tomohiro Inoue, Guanghai Cao, Liangfeng Li & George K. Georgiou. (2023) Unpacking the Effects of Parents on Their Children’s Emergent Literacy Skills and Word Reading: Evidence from Urban and Rural Settings in China. Scientific Studies of Reading 27:4, pages 355-374.
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Elliott W. Friedlander. (2020) The Home Literacy Environment in Rural Rwanda and Its Relationship to Early Grade Reading. Scientific Studies of Reading 24:2, pages 123-140.
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Ana M. Carmiol, Kimberly R. Kelly, Grace Ocular, Marcela Ríos-Reyes, Melissa González-Chaves & Jesús Plascencia. (2020) Talking about Past Experiences in Two Cultural Contexts: Children’s Narrative Structure and Maternal Elaboration in Dyads from Costa Rica and the United States. Early Education and Development 31:2, pages 234-249.
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Doris Luft Baker, Maribel Granada Azcarrága, María Pilar Pomes Correa, Nancy Lepe-Martinez & Keith Smolkowski. (2019) Exploring the Effects of a Spanish Vocabulary Intervention to Teach Words in Depth to Second-Grade Students in Chile. Reading & Writing Quarterly 35:3, pages 204-224.
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Diana Leyva. (2019) How Do Low-Income Chilean Parents Support Their Preschoolers’ Writing and Math Skills in a Grocery Game?. Early Education and Development 30:1, pages 114-130.
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Katherine Strasser, Michelle Darricades, Susana Mendive & Gabriela Barra. (2018) Instructional Activities and the Quality of Language in Chilean Preschool Classrooms. Early Education and Development 29:3, pages 357-378.
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Katherine Strasser, Susana Mendive, Daniela Vergara & Michelle Darricades. (2018) Efficacy of a Self-Monitoring Tool for Improving the Quality of the Language Environment in the Preschool Classroom. Early Education and Development 29:1, pages 104-124.
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Susana Mendive, María Rosa Lissi, Roger Bakeman & Adriana Reyes. (2017) Beyond Mother Education: Maternal Practices as Predictors of Early Literacy Development in Chilean Children from Low-SES Households. Early Education and Development 28:2, pages 167-181.
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Mayra Mascareño, Marjolein I. Deunk, Catherine E. Snow & Roel J. Bosker. (2017) Read-alouds in kindergarten classrooms: a moment-by-moment approach to analyzing teacher–child interactions. European Early Childhood Education Research Journal 25:1, pages 136-152.
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Pelusa Orellana-Garcia & Misty Sailors. (2016) Examining Text Environments in Elementary Chilean Classrooms. Literacy Research and Instruction 55:2, pages 163-181.
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Diana Leyva & Virginia Nolivos. (2015) Chilean Family Reminiscing About Emotions and Its Relation to Children’s Self-Regulation Skills. Early Education and Development 26:5-6, pages 770-791.
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Carla E. Förster M.Cristian A. Rojas-Barahona. (2014) Disadvantaged preschool children from rural areas: the importance of home practices and nursery attendance in the development of early literacy skills / Niños preescolares vulnerables de sectores rurales: importancia de las prácticas del hogar y la asistencia a jardín infantil en el desarrollo de habilidades de alfabetización temprana. Culture and Education 26:3, pages 476-504.
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Diana Leyva, Monica Berrocal & Virginia Nolivos. (2014) Spanish-Speaking Parent–Child Emotional Narratives and Children's Social Skills. Journal of Cognition and Development 15:1, pages 22-42.
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Patricia Robledo-Ramón & Jesús-Nicasio García-Sánchez. (2013) Strategy instruction for writing composition at school and at home. Studies in Psychology 34:2, pages 161-174.
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Lisa Boyce & Catherine Snow. (2009) Introduction to the Special Issue. Scientific Studies of Reading 13:2, pages 95-98.
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Su-Zhen Zhang, Tomohiro Inoue & George K. Georgiou. (2023) Examining the relations between mothers’ reading skills, home literacy environment, and Chinese children’s word reading across contexts. Reading and Writing.
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Carolina Álvarez & Dénes Szücs. (2022) The relation of school achievement with self-esteem and bullying in Chilean children. Current Psychology 42:27, pages 23480-23494.
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Connor D. O'Rear, Isabella Seip, Joanna Azar, Arthur J. Baroody & Nicole M. McNeil. (2023) Features in children's counting books that lead dyads to both count and label sets during shared book reading. Child Development 94:4, pages 985-1001.
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Ana M. Carmiol, Alison Sparks & L. Diego Conejo. (2022) Book sharing and reminiscing: Caregivers’ conversational style and children's language and literacy development in low-income Costa Rican families. Early Childhood Research Quarterly 60, pages 110-125.
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Katherine Strasser, Gabriela Barra & Susana Mendive. (2021) The role of video analysis and deliberate rehearsal in the development of language stimulation skills in pre-service preschool teacher preparation: An experimental study. Teaching and Teacher Education 106, pages 103459.
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María Inés Susperreguy, Carolina Jiménez Lira, Chang Xu, Jo-Anne LeFevre, Humberto Blanco Vega, Elia Verónica Benavides Pando & Martha Ornelas Contreras. (2021) Home Learning Environments of Children in Mexico in Relation to Socioeconomic Status. Frontiers in Psychology 12.
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Michal Zivan & Tzipi Horowitz-Kraus. (2020) Parent–child joint reading is related to an increased fixation time on print during storytelling among preschool children. Brain and Cognition 143, pages 105596.
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