Applied Developmental Psychology: Children's transition to school, development of self-regulation/executive functioning, private speech, bilingual language development, the arts and child development, long-term pre-K effects, advanced course placement, and educational success and equity for children of color and immigrant students.
Dr. Winsler is an applied developmental psychologist with interests in children's transition to school, the development of self-regulation, private speech, bilingualism and schooling for Dual-Language Learners (DLLs) students in poverty, and students of color. His current research explores school readiness and school trajectories among ethnically and linguistically diverse, immigrant, low-income, urban preschoolers using data from the large-scale (n > 50,000) longitudinal Miami School Readiness Project; Private speech and self-regulation in typical children and those with ADHD or autistic spectrum disorders; the effects of music/dance and the arts on child development (Funded by the NEA); and the experiences and outcomes of students in Spanish-English two way immersion (TWI) in kindergarten through 3rd grade (funded by IES).
Dr. Winsler is author of more than 150 journal articles and book chapters and has three books. His most recent book, Understanding variability in second language acquisition, bilingualism, and cognition: A multi-layered perspective was published by Routledge in 2023. He has received over $4 million of research funding for his work. Dr. Winsler also served as editor of the journal, Early Childhood Research Quarterly.
Long-term outcomes associated with different types of bilingual education models (i.e., two-way immersion) for ELLs in Miami
Predictors of, and Benefits From, Elective Arts Classes (music, drama, visual art, dance) in Middle and High School Among Ethnically Diverse Children in Poverty
Predictors of, and negative consequences from, failing high-stakes tests and being retained among ethnically diverse children in poverty
Long-term effects of public school pre-K, center-based and family childcare among ethnically diverse children in poverty
Predictors of, and Benefits From, taking advanced courses (honors, AP, IB) in Middle and High School Among Ethnically Diverse Children in Poverty
Predictors of, and negative consequences from, school suspension among ethnically diverse children in poverty
Student engagement, teacher-child relationships, and English and Spanish gains for students in two-way immersion classrooms
Digital media inhibit children's use of self-regulatory private speech
see winslerlab.gmu.edu for more details
Kersten, K., & Winsler, A. (Eds.). (2023). Understanding variability in second language acquisition, bilingualism, and cognition: A multi-layered perspective. Routledge.
Winsler, A., Rozell, N., Tucker, T., & Norvell, G. (in press). Elementary school outcomes associated with earlier English language acquisition for low-income dual language learners in Miami, USA. Bilingualism: Language and Cognition.
Fatahi, N., Curby, T., & Winsler, A. (in press). Early childhood education teachers’ emotion socialization and children’s emotional competence. Early Child Development and Care. Advance online. https://doi.org/10.1080/03004430.2022.2074980
Nguyen M.V. H. Serafini, E., Leeman, J., & Winsler, A. (2023). Factors predicting secondary school language course enrollment and performance in among U.S. heritage speakers of Spanish. Frontiers Psychology, 13, 1035716.
https://doi.org/10.3389/fpsyg.2022.1035716
Tucker, T., & Winsler, A. (2022). Who takes music with them when they transition to high school? Journal of Research in Music Education. Advance online. https://doi.org/10.1177/00224294221121053
Bochicchio, V., Winsler, A., Keith, K., Scandurra, C., & Montero, I. (2022). Digital media inhibit self-regulatory private speech use in preschool children: The ‘digital bubble’ effect. Cognitive Development, 62. 101180. https://doi.org/10.1016/j.cogdev.2022.101180
Chou, Y-J, Hu, B.Y., Wu, H., Chang, C-J., & Winsler, A. (2022). Influence of parental play on Taiwanese 3-year-olds' executive function: Through the path of motor skills. Journal of Family Psychology. Advance online. https://doi.org/10.1037/fam0001006
Serafini, E.J., Rozell, N., & Winsler, A. (2022). Academic and English language outcomes for DLLs as a function of school bilingual education model: The role of two-way immersion and home language support. International Journal of Bilingual Education and Bilingualism. 25(2), 552-570. http://dx.doi.org/10.1080/13670050.2019.1707477
Chou, Y-J, Hu, B.Y., Winsler, A., Wu., H., Greenburg, J., & Kong, Z. (2022). Chinese children’s physical wellbeing, executive functioning, and receptive language, math, and science performance in kindergarten. Children and Youth Services Review, 136. Advance online. https://doi.org/10.1016/j.childyouth.2022.106397
Nguyen, M.V.H., & Winsler, A. (2021). Early bilingualism predicts enhanced later foreign language learning in secondary school. Developmental Psychology, 57(11), 1926-1942. https://doi.org/10.1037/dev0001248
Thibodeaux, J., & Winsler, A. (2021). “Stay positive”: Self-talk relates to motivational climate and athlete goal orientation in youth tennis. Research Quarterly of Sport and Exercise. Advance Online https://doi.org/10.1080/02701367.2021.1918323
Ricciardi, C., Hartman, S., Manfra, L., Dinehart, L., & Bleiker, C., & Winsler, A. (2021). School readiness skills at age 4 predict academic achievement through grade 5. Early Childhood Research Quarterly, 57, 110-120.
Ricciardi, C., & Winsler, A. (2021). Selection into advanced courses in middle and high school among low-income, ethnically diverse youth. Journal of Advanced Academics, 32 (3), 291-323. https://doi.org/10.1177/1932202X21990096
Hu, B.Y., Wu, Z., Winsler, A., Wu Y., &. Fan, X. (2021). Teacher-child interaction and preschoolers’ learning behavior in China: A piecewise growth model. Early Education and Development, 32 (5), 677-694. https://doi.org/10.1080/10409289.2020.1798719
Bochicchio, V., Winsler, A., Pagliaro, S., Pacilli, M.G., Dolce, P., & Scandurra, C. (2021). Negative affectivity, authoritarianism, and anxiety of infection explain early maladjusted behavior during the covid-19 outbreak. Frontiers: Psychology: Personality and Social Psychology. February 25, 2021. https://doi.org/10.3389/fpsyg.2021.583883
Calibuso, E., & Winsler, A. (2021). Who switches schools?: Child-level predictors of school mobility in middle school students. Journal of Child and Family Studies, 30, 263–275. https://doi.org/10.1007/s10826-020-01820-3
Guan, L., Hu, B.Y., & Winsler, A. (2020). Longitudinal associations between Chinese preschool children’s approaches to learning and teacher-child relationships. Children and Youth Services Review, 116. Online https://doi.org/10.1016/j.childyouth.2020.105240
Tavassolie, T., Bleiker, C., Manfra, L., Dinehart, L.H.B., Hartman, S.C., & Winsler, A. (2020). How profiles of school readiness relate to grade 3 performance among low-income ethnically and linguistically diverse children. Applied Developmental Science. Advance online. https://dx.doi.org/10.1080/10888691.2020.1781633
Greenburg, J., & Winsler, A. (2020). Delayed kindergarten entry among low-income, ethnically diverse children: Prevalence, predictors, and selection patterns. Early Childhood Research Quarterly, 53(4), 496-506. https://doi.org/10.1016/j.ecresq.2020.06.007
Ricciardi, C., Wolf, A., & Winsler, A. (2020). Factors associated with gifted educational placement for low-income, ethnically diverse children. Gifted Child Quarterly, 64(4), 243-258. https://doi.org/10.1177/0016986220937685
Ansari, A., & Winsler, A. (2020). The long-term benefits of Montessori pre-K education for low-income, Latinx children. Applied Developmental Science. Advance online. https://doi.org/10.1080/10888691.2020.1781632
Wu, Z., Hu, B., Wu, H., Winsler, A., & Chen, L. (2020). Family socioeconomic status and Chinese preschool children’s social skills: The role of maternal depression, marital relationship quality, and authoritative parenting. Journal of Family Psychology, 34(8), 969-979. https://doi.org/10.1037/fam0000674
Bochicchio, V., & Winsler, A. (2020). The psychology of olfaction: A theoretical framework with research and clinical implications. Psychological Review, 127(3), 442-454. https://doi.org/10.1037/rev0000183
Alegrado., A., & Winsler, A. (2020). Predictors of taking elective music courses in middle school among low-SES, ethnically diverse students. Journal of Research in Music Education. Advance online. https://doi.org/10.1177/0022429420908282
Conway-Turner, J., Williams, J., & Winsler, A. (2020). Does diversity matter?: School racial composition and the achievement of students in a diverse sample. Urban Education. Advance online. https://doi.org/10.1177/0042085920902257
De Feyter, J.J., Parada, M.D., Hartman, S., Curby, T., & Winsler, A. (2020). The early academic resilience of children from low-income, immigrant families. Early Childhood Research Quarterly, 51, 446-461. https://doi.org/10.1016/j.ecresq.2020.01.001
Thibodeaux, J., & Winsler, A. (2020). Careful what you say to yourself: Exploring self-talk and youth tennis performance via hierarchical linear modeling. Psychology of Sport & Exercise, 47. https://doi.org/10.1016/j.psychsport.2020.101646
Greenburg, J., Carlson, A.G., Kim, H., Curby, T.W., & Winsler, A., (2020). Early visual-spatial integration skills predict elementary school achievement among low-income, ethnically diverse children. Early Education and Development, 31 (2) 234-252. https://doi.org/10.1080/10409289.2019.1636353
Hu, B.Y., Wu, H., Winsler, A., Fan, X., & Song, Z. (2020). Parent migration and rural preschool children's early academic and social skill trajectories in China: Are 'left-behind' children really left behind? Early Childhood Research Quarterly, 51, 317-328. https://doi.org/10.1016/j.ecresq.2019.12.011
Conway-Turner, J., Visconti, K. C., & Winsler, A. (2020). The role of gang involvement as a protective factor in the association between peer victimization and negative emotional outcomes for youth. Youth and Society, 52 (3), 469-489. https://doi.org/10.1177/0044118X19869803
Gara, T. V., & Winsler, A. (2020). Selection into, and academic benefits from, middle school dance elective courses among urban youth. Psychology of Aesthetics, Creativity, and the Arts, 14(4), 433–450. https://doi.org/10.1037/aca0000250
Tavassolie, T., & Winsler, A. (2019). Predictors of mandatory 3rd grade retention from high-stakes test performance for low-income, ethnically diverse children. Early Childhood Research Quarterly, 48(3), 62-74. https://doi.org/10.1016/j.ecresq.2019.02.002
Alegrado., A., & Winsler, A. (in press). Predictors of taking elective music courses in middle school among low-SES, ethnically diverse students. Journal of Research in Music Education.
Winsler, A., Gara, T., Alegrado, A., Castro, S., & Tavassolie, T. (2019). Selection into, and academic benefits from, arts-related courses in middle school for low-income, ethnically diverse youth. Psychology of Aesthetics, Creativity, and the Arts. http://dx.doi.org/10.1037/aca0000222
Mead, D.L., & Winsler, A. (2019). Change over time in the type and functions of crib speech around the fourth birthday. Language and Communication, 67, 29-44. https://doi.org/10.1016/j.langcom.2018.12.001
Conger, D., Gibbs, C.R., Uchikoshi, Y., & Winsler, A. (2019). New benefits of public school pre-kindergarten programs: Early school stability, reduced retention, and early exit from ELL programs. Early Childhood Research Quarterly, 48, 26-35. https://doi.org/10.1016/j.ecresq.2018.10.015
Thibodeaux, J., & Winsler, A. (2018). What do youth tennis athletes say to themselves?: Observed and self-reported self-talk on the court. Psychology of Sport & Exercise, 38, 126-136. DOI:10.1016/j.psychsport.2018.06.006
Tavassolie, T., Lopez, C., De Feyter, J., Hartman, S.C., & Winsler, A. (2018). Migrant preschool children’s school readiness and early elementary school performance. Journal of Educational Research, 111 (3), 331-344. http://dx.doi.org/10.1080/00220671.2016.1261074
Chen, L., Hu, B.Y., Zhou, Y., Fan, X, & Winsler, A. (2017). Preschool expenditures and Chinese children's academic performance: The mediating effect of teacher-child interaction quality. Early Childhood Research Quarterly, 41, 37-49. DOI: 10.1016/j.ecresq.2017.05.002
Espinosa, L.E., Burchinal, M. R., Winsler, A., Castro, D. C., Peisner-Feinberg, E., Laforett, D.R. (2017). Child care experiences among dual language learners in the US: Analyses of the Early Childhood Longitudinal Survey-Birth Cohort. AERA Open, 3 (2), 1-15. Doi: 10.1177/2332858417699380
Tavassolie, T., Lopez, C., De Feyter, J., Hartman, S.C., & Winsler, A. (2016). Migrant preschool children’s school readiness and early elementary school performance. Journal of Educational Research. http://dx.doi.org/10.1080/00220671.2016.1261074
Ansari, A., López, M., Manfra, L., Bleiker, C., Dinehart, L.H.B., Hartman, S.C., & Winsler, A. (2016). Differential third grade outcomes associated with attending publically funded preschool programs for low-income, Latino children. Child Development. Advance online DOI: 10.1111/cdev.12663
Ansari, A., & Winsler, A. (2016). Kindergarten readiness for low-income minority children in center-based care, family childcare, and public school pre-K. Early Childhood Research Quarterly, 37, 69-80. Doi: 10.1016/j.ecresq.2016.06.002
Winsler, A., Deutsch, A., Vorona, R., Payne, P. A., & Szklo-Coxe, M. (2015). Sleepless in Fairfax: The difference one more hour of sleep can make for teen hopelessness, suicidal ideation, and substance use. Journal of Youth and Adolescence, 44 (2), 362-378. Doi: 10.1007/s10964-014-0170-3
Winsler, A., Burchinal, M., Tien, H., Peisner-Feinberg, E., Espinosa. L, Castro, D.C., LaForett, D., Kim, Y.K., & De Feyter, J. (2014). Early development among dual language learners: The roles of language use at home, maternal immigration, country of origin, and sociodemographics. Early Childhood Research Quarterly. Advance online. Doi: 10.1016/j.ecresq.2014.02.008
Winsler, A., Deutsch, A., Vorona, R., Payne, P. A., & Szklo-Coxe, M. (2015). Sleepless in Fairfax: The difference one more hour of sleep can make for teen hopelessness, suicidal ideation, and substance use. Journal of Youth and Adolescence, 44(2), 362-378. Doi: 10.1007/s10964-014-0170-3
Winsler, A., Kim, Y. K., & Richard, E. (2014). Socio-emotional skills, behavior problems, and Spanish competence predict the acquisition of English among English language learners in poverty. Developmental Psychology, 50, 2242-2254. Doi: 10.1037/a0037161
Winsler, A., Gupta, Karkhanis, D., Kim, Y., & Levitt, J. (2013). Being Black, male, and gifted in Miami: Prevalence and predictors of placement in elementary school gifted education programs. Urban Review, 45, 416-447. DOI: 10.1007/s11256-013-0259-0
Winsler, A., Hutchison, L., De Feyter, J.J. Manfra, L., Bleiker, C., Hartman, S., & Levitt, J. (2012). Child, family, and childcare predictors of delayed school entry and kindergarten retention among linguistically- and ethnically-diverse children. Developmental Psychology, 48, 1299-1314. doi: 10.1037/a0026985
Winsler, A., Ducenne, L., & Koury, A. (2011). Singing one’s way to self-regulation: The role of early music and movement curricula and private speech. Early Education and Development, 22, 274-304.
De Feyter, J.J., & Winsler, A. (2009). The early developmental competencies and school readiness of low-income, immigrant children: Influences of generation, race/ethnicity, and national origins. Early Childhood Research Quarterly. 24, 411-431. doi: 10.1016/j.ecresq.2009.07.004
Winsler, A., Fernyhough, C., & Montero, I. (Eds.). (2009). Private speech, executive functioning, and the development of verbal self-regulation. Cambridge University Press.
Winsler, A., Tran, H., Hartman, S., Madigan, A.L., Manfra, L., & Bleiker, C. (2008). School readiness gains made by ethnically-diverse children in poverty attending center-based childcare and public school pre-kindergarten programs. Early Childhood Research Quarterly, 23, 314-329.
Winsler, A., Abar, B., Feder, M., Rubio, D.A. & Schunn, C. (2007). Private speech and executive functioning among high functioning children with autistic spectrum disorders. Journal of Autism and Developmental Disabilities, 37. 1617-1635.
Winsler, A., Manfra, L., & Diaz, R.M. (2007). “Should I let them talk?” Private speech and task performance among preschool children with and without behavior problems. Early Childhood Research Quarterly, 22, 215-231.
see CV
HNHR 110 Research and Inquiry
HNRS 230 Cross Cultural Perspectives on Human Behavior
PSYC 313 Child Psychology
PSYC 379 Applied Cross Cultural Psychology
PSYC 612 Advanced Statistical and Research Methods in Psychology II
PSYC 646 Issues and Methods in Longitudinal/Developmental Research
PSYC 780 Applied Developmental Psychology
PSYC 890 Professional Seminar in Psychology
PSYC 592 Early Childhood Education, Child Care, and School Readiness
PSYC 615 Language Development
PhD, 2004, Child Development, Stanford University
BA, 1988, Psychology, University of New Mexico
LaForett, D.R., Winsler, A., Franco-Jenkins, X., Zadrozny, S., Maldonado, U., & Ordoñez Rojas, D. (2023, March). Educational gains for students in dual language programs: Effects of language proficiency and program model. In N. Bohlmann, Chair, Do dual language experiences benefit the academic and literacy outcomes of Spanish-speaking ELs? Symposium to be presented at the biennial conference of the Society for Research in Child Development. Salt Lake City, UT.
Winsler, A., Tucker, T., Alegrado, A., & Stein, J. (2023, March). Does taking arts electives predict later academic outcomes and suspensions for middle schoolers suspended in 5th grade? In M. Menzer (Chair) At-risk, justice-involved, and traumatized youths: Outcomes of engagement in the artsSymposium to be presented at the biennial conference of the Society for Research in Child Development. Salt Lake City, UT.
Franco-Jenkins, X., LaForett, D.R., Ordoñez Rojas, D., Maldonado, U., & Winsler, A (2023, March Biased teacher perceptions of student leadership skills in dual language education settings. Poster to be presented at the biennial conference of the Society for Research in Child Development. Salt Lake City, UT.
Waddell, C., & Winsler, A. (2023, March). Suicidality, depression, and victimization among sexual minority, ethnically diverse adolescents. Poster to be presented at the biennial conference of the Society for Research in Child Development. Salt Lake City, UT.
Maldonado, U., & Winsler, A. (2023, March). Immigrant advantage and paradox in middle school academic outcomes: Region/Country of origin effects. Poster to be presented at the biennial conference of the Society for Research in Child Development. Salt Lake City, UT.
Greenburg, J., & Winsler, A. (2023, March). Investigating the “Gift of Time”: Predictors and Outcomes of Delayed School Entry and Kindergarten Retention. Poster to be presented at the biennial conference of the Society for Research in Child Development. Salt Lake City, UT.
Nguyen M.VH. Serafini, E., Leeman, J., & Winsler, A. (2023, March). Factors predicting secondary school language course enrollment and performance in heritage Spanish speakers. Poster to be presented at the biennial conference of the Society for Research in Child Development. Salt Lake City, UT.
Hundertmark, A., & Winsler, A. (2023, March). Cumulative effects of poverty stability, duration, and intensity in elementary school on 5th grade academic outcomes. Poster to be presented presentation at the biennial conference of the Society for Research in Child Development. Salt Lake City, UT.
LaForett, D., Franco-Jenkins, X., & Winsler, A. (2023, February). Adherence to Program Model Language of Instruction in Spanish-English Dual Language Programming in Elementary Classrooms. Paper to be presented at the annual conference of the National Association for Bilingual Education (NABE). Portland, Oregon.
Franco-Jenkins, X., LaForett, D., & Winsler, A. (2023, February). Two-Way Immersion Classrooms during the Covid-19 pandemic: Parent and Teacher Perceptions of Students’ Learning. Paper to be presented at the annual conference of the National Association for Bilingual Education (NABE). Portland, Oregon.
Tucker, T. L., & Winsler, A. (2022, November). Between music-type differences in who takes music to high school. Poster presented at the annual conference of the National Association for Music Education. Washington, DC.
Ortiz-Cortes, V., Greenburg, J., Hines, C., & Winsler, A. (2022, August). Pre-k to kindergarten school mobility and later academic achievement. Poster presented at the annual convention of the American Psychological Association. Minneapolis, MN.
Winsler, A., Norvell, G., Franco, X., Simpkins, T., Beauchamp, A., Villa, R., & LaForett, D. (2022, June). How do you do 50/50?” Student Engagement in Two-Way Immersion Early Childhood Classrooms Depends on the Language Model Used and Children’s Home Language. Poster presented at the National Research Conference on Early Childhood (NRCEC). Washington, DC.
Maldonado, U., & Winsler, A. (2022, April). Immigrant advantage and paradox in middle school academic outcomes: country of origin effects. Paper presented at the National Conference on Undergraduate Research. Online.
Waddell, C., & Winsler, A. (2022, April). Suicidality, depression, and victimization among sexual minority, ethnically diverse adolescents. Paper presented at the National Conference on Undergraduate Research. Online.
Bochicchio, V., Keith, K., Scandurra, C., Montero, I., & Winsler, A. (2022, May). Digital play inhibits self-regulatory private speech use in preschool children. Poster presented at the SRCD special topics meeting: Learning through Play and Imagination. St. Louis, MO.
LaForett, D., Winsler, A., Franco, X., Simpson, T., Beauchamp, A., & Villa, R. (2022, January). Misclassification risk when using home language surveys to identify English learners. Paper presented at the annual IES PI conference: Advancing equity and inclusion in the education sciences. (Online).
Williams-Pinnock, A., & Winsler, A. (2021, April). Factors associated with access to advanced math in middle & high school for black girls. Poster presented at the biennial conference of the Society for Research on Child Development (SRCD) (Online)
LaForett, D.R., Franco, X., Winsler, A., & Simpson, M.T., (2021, April). Using home language surveys to identify English learners: Methods to reduce misclassification. Poster presented at the biennial conference of the Society for Research on Child Development (SRCD) (Online)
Thibodeaux, J., & Winsler, A. (2021, April). Careful what you say to yourself: Self-talk and tennis performance via multi-level modeling. Poster presented at the biennial conference of the Society for Research on Child Development (SRCD) (Online)
Ricciardi C., & Winsler, A. (2021, April). Equity in excellence: Factors linked to cumulative advanced course taking in middle and high school. Poster presented at the biennial conference of the Society for Research on Child Development (SRCD) (Online)
Nguyen, M.V.H., & Winsler, A. (2021, April). Early cognitive skills moderate the relationship between bilingualism and later foreign language learning. Poster presented at the biennial conference of the Society for Research on Child Development (SRCD) (Online)
Mumma, K., & Winsler, A. (2021, April). Elementary school quality moderates fifth- and eighth-grade outcomes from pre-k programs. Poster presented at the biennial conference of the Society for Research on Child Development (SRCD) (Online)
Greenburg, J., & Winsler, A. (2021, April). Predictors and outcomes of being retained twice in elementary school. Poster presented at the biennial conference of the Society for Research on Child Development (SRCD) (Online)
Greenburg, J., & Winsler, A. (2021, April). Third grade academic outcomes for delayed entry students with disabilities. Poster presented at the biennial conference of the Society for Research on Child Development (SRCD) (Online)
Winsler, A., Alegrado, A., & Tucker, T. (2021, April). Arts in middle school predict high school academic outcomes: More years of arts are better. In M. Menzer (Chair), Longitudinal, experimental, and population-based studies on the impact of arts engagement on child development. Symposium presented at the biennial conference of the Society for Research on Child Development (SRCD) (Online)
Alegrado, A., & Winsler, A. (2021, April). Academic benefits of middle school music enrollment among low-income, ethnically diverse youth. In K. Elpus (Chair), Using large-scale longitudinal data to understand music student outcomes in diverse school contexts. Symposium presented at the biennial conference of the Society for Research on Child Development (SRCD) (Online)
Tucker, T., Alegrado, A., & Winsler, A. (2021, April). Who takes music with them when they transition to high school? In K. Elpus (Chair), Using large-scale longitudinal data to understand music student outcomes in diverse school contexts. Symposium presented at the biennial conference of the Society for Research on Child Development (SRCD) (Online)
Hundertmark, A., Ricciardi, C., Williams, A., & Winsler, A. (2020, December). Differences in parent-teacher perceptions of social and behavioral skills at age 4 predict later academic outcomes. Poster presented at the biennial conference of the National Research Conference on Early Childhood (NRCEC) (Online).
Winsler, A., Mumma, K., Nguyen, Norvell, G., M, Franco, X., Simpson, M.T., & LaForett, D. R. (2020, December) Student engagement in two-way immersion (Spanish-English) classrooms in kindergarten through 3rd grade: Language of instruction and child home language. Poster presented at the biennial conference of the National Research Conference on Early Childhood (NRCEC) (Online).
LaForett, D.R., Franco, X., Mumma, K., Nguyen, M., Simpson, M.T., & Winsler, A. (2020, December) Fidelity of implementation in Spanish-English dual language programming in early elementary classrooms. Poster presented at the biennial conference of the National Research Conference on Early Childhood (NRCEC) (Online).
Bochicchio, V., Keith, K., Scandurra, C., Montero, I., & Winsler, A. (2021, September). The “digital bubble effect”: Digital play inhibits self-regulatory private speech use in preschool children. Paper to submitted for presentation at annual conference of the Italian Association of Psychology. Lecce, Italy
Winsler, A. (2021, August). Becoming bilingual in Miami: Predictors and outcomes of English acquisition for young dual language learners in poverty. In K. Kersten (Chair), Variables affecting foreign language acquisition in bilingual programs. Symposium to be presented at the Applied International Linguistics Association World Congress. Gronigen, The Netherlands.
Alegrado, A., & Winsler, A. (2020, August). Academic benefits of middle school music enrollment among low-income, ethnically diverse youth. In K. Elpus (Chair), Using large-scale longitudinal data to understand music student outcomes in diverse school contexts. Paper to be presented at the biennial International Society for Music Education conference, Helsinki, Finland. (Cancelled due to COVID-19)
Tucker, T., Alegrado, A., & Winsler, A. (2020, August). Who takes music with them when they transition to high school? In K. Elpus (Chair), Using large-scale longitudinal data to understand music student outcomes in diverse school contexts. Paper to be presented at the biennial International Society for Music Education conference, Helsinki, Finland. (Cancelled due to COVID-19)
Williams-Pinnock, A., & Winsler, A. (2021, April). Factors associated with access to advanced math in middle & high school for black girls. Poster presented at the biennial conference of the Society for Research on Child Development (SRCD) (Online)
LaForett, D.R., Franco, X., Winsler, A., & Simpson, M.T., (2021, April). Using home language surveys to identify English learners: Methods to reduce misclassification. Poster presented at the biennial conference of the Society for Research on Child Development (SRCD) (Online)
Thibodeaux, J., & Winsler, A. (2021, April). Careful what you say to yourself: Self-talk and tennis performance via multi-level modeling. Poster presented at the biennial conference of the Society for Research on Child Development (SRCD) (Online)
Ricciardi C., & Winsler, A. (2021, April). Equity in excellence: Factors linked to cumulative advanced course taking in middle and high school. Poster presented at the biennial conference of the Society for Research on Child Development (SRCD) (Online)
Nguyen, M.V.H., & Winsler, A. (2021, April). Early cognitive skills moderate the relationship between bilingualism and later foreign language learning. Poster presented at the biennial conference of the Society for Research on Child Development (SRCD) (Online)
Mumma, K., & Winsler, A. (2021, April). Elementary school quality moderates fifth- and eighth-grade outcomes from pre-k programs. Poster presented at the biennial conference of the Society for Research on Child Development (SRCD) (Online)
Greenburg, J., & Winsler, A. (2021, April). Predictors and outcomes of being retained twice in elementary school. Poster presented at the biennial conference of the Society for Research on Child Development (SRCD) (Online)
Greenburg, J., & Winsler, A. (2021, April). Third grade academic outcomes for delayed entry students with disabilities. Poster presented at the biennial conference of the Society for Research on Child Development (SRCD) (Online)
Winsler, A., Alegrado, A., & Tucker, T. (2021, April). Arts in middle school predict high school academic outcomes: More years of arts are better. In M. Menzer (Chair), Longitudinal, experimental, and population-based studies on the impact of arts engagement on child development. Symposium presented at the biennial conference of the Society for Research on Child Development (SRCD) (Online)
Alegrado, A., & Winsler, A. (2021, April). Academic benefits of middle school music enrollment among low-income, ethnically diverse youth. In K. Elpus (Chair), Using large-scale longitudinal data to understand music student outcomes in diverse school contexts. Symposium presented at the biennial conference of the Society for Research on Child Development (SRCD) (Online)
Tucker, T., Alegrado, A., & Winsler, A. (2021, April). Who takes music with them when they transition to high school? In K. Elpus (Chair), Using large-scale longitudinal data to understand music student outcomes in diverse school contexts. Symposium presented at the biennial conference of the Society for Research on Child Development (SRCD) (Online)
Hundertmark, A., Ricciardi, C., Williams, A., & Winsler, A. (2020, December). Differences in parent-teacher perceptions of social and behavioral skills at age 4 predict later academic outcomes. Poster presented at the biennial conference of the National Research Conference on Early Childhood (NRCEC) (Online).
Winsler, A., Mumma, K., Nguyen, Norvell, G., M, Franco, X., Simpson, M.T., & LaForett, D. R. (2020, December) Student engagement in two-way immersion (Spanish-English) classrooms in kindergarten through 3rd grade: Language of instruction and child home language. Poster presented at the biennial conference of the National Research Conference on Early Childhood (NRCEC) (Online).
LaForett, D.R., Franco, X., Mumma, K., Nguyen, M., Simpson, M.T., & Winsler, A. (2020, December) Fidelity of implementation in Spanish-English dual language programming in early elementary classrooms. Poster presented at the biennial conference of the National Research Conference on Early Childhood (NRCEC) (Online).
Parada, M., & Winsler, A. (2020, June). Early immigrant advantage for Latinx and Black students is sustained through 5th grade. Poster presented at the biennial conference of the national research conference on early childhood (NRCEC). Washington, DC. (cancelled due to COVID-19)
Winsler, A. (2020, June). Discussant. In A. Johnson (Chair). Dual-Language Learners in Early Care & Education. Symposium presented at the biennial conference of the national research conference on early childhood (NRCEC). Washington, DC. (cancelled due to COVID-19)
Greenburg, J.E., & Winsler, A. (2020, June). Emergent literacy skills and later outcomes for preschool children with disabilities. Poster presented at the biennial conference of the National research conference on early childhood (NRCEC). Washington, DC. (cancelled due to COVID-19)
Serafini, E., Winsler, A., & Rozell, N. (2020, March). Home language instruction supports educational outcomes for language-minority students. Paper presented at the annual conference of the Georgetown University Round Table (GURT). (Conference cancelled due to COVID-19)
De Feyter, J.J., Parada, M.D., Hartman, S., Curby, T., & Winsler, A. (2020, May). Holding on: First-generation advantage and the immigrant paradox in early schooling outcomes. Paper to be presented at the SRCD special topics conference - Construction of the Other: Development, Consequences, and Applied Implications of Prejudice and Discrimination. Rio Grande, Puerto Rico, USA.
Bochicchio, V., Keith, K., Scandurra, C., Montero, I., & Winsler, A. (2020, May). Digital play inhibits self-regulatory private speech use in preschool children. Poster to be presented at the SRCD special topics meeting: Learning through Play and Imagination. St. Louis, MO.
Nguyen, M., & Winsler, A. (2019, October). The association between early bilingualism and selection into later foreign language learning. Poster presented at the biennial meeting of the Cognitive Development Society. Louisville, KY.
Tavassolie, T., & Winsler, A. (2019, September). Migrant Head Start preschool children's school readiness and early elementary school performance. In V. Jones, (Chair) The impact of Head Start on children and families. Symposium presented at the National Head Start Association Fall Leadership Institute. Crystal City, VA.
Winsler, A. (2019, September). Learning from arts education research. (P. Shaffer, Chair). Panel to be presented at the annual Arts Education Partnership (AEP) Convening: The Arts Leading the Way to Student Success. Alexandria, VA.
Winsler, A. (2019, September). Opportunities for HBCU Research: Arts research grants (M. Menzer, Chair). Panel to be presented at the annual HBCU conference: Enhancing HBCU competitiveness: Student achievement, quality partnerships, and institutional performance. Washington, DC.
Williams, A., Ricciardi, C., & Winsler, A. (2019, May). Gender differences in STEM achievement among low-income ethnically diverse students in elementary school. Poster presented at the Association for Psychological Science Convention. Washington, DC.
Calibuso, E., & Winsler, A. (2019, May). “Who switches schools?: Child-level predictors of school mobility in middle school. Poster presented at the Association for Psychological Science Convention. Washington, DC.
Greenburg, J., Thompson, B. N., & Winsler, A. (2019, May). “Catch them while they’re young?”: Academic outcomes for students retained early rather than later in 3rd grade. Poste presented at the Association for Psychological Science Convention. Washington, DC.
Calibuso, E., & Winsler, A. (2019, April). Who Switches Schools?: Child-Level Predictors of School Mobility in Middle School. Poster presented at the annual National Conference for Undergraduate Research (NCUR). Kennesaw, GA.
Winsler, A. Serafini, E., & Rozell, N. (2019, March). DLL outcomes vary by the school's bilingual education model: Two-way immersion and home language support. In N. Rojas (Chair), Bilingual education program models and classroom practices for DLLs: Processes and outcomes from preschool through elementary school. Symposium presented at the biennial conference of the Society for Research in Child Development. Baltimore, MD.
Mead, D.L., Hutchison, L., & Winsler, A. (2019, March). Narrative competence and executive functioning in young children with varying degrees of bilingualism. Poster presented at the biennial conference of the Society for Research in Child Development. Baltimore, MD.
Ricciardi, C., & Winsler, A. (2019, March). Pathways to success: Trajectories and timing of advanced course taking for ethnically diverse students in poverty in middle and high school. Poster presented the biennial conference of the Society for Research in Child Development. Baltimore, MD.
Williams, A., Ricciardi, C., & Winsler, A. (2019, March). Parent- and preschool-teacher-perceived strengths among Black and Latino boys: Links to early success in elementary school. In S. Sonnenschein & B. Sawyer (Chairs), Building on family strengths to promote the academic development of young Black and Latino children. Symposium presented at the biennial conference of the Society for Research in Child Development. Baltimore, MD.
Williams, A., & Winsler, A. (2019, March). School readiness assessments are weakly related to later educational outcomes for ethnically diverse children with autism. Poster presented at the biennial conference of the Society for Research in Child Development. Baltimore, MD.
Greenburg, J.E., & Winsler, A. (2019, March). Delayed kindergarten entry among ethnically diverse, low-income students: Prevalence, predictors, and selection patterns. Poster presented at the biennial conference of the Society for Research in Child Development. Baltimore, MD.
Tavassolie, T., & Winsler, A. (2019, March). How profiles of school readiness relate to third grade performance among low-income ethnically and linguistically diverse children. Poster presented at the biennial conference of the Society for Research in Child Development. Baltimore, MD.
Alegrado, A., & Winsler, A. (2019, March). Who stops the music?: Predicting persistence in middle school music elective courses. Poster presented at the biennial conference of the Society for Research in Child Development. Baltimore, MD.
'Could Later School Start Times Improve Adolescent Health?' Psychiatric News August 18, 2017
WDTV TV News (Bridgeport, WV) 'Using music as pre-school prep' http://www.wdtv.com/content/news/Using-music-as-pre-school-prep-439874443.html
'Teenagers Who Don't Get Enough Sleep at Higher Risk for Mental Health Problems' Scientific American. https://www.scientificamerican.com/article/teenagers-who-don-t-get-enough-sleep-at-higher-risk-for-mental-health-problems/ July 2015
Child Trends News Service story “Music, Movement, and Preschool Readiness” - covered on multiple TV news stations (PA, NJ, MN)
‘Sleep deprivation among teenagers' - With Good Reason’ NPR radio show. Jan 2017
‘Why does my child talk to himself?‘ With Good Reason’ NPR radio show. July 2008 and June 2010
‘I’m talking to me’ Working Mother, May 2009 www.workingmother.com
‘Why does my child talk to himself?’ Pediatrics for Parents, 25 (11-12), 2009. pp. 24-25. (Newsletter and podcast)
‘Among Child Care Options in Miami, Children Learn More in School-Based Pre-K’ Early Ed Watch (Newsletter and blog) April 2009.
Alex Moffett, Urban Intradistrict School Mobility And Its Association With Elementary School Academic Achievement (2021)
Courtney Ricciardi, Trajectories of Advanced Math Taking for Low-income Students of Color in Middle and High School (2021)
Jordan E. Greenburg, Investigating the “Gift of Time”: Predictors and Outcomes Associated with Delayed School Entry and Kindergarten Retention (2021)
Amber Shriver, Relations Between Child Obesity and Executive Functions Among Low-income Latinx Families Participating in an Obesity Intervention: A Secondary Analysis (2020)
Angelique B. Williams, Black Girl Magic: Factors associated with Access to Advanced Math in Middle and High School for Black Girls (2020)
Mayra Parada, Academic Trajectories for Latino and Black Immigrant Advantage in Middle School (2020)
Kaitlyn Mumma, The Influence of School Quality on Fifth and Eighth Grade Outcomes of Public-school Pre-k and Center-based Preschool Programs (2019)
Tanya Tavassolie, How Profiles of School Readiness Relate to Third Grade Performance among Low-income Ethnically and Linguistically Diverse Children (2018)
C. Jordan Thibodeaux, What Are Athletes Saying to Themselves? Self-talk and Motivation in Youth Tennis (2016)
Jameela Conway-Turner, Does Diversity Matter?: The Impact of School Racial Composition on the Academic Achievement of Elementary School Students in an Ethnically Diverse, Low-Income Sample (2016)
Danielle L Mead, Narrative Competence and Executive Functioning in Young Children with Varying Degrees of Bilingualism (2015)
Deepti Gupta, Cultural Differences in Maternal Emotion Socialization of Anxiety and Anger in Young Children and Links with Temperament (2012)
Lindsey Hutchison, Relations between Executive Functioning, Second Language Fluency, and Externalizing Behavior Problems in Early Childhood (2012)
Jessica Johnson De Feyter, School Readiness, Early Achievement, and the Role of English Language Proficiency for Children in Low-Income Immigrant Families (2011)
Louis Manfra, The Effects of Speech Awareness and Speech Instructions on Young Children's Self-Talk and Cognitive Self-Regulation During a Dimensional Change Counting Task (2006)
Amy Madigan, Implications of Interparental Conflict for Children?s Self-Control and the Mediating Role of Parenting Practices (2005)
Michael Feder, Mental Health and Academic Skills of Sierra Leonean Children from Refugee Families (2005)
Angela Willson-Quayle, The Effects of Child-Centered, Teacher-Directed, and Scaffolded Instruction on Low-Income, Latino Preschoolers' Task Performance, Motivation, and Private Speech (2001)