Selected Publications

View Dr. Winsler's Google Scholar and Research Gate for more publications.

Winsler, A., Rozell, N., Tucker, T. L., & Norvell, G. (2023). Earlier mastery of English predicts 5th grade academic outcomes for low-income dual language learners in Miami, USA. Bilingualism: Language and Cognition, 1–14. Advance online publication.

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, 1–16.

Tucker, T. L. & Winsler, A. (2023). Who takes music with them when they transition to high school? Journal of Research in Music Education, 71(1), 22–48.

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, 1–13.

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 publication.

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. Advance online publication.

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 publication.

Fatahi, N., Curby, T., & Winsler, A. (2022). Early childhood education teachers’ emotion socialization and children’s emotional competence. Early Child Development and Care. Advance online publication.

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.

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 publication.

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.

Nguyen, M.V.H., & Winsler, A. (2021). Early bilingualism predicts enhanced later foreign language learning in secondary school. Developmental Psychology, 57(11), 1926–1942.

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(4), 110–120.

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 in Psychology, 12(583883), 1–13.

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.

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.

Greenburg, J., Hines, C., & Winsler, A. (2020). Predictors of school mobility from public school pre-k to kindergarten. Children and Youth Services Review. Advance online publication.

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. Advance online publication.

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 publication.

Ansari, A., & Winsler, A. (2020). The long-term benefits of Montessori pre-K education for low-income, Latinx children. Applied Developmental Science. Advance online publication.

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 publication.

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.

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.

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.

Bochicchio, V., & Winsler, A. (2020). The psychology of olfaction: A theoretical framework with research and clinical implications. Psychological Review, 127(3), 442–454.

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.

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, 68(1), 5–30.

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.

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.

Greenburg, J. E., 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.

Winsler, A., Gara, T. V., Alegrado, A., Castro, S., & Tavassolie, T. (2020). Selection into, and academic benefits from, arts-related courses in middle school among low-income, ethnically diverse youth. Psychology of Aesthetics, Creativity, and the Arts, 14(4), 415–432.

Byers-Heinlein, K., Esposito, A.G., Winsler, A., Marian, V., Castro, D.C., & Luk, G. (2019). The case for measuring and reporting bilingualism in developmental research. Collabora: Psychology, 5(1): 37, 1–11.

Thibodeaux, J., Bock, A., Hutchison, L., & Winsler, A. (2019). Singing to the self: Children’s private speech, private song, and executive functioning. Cognitive Development, 50, 130–141.

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.

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.

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.

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.

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.

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.

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.

Thibodeaux, J., Deutsch, A., Kitsantas, A., & Winsler, A. (2017). First-year college students’ time use: Relations with self-regulation and GPA. Journal of Advanced Academics, 28(1), 5–27.

Manfra, L., Squires, C., Dinehart, L.H.B., Bleiker, C., Hartman, S.C., & Winsler, A. (2017). Preschool writing and pre-mathematics predict third grade achievement for low-income, ethnically-diverse children. Journal of Educational Research110, 528–537.

Hartman, S.C., & Winsler, A. (2017). Behavioral concerns among low-income ethnically diverse children in child care: Importance for school readiness and kindergarten achievement. Early Education and Development, 28(3), 255–273.

Ansari, A., López, M., Manfra, L., Bleiker, C., Dinehart, L.H.B., Hartman, S.C., & Winsler, A. (2017). Differential third grade outcomes associated with attending publically funded preschool programs for low-income, Latino children. Child Development, 88(5), 1743–1756.

Hutchison, L., Feder, M., Abar, B., & Winsler, A. (2016). Relations between parenting stress, parenting style, and child executive functioning for children with ADHD or autism. Journal of Child and Family Studies, 25, 3644–3656.

Gupta Karkhanis, D., & Winsler, A. (2016). Temperament, gender, and cultural differences in maternal emotion socialization of anxiety, somatization, and anger. Psychological Studies, 61(3) 137–158.

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.

Manfra, L., Tyler, S., & Winsler, A. (2016). Speech monitoring and repair in preschool children’s social and private speech. Early Childhood Research Quarterly, 37, 94–105.

Qiu, C., & Winsler, A. (2016). Language use in a “One Parent One-Language” Mandarin-English bilingual family: Noun versus verb use and language mixing compared to maternal perception. International Journal of Bilingual Education and Bilingualism, 20(3), 272–291.

Tavassolie, T., Dudding, S., Madigan, A.L., Thorvardarson, E., & Winsler, A. (2016). Differences in perceived parenting style between mothers and fathers: Implications for child outcomes and marital conflict. Journal of Child and Family Studies, 25, 2055–2068.

Kim., H., Carlson, A.G., Curby, T.W., & Winsler, A. (2016). Relations among motor, social, and cognitive skills in pre-kindergarten children with developmental disabilities. Research in Developmental Disabilities, 53/54, 43–60.

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.

Kim, Y.K., Hutchison, L.A., & Winsler, A. (2015). Bilingual education in the United States: An historical overview and examination of two-way immersion. Educational Review, 67(2), 236–252.

Kim, Y.K., Curby, T.W., & Winsler, A. (2014). Child, family, and school characteristics related to English proficiency development among low-income dual language learners (DLLs). Developmental Psychology, 50, 2600–2613.

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.

Manfra, L., Davis, K., Ducenne, L., & Winsler, A. (2014). Preschoolers’ motor and verbal self-control strategies during a resistance-to-temptation task. Journal of Genetic Psychology, 175, 332–345.

Verdon, S., McLeod, S., & Winsler, A. (2014). Linguistic diversity among Australian children in the first five years of life. Speech, Language, and Hearing, 17(4), 196–203.

Ansari, A., & Winsler, A. (2014). Montessori public school pre-K programs and the school readiness of low-income Black and Latino children. Journal of Educational Psychology, 106(4), 1066–1079.

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, 29, 750–764.

Medeiros, K., & Winsler, A. (2014). Parent-child gesture use during problem solving in autistic spectrum disorder. Journal of Autism and Developmental Disabilities, 44, 1946–1958.

D’Lima, G., Winsler, A., & Kitsantas, A. (2014). Gender and ethnic differences in first-year college students’ goal orientation, academic self-efficacy, and intrinsic/extrinsic motivation. Journal of Education Research, 107, 341–356.

Verdon, S., McLeod, S., & Winsler, A. (2014). Language maintenance and loss in a population study of young Australian children. Early Childhood Research Quarterly, 29, 168–181.

Morrissey, T., Hutchison, L., & Winsler, A. (2014). Family poverty, school attendance, and academic achievement in early elementary school. Developmental Psychology, 50, 741–753.

Huie, F., Winsler, A., & Kitsantas, A. (2014). Employment and first-year college achievement: The role of self-regulation and motivation. Journal of Education and Work, 27, 110–135.

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.

Rubio, D.A., Sánchez Medina, J.A., & Winsler, A. (2013). Private speech in illiterate adults: Cognitive functions, task difficulty, and literacy. Journal of Adult Development, 20(2), 100–111.

Ansari, A., & Winsler, A. (2013). Stability and sequence of center-based vs. family childcare: Links with low-income children’s school readiness. Children and Youth Services Review, 35, 358–366.

Loyola Briceno, A-C., De Feyter, J.J., & Winsler, A. (2013). The school readiness of children born to low-income adolescent Latinas in Miami. American Journal of Orthopsychiatry, 83(2–3), 430–442.

Cambridge-Williams, T., Winsler, A., Kitsantas, A., & Bernard, E. (2013). University 100 orientation courses and living-learning communities boost academic retention and graduation via enhanced self-efficacy and self-regulated learning. Journal of College Student Retention15(2), 243–268.

Ansari, A., & Winsler, A. (2012). School readiness among low-income, Latino children attending family daycare versus center-based care. Early Child Development and Care, 182, 1465–1485.

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(5), 1299–1314.

Crane, J , Mincic, M S., & Winsler, A. (2011). Parent-teacher agreement and reliability on the Devereux Early Childhood Assessment (DECA) in English and Spanish for ethnically diverse children living in poverty, Early Education & Development, 22(3), 520–547.

Tran, H., & Winsler, A. (2011). Teacher and center stability and school readiness among low-income, ethnically diverse children in subsidized, center-based child care. Children and Youth Services Review, 33, 2241–2252.

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 Development22, 274–304.

De Feyter, 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.

Hastings, E.l., Karas, T., L., Winsler, A., Way, E., Madigan, A.L., & Tyler, S. (2009). Young children’s video/computer game use: Relations with school performance and behavior. Issues in Mental Health Nursing30, 638–649.

Abar, B., Carter, K.L., & Winsler, A. (2009). The effects of parenting style and religious commitment on self-regulation, academic achievement, and risk behavior among African-American parochial college students. Journal of Adolescence32, 259–273.

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.

Bernhard, J., Winsler, A., Bleiker, C., Ginieniewicz, J., & Madigan, A.L. (2008). “Read my story:” Promoting early literacy among diverse, urban, preschool children in poverty with the Early Authors Program. Journal for the Education of Students Placed at Risk, 13, 76–105.

Crane, J.L., & Winsler, A. (2008). Early autism detection:  Implications for pediatric practice and public policy. Journal of Disability Policy Studies, 18, 245–253.

Winsler, A., Abar, B., Feder, M., Rubio, D.A. & Schunn, C. (2008). 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. (2007). “Should I let them talk?”:  Private speech and task performance among preschool children with and without behavioral problems. Early Childhood Research Quarterly, 22, 215–231.

Manfra, L., & Winsler, A. (2006). Preschool children's awareness of private speech. International Journal of Behavioral Development, 30, 537–549.

Winsler, A., Feder, M., Way, E., & Manfra, L. (2006). Maternal beliefs concerning young children's private speech. Infant and Child Development, 15, 403–420.

Bernhard, J.K., Cummins, J., Campoy, F.A., Ada, A.F., Winsler, A., & Bleiker, C. (2006). Identity texts and literacy development among preschool English language learners:  Enhancing learning opportunities for children at risk of learning disabilities. Teachers College Record, 108, 2380–2405.

Davis, K.D., Winsler, A., & Middleton, M. (2006). Students' perceptions of rewards for academic performance by parents and teachers:  Relations with achievement and motivation in college. Journal of Genetic Psychology, 167, 211–220.

Lobo, Y.B., & Winsler, A. (2006). The effects of a creative dance and movement program on the social competence and behavior of Head Start preschoolers. Social Development, 15, 501–519.

Winsler, A., Naglieri, J.A., & Manfra, L. (2006). Children's search strategies and accompanying verbal and motor strategic behavior:  Developmental trends and relations with task performance among children age 5 to 17. Cognitive Development, 21, 232–248.

Tyler, S., Allison, K., & Winsler, A. (2006). Child neglect: Developmental consequences, intervention, and policy implications. Child and Youth Care Forum, 35, 1–20.

Winsler, A., Madigan, A. & Aquilino, S. (2005). Correspondence between maternal and paternal parenting styles during early childhood. Early Childhood Research Quarterly, 20, 1–12.

Sarampote, N.C., Bassett, H. H., & Winsler, A. (2004). After-school care: Child outcomes and recommendations for research and policy. Child & Youth Care Forum, 33, 329–348.

Naglieri, J.A. Booth, A.L., & Winsler, A. (2004). Comparison of Hispanic children with and without limited English proficiency on the Naglieri Nonverbal Ability Test. Psychological Assessment, 16, 81–84.

Winsler, A., De León, J.R., Wallace, B., Carlton, M.P, & Willson-Quayle, A. (2003). Private speech in preschool children: Developmental stability and change, across-task consistency, and relations with classroom behavior. Journal of Child Language, 30, 583–608.

Winsler, A. (2003). Vygotskian perspectives in early childhood education: Introduction to special issue. Early Education & Development, 14, 253–270.

Winsler, A., & Naglieri, J.A. (2003). Overt and covert verbal problem-solving strategies: Developmental trends in use, awareness, and relations with task performance in children age 5 to 17. Child Development, 74, 659–678.

Winsler, A., & Carlton, M.P  (2003). Observations of children's task activities and social interactions in relation to teacher perceptions in a child-centered preschool: Are We Leaving Too Much to Chance? Early Education & Development, 14, 155–178.

Madigan, A. L., Winsler, A., Maradiaga, J., & Grubba, J. (2002).  Self-perceived competence among preschool children in relation to teacher-perceived competence. Journal of Psychoeducational Assessment, 20, 358–369.

Winsler, A., Caverly, S.L, Willson-Quayle, A., Carlton, M.P., & Howell, C. (2002). The social and behavioral ecology of mixed-age and same-age preschool classrooms: A natural experiment. Journal of Applied Developmental Psychology, 23, 305–330.

Winsler, A., & Wallace, G.L. (2002). Behavior problems and social skills in preschool children: Parent-teacher agreement and relations with classroom observations. Early Education & Development, 13, 41–58.

Winsler, A., Carlton, M.P., & Barry, M.J. (2000). Age-related changes in preschool childrenâs systematic use of private speech in a natural setting. Journal of Child Language, 27, 665–687.

Winsler, A., Diaz, R. M., Atencio, D.J , McCarthy, E. M., & Adams Chabay, L. (2000). Verbal self-regulation over time in preschool children at-risk for attention and behavior problems. Journal of Child Psychology and Psychiatry and Allied Disciplines, 41, 875–886.

Winsler, A., Diaz, R.M., McCarthy, E.M., Atencio, D., & Adams Chabay, L. (1999). Mother-child interaction, private speech, and task performance in preschool  children with  behavior problems. Journal of Child Psychology and Psychiatry and Allied Disciplines, 40, 891–904.

Winsler, A., Diaz, R.M., Espinosa, L., & Rodriguez, J. L. (1999). When learning a second language does not mean losing the first: Bilingual language development in low-income, Spanish-speaking children attending bilingual preschool. Child Development, 70, 349–362.

Winsler, A. (1998). Parent-child interaction and private speech in boys with ADHD. Applied Developmental Science, 2, 17–39.

Winsler, A., Diaz, R. M., & Montero, I. (1997). The role of private speech in the transition from collaborative to independent task performance in young children. Early Childhood Research Quarterly, 12, 59–79.