Selected Publications

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


Serafini, E.J., Rozell, N., & Winsler, A. (in press). 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. Advance Online.

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.

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.

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

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

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.

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.

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.

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.

Gara, T., & Winsler, A. (2019). Selection into, and academic benefits from, middle school dance elective courses among urban youth. Psychology of Aesthetics, Creativity, and the Arts. Advance online.

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.

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. Advance online.

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.