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. https://doi.org/10.1017/S136672892300007X

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. https://doi.org/10.3389/fpsyg.2022.1035716

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. 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, 1–13. 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 publication. https://doi.org/10.1037/fam0001006

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. https://doi.org/10.1016/j.cogdev.2022.101180

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. https://doi.org/10.1016/j.childyouth.2022.106397

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. https://doi.org/10.1080/03004430.2022.2074980

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://doi.org/10.1080/13670050.2019.1707477

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. https://doi.org/10.1080/02701367.2021.1918323

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

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

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. https://doi.org/10.1016/j.ecresq.2021.05.006

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. 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

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

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. https://doi.org/10.1016/j.childyouth.2020.105670

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. 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 publication. https://doi.org/10.1080/10888691.2020.1781633

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. https://doi.org/10.1080/10888691.2020.1781632

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. https://doi.org/10.1177/0042085920902257

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

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

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

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

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. https://doi.org/10.1177/0022429420908282

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

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

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. https://doi.org/10.1080/10409289.2019.1636353

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. https://doi.org/10.1037/aca0000222

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.  https://doi.org/10.1525/collabra.233

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. https://doi.org/10.1016/j.cogdev.2019.04.005

Tavassolie, T., & Winsler, A. (2019). Predictors of mandatory 3^rd 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

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

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

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. https://doi.org/10.1016/j.psychsport.2018.06.006

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. https://doi.org/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. https://doi.org/10.1177/2332858417699380

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. https://doi.org/10.1080/00220671.2016.1261074

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. https://doi.org/10.1177/1932202X16676860

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 Research, 110, 528–537. https://doi.org/10.1080/00220671.2016.1145095

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. https://doi.org/10.1080/00220671.2016.1145095

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. https://doi.org/10.1111/cdev.12663

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. https://doi.org/10.1007/s10826-016-0518-2

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. https://doi.org/10.1007/s12646-016-0360-z

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. https://doi.org/10.1016/j.ecresq.2016.06.002

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. https://doi.org/10.1016/j.ecresq.2016.04.004

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. https://doi.org/10.1080/13670050.2015.1044935

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. https://doi.org/10.1007/s10826-016-0376-y

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. https://doi.org/10.1016/j.ridd.2016.01.016

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. https://doi.org/10.1007/s10964-014-0170-3

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. https://doi.org/10.1080/00131911.2013.865593

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. https://doi.org/10.1037/a0038050

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. https://doi.org/10.1037/a0037161

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. https://doi.org/10.1080/00221325.2014.917067

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. https://doi.org/10.1179/2050572814Y.0000000038

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. https://doi.org/10.1037/a0036799

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. https://doi.org/10.1016/j.ecresq.2014.02.008

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. https://doi.org/10.1007/s10803-014-2069-y

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. https://doi.org/10.1080/00220671.2013.823366

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. https://doi.org/10.1016/j.ecresq.2013.12.003

Morrissey, T., Hutchison, L., & Winsler, A. (2014). Family poverty, school attendance, and academic achievement in early elementary school. Developmental Psychology, 50, 741–753. https://doi.org/10.1037/a0033848

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. https://doi.org/10.1080/13639080.2012.718746

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. https://doi.org/10.1007/s11256-013-0259-0

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. https://doi.org/10.1007/s10804-013-9161-y

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. https://doi.org/10.1016/j.childyouth.2012.11.017

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. https://doi.org/10.1111/ajop.12021

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 Retention, 15(2), 243–268. https://doi.org/10.2190/CS.15.2.f

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. https://doi.org/10.1080/03004430.2011.622755

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. https://doi.org/10.1037/a0026985

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. https://doi.org/10.1080/10409289.2011.565722

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. https://doi.org/10.1016/j.childyouth.2011.07.008

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. https://doi.org/10.1080/10409280903585739

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. https://doi.org/10.1016/j.ecresq.2009.07.004

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 Nursing, 30, 638–649. https://doi.org/10.1080/01612840903050414

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 Adolescence, 32, 259–273. https://doi.org/10.1016/j.adolescence.2008.03.008

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. https://doi.org/10.1016/j.ecresq.2008.02.003

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. https://doi.org/10.1080/10824660701860458

Crane, J.L., & Winsler, A. (2008). Early autism detection:  Implications for pediatric practice and public policy. Journal of Disability Policy Studies, 18, 245–253. https://doi.org/10.1177/1044207307311527

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. https://doi.org/10.1007/s10803-006-0294-8

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. https://doi.org/10.1016/j.ecresq.2007.01.001

Manfra, L., & Winsler, A. (2006). Preschool children's awareness of private speech. International Journal of Behavioral Development, 30, 537–549. https://doi.org/10.1177/0165025406072902

Winsler, A., Feder, M., Way, E., & Manfra, L. (2006). Maternal beliefs concerning young children's private speech. Infant and Child Development, 15, 403–420. https://doi.org/10.1002/icd.467

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. https://doi.org/10.1111/j.1467-9620.2006.00786.x

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. https://doi.org/10.3200/GNTP.167.2.211-220

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. https://doi.org/10.1111/j.1467-9507.2006.00353.x

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. https://doi.org/10.1016/j.cogdev.2006.03.003

Tyler, S., Allison, K., & Winsler, A. (2006). Child neglect: Developmental consequences, intervention, and policy implications. Child and Youth Care Forum, 35, 1–20. https://doi.org/10.1007/s10566-005-9000-9

Winsler, A., Madigan, A. & Aquilino, S. (2005). Correspondence between maternal and paternal parenting styles during early childhood. Early Childhood Research Quarterly, 20, 1–12. https://doi.org/10.1016/j.ecresq.2005.01.007

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. https://doi.org/10.1023/B:CCAR.0000043039.79476.e9

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. https://doi.org/10.1037/1040-3590.16.1.81

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. https://doi.org/10.1017/S0305000903005671

Winsler, A. (2003). Vygotskian perspectives in early childhood education: Introduction to special issue. Early Education & Development, 14, 253–270. https://doi.org/10.1207/s15566935eed1403_1

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. https://doi.org/10.1111/1467-8624.00561

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. https://doi.org/10.1207/s15566935eed1402_2

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. https://doi.org/10.1177/073428290202000404

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. https://doi.org/10.1016/S0193-3973(02)00111-9

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. https://doi.org/10.1207/s15566935eed1301_3

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. https://doi.org/10.1017/S0305000900004402

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. https://doi.org/10.1111/1469-7610.00675

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. https://doi.org/10.1111/1469-7610.00507

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. https://doi.org/10.1111/1467-8624.t01-1-00026

Winsler, A. (1998). Parent-child interaction and private speech in boys with ADHD. Applied Developmental Science, 2, 17–39. https://doi.org/10.1207/s1532480xads0201_2

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. https://doi.org/10.1016/S0885-2006(97)90043-0