Practitioner Focused Publications
Colombo, M., Tigert, J. M., & Leider, C. M. (2019). Positioning teachers, positioning learners: Why we should stop using the term English learners. TESOL Journal, e00432.
Leider, C.M. (02 December 2018). Multilingual Spaces for Multilingual Students. Invited blog post for the Massachusetts Reading Association Literacy Coaches Blog. Available here.
Leider, C.M. (2018). Bilingualism through the public eye. MATSOL Currents, 41 (1), 46-48.
Ennser-Kananen, J. & Leider, C.M. (2018). Stop the deficit: Preparing Pre-Service Teachers to Work with Bilingual Students. In P. Romanowski & M. Jedynak (Eds.), The Many Faces of Bilingualism- Living with Two Languages.
Colombo, M., Chumley, J., Leider, C.M., & Abraham, P. (2017). ESL Teachers Matter! MATSOL Currents, 39 (2), 26.
Empirical Research Journal Articles and Book Chapters
Leider, C.M., Proctor, C.P., & Silverman, R. (2018). Language Growth Trajectories: Does Immigrant Generation Status Moderate Linguistic Interdependence? International Journal of Bilingual Education and Bilingualism.
Colombo, M., Tigert, J., & Leider, C.M. (2018). The State of Teacher Preparedness to Teach Emergent Bilingual Learners: Perspectives of 45 English Language Education Directors, MATSOL Currents, 41 (1), 52-58.
Louick, R., Leider, C.M., Daley, S. & Proctor, C.P. (2016). Motivation for Reading Among Struggling Middle School Readers: A Mixed Methods Study. Learning and Individual Differences, 49, 260-269.
Leider, C. M., Proctor, C.P., & Silverman, R.D. (2014). The Biliteracy Translation Measure: Using written translations to index bilingualism and biliteracy in Spanish and English. NYS TESOL Journal, 1, 9-24.
Proctor, C.P., Daley, S., Louik, R., Leider, C.M., & Gardner, G. L. (2014). How motivation and engagement predict reading comprehension among native English-speaking and English-learning middle school students with disabilities in a remedial reading curriculum. Learning and Individual Differences, 36, 76-83.
Leider, C.M., Proctor, C.P., Silverman, R.D., & Harring, J. (2013). Examining the role of vocabulary depth, cross-linguistic transfer, and types of reading measures on the reading comprehension of Latino bilinguals in elementary school. Reading & Writing: An Interdisciplinary Journal, 26, 1459-1485.
Proctor, C.P., Silverman, R.D., Harring, J., & Montecillo, C. (2012). The role of vocabulary depth in predicting reading comprehension among English monolingual and Spanish-English bilingual children in elementary school. Reading & Writing: An Interdisciplinary Journal, 25 (7), 1635-1664.
Dearing, E., Casey, M.B., Ganley, C., Tillinger, M., Laski, E., & Montecillo, C. (2012). Young girls’ math and spatial skills: The distal and proximal roles of family socioeconomics and home learning experiences. Early Childhood Research Quarterly, 27 (3), 458-470.