All publications are linked or free for download below.
Research on Language, Literacy, and Policy Issues for Multilingual Learners
Leider, C.M., Colombo, M.W., & Nerlino, E. (in press). Decentralization, Teacher Quality, and the Education of English Learners: Do State Education Agencies effectively prepare teachers of ELs? Educational Policy Archives Analysis.
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. DOI: https://doi.org/10.1080/13670050.2018.1500998.
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.
Research on Higher Education and Teacher Education
Dobbs, C. L. & Leider, C.M.
(accepted). “Does this happen to everyone?": Women professors of color reflect on experiences in the academy, A Duoethnography.
International Journal of Qualitative Research.
Dobbs, C.L. & Leider, C.M.
(2021) A LangCrit Analysis of Teachers’ Beliefs about Language Learning and Language Diversity.
Journal of Multilingual Theories and Practices, 2(1), 25-46.
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.
Articles and Book Chapters for PK-12 Practitioners and Administrators
Dobbs, C. L. & Leider, C.M. (in press). What values about language variation are communicated through writing rubrics? The English Journal.
Tigert, J. & Leider, C.M. (accepted). Beyond the core: Preparing art educators to meet the needs of multilingual learners.
Leider, C.M. & Tigert, J. (2021). Access and the arts: Teacher preparation to support multilingual students’ full participation in the arts. MATSOL Currents, 43 (2), 39-43.
Leider, C.M., Ross, M., & Schantz, M. (2021). A cycle of unshifting practices and perspectives: disrupting the cycle through anti-racist pedagogy. In J. Bempechat & M. Jimenez-Silva (Eds.), Latinx Experiences in U.S. Schools: Voices of Students, Teachers, Teacher Educators and Education Allies in the Age of Trump.
Colombo, M., Tigert, J., & Leider, C.M. (2020). Creating a space for writers' voices: Translingual writing in middle and high school English classes. The Leaflet, 117(1), 20-29.
Ross, M. & Leider, C.M. (2020). Sustaining an asset-based approach in distance education. MATSOL Currents, 43 (1), 33-37.
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.
Colombo, M., Chumley, J., Leider, C.M., & Abraham, P. (2017). ESL Teachers Matter! MATSOL Currents, 39 (2), 26.
Essays on Teacher Prep, Higher Education, and Multilingual Learners
Leider, C.M., Dobbs, C.L., & Tigert, J. (2021). What the #CancelTheTest Advocates are Missing: Examples from the World of English Learners.
Dobbs, C. L. & Leider, C.M. (2020). The perils of notional membership. Journal of Professional Capital and Community, 5 (3/4), 273-280.
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.