All publications are linked or free for download below.
Empirical Research Articles
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.
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.
PK-12 Practitioner Focused Articles
Leider, C.M. & Tigert, J. (in press).
Access and the arts: Teacher preparation to support multilingual students’ full participation in the arts. MATSOL Currents.
Colombo, M.W., Tigert, J., & Leider, C.M. (in press). Creating a Space for Writers’ Voices: Translingual Writing in Middle and Secondary English Classes. The Leaflet, New England Teachers of English Association Journal.
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.
Teacher Ed & Higher Ed Essays
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.
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.
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.