Surrain, S. Curenton, S. M., & Jarquín Tapia, C. (2022). Fostering dual language learners’ participation in classroom conversations through code-switching in whole group and small group settings. Early Education and Development.

Jarquín Tapia, C., Surrain, S., & Curenton, S. M. (2022). The importance of dyadic classroom conversations for dual language learners. The Reading Teacher, 75(6), 777-781.

Kirby, A., Dahbi, M., Surrain, S. Rowe, M. L., & Luk, G. (2022). Music uses in preschool classrooms in the U.S.: A multiple-methods study. Early Childhood Education Journal.

Surrain, S. (2021). ‘Spanish at home, English at school’: How perceptions of bilingualism shape family language policies among Spanish-speaking parents of preschoolers. International Journal of Bilingual Education and Bilingualism, 24(8), 1163-1177.

Smith, S. A., Guerrero, S. L., Surrain, S., & Luk, G. (2021). Phonetic discrimination, phonological awareness, and pre-literacy skills in Spanish–English dual language preschoolers. Journal of Child Language, 49(1), 80–113.

Hanno, E., & Surrain, S. (2019). The direct and indirect relations between self-regulation and language development among monolinguals and dual language learners. Clinical Child and Family Psychology Review, 22(1), 75–89.

Surrain, S., & Luk, G. (2019). The Perceptions of Bilingualism scales: Development and validation using Item Response Theory. PsyArXiv Pre-Print.

Surrain, S., & Luk, G. (2019). Describing bilinguals: A systematic review of labels and descriptions used in the literature between 2005–2015. Bilingualism: Language and Cognition, 22(2), 401–415.

Surrain, S., Duhaylongsod, L., Selman, R. L., & Snow, C. E. (2019). Writing for thinking: Using narrative elements in argumentation. In E. Veneziano & A. Nicolopoulou (Eds.), Narrative, Literacy and other skills: Studies in intervention (pp. 151–170). John Benjamins.