Surrain, S., Mesa, M. P., Assel, M. A., & Zucker, T. A. (2023). Does assessor masking affect kindergartners' performance on oral language measures? A COVID-19 era experiment with children from diverse home language backgrounds. Language, Speech, and Hearing Services in Schools.

Zucker, T. A., Yeomans-Maldonado, G., Surrain, S. & Landry, S. H. (2023). Together we can do so much: Aligned school and home efforts using an MTSS Framework. In S. Q. Cabell, S. B. Neuman, & N. Patton Terry (Eds.), Handbook on the science of early literacy. Guilford Press.

Surrain, S. & Luk, G. (2023). The perceived value of bilingualism among U.S. parents: The role of language experience and local multilingualism. Translational Issues in Psychological Science.

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.