Publications

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. https://doi.org/10.1080/10409289.2022.2073749

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. https://doi.org/10.1002/trtr.2089

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. https://doi.org/10.1007/s10643-022-01309-2

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. https://doi.org/10.1080/13670050.2018.1546666

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. https://doi.org/10.1017/S0305000920000768

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. https://doi.org/10.1007/s10567-019-00283-3

Surrain, S., & Luk, G. (2019). The Perceptions of Bilingualism scales: Development and validation using Item Response Theory. PsyArXiv Pre-Print. https://doi.org/10.31234/osf.io/s32zb

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. https://doi.org/10.1017/S1366728917000682

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. https://doi.org/10.1075/sin.25.08sur