Publications

2023

McNally, S.*, Leech, K. A.*, Corriveau, K. & Daly, M. (accepted, May 2023) Longitudinal evidence of indirect effects of early shared reading and availability of books on reading achievement in middle childhood. Scientific Studies of Reading. *joint first authorship

Nicolopoulou, A., Leech, K. A., Hale, E., Maurer, G. & Weinraub, M. (accepted, April 2023). Read-alouds in a preschool classroom: Supporting narrative comprehension through inferential talk and text complexity. Early Childhood Education Journal.

Leech, K. A., Chandler-Campbell, I., Alton, J., & Corriveau, K. H. (2023). What would happen if?: A comparison of fathers’ and mothers’ questions to children during a science activity. Frontiers in Educational Psychology, 14, 1-9.

2022

Leech, K. A., Wheat, D., Blatt, J., Rowe, M. L., & Dede, C. (2022). “Literacy is more than just books”: Using digital technology to broaden parental conceptions of the home literacy environment. Journal of Applied Developmental Science.

Leyva, D., Weiland, C., Shapiro, A., Yeomans-Maldonado, G., & Leech, K. A. (2022). Positive impacts of a strengths-based family program on Latino kindergarteners’ narrative language abilities. Developmental Psychology, 58(5), 835-847.

Leech, K. A., Herbert, K., Wang, T., & Rowe, M. L. (2022). Exploring opportunities for math learning during parent-child interactions during infancy. Infant and Child Development, 31, e2271.

*Leech, K. A., *McNally, S., Daly, M., & Corriveau, K. H. (2022). The value of shared book reading at 9-months for vocabulary development at 3-years: A longitudinal study using a nationally representative sample of Irish families. Early Childhood Research Quarterly, 58, 242-253.

2021

Wang, T., Leech, K. A., & Harris, P. L. (2021). Missing persons: Young children’s talk about members of their social network. Mind and Language, 37, 5, 933-954.

Haber, A. S., Leech, K. A., Benton, D. T., Dashoush, N. & Corriveau, K. H. (2021). Questions and explanations in the classroom: Examining variation in early childhood teachers’ responses to children’s scientific questions. Early Childhood Research Quarterly, 57, 121-132.

Kurkul, K., Castine, E., Leech, K. A., & Corriveau, K. H. (2021). How does a switch work? The relation between adult mechanistic language and children’s learning. Journal of Applied Developmental Psychology, 72, 101221.

2020

Wei, R., Leech, K. A. & Rowe, M. L. (2020). Decontextualized language use during Chinese and American caregiver-child interactions. Journal of Applied Developmental Psychology. 71, 101214.

Leech, K. A. & Rowe, M. L. (2020). An intervention to increase conversational turns between parents and young children. Journal of Child Language, 1-14.

Chandler-Campbell, I., Leech, K. A., & Corriveau, K. H. (2020). Investigating science together: Inquiry-based training promotes scientific conversations in parent-child interactions. Frontiers in Psychology, 11-1934, 1-12.

Shin, S., Leech, K. A., & Rowe, M. L. (2020). Parent-child narratives about past and future events     and children’s cognitive development. Cognitive Development, 55, 100910.

Leech, K. A., Haber, A. S., Jalkh, Y. & Corriveau, K. H. (2020). Embedding scientific explanations     into storybooks impacts children’s scientific discourse and learning. Frontiers in Psychology, 11-    1016, 1-12.

McLoughlin, N., Leech, K. A., Chernyak, N., Blake, P., & Corriveau, K. H. (2020). Conflicting perspectives mediate the relation between parents’ and preschoolers’ self‐referent mental state talk during collaboration. British Journal of Developmental Psychology, 38, 255-267.

2019

Leech, K. A., Leimgruber, K., Warneken, F., and Rowe, M. L. (2019). Conversation about the future-self improves preschoolers’ prospection abilities. Journal of Experimental Child Psychology, 181, 110-120.

Rowe, M. L., & Leech, K. A. (2019). A parent intervention with a growth mindset approach improves children’s early gesture and vocabulary development. Developmental Science, 22, e12792.

*Leech, K. A., *Haber, A. S., Arunachalam, S., Kurkul, K., & Corriveau, K. H. (2019). On the malleability of selective trust. Journal of Experimental Child Psychology, 183, 65-74.

Leech, K. A., Ratner, N. B., Brown, B., & Weber, C. (2019). Language growth predicts stuttering persistence over and above family history and treatment experience: Response to Marcotte. Journal of Speech, Language, and Hearing Research, 62, 1371-1372.

2018

Leech, K. A., Wei, R., Harring, J. R., & Rowe, M. L. (2018). A brief parent-focused intervention to improve preschoolers’ conversational skills and school readiness. Developmental Psychology, 54, 1-15.

Daubert, E., Ramani, G. B., Rowe, M. L., Eason, S. H., & Leech, K. (2018). Sum thing to talk about: Caregiver-preschooler math talk in low-income families from the United States. Bordón. Revista de pedagogía, 70(3), 115-130.

Choi, A. B., Leech, K. A., Tager-Flusberg, H, & Nelson, C. (2018). Development of fine motor skills is associated with expressive language outcomes in infants at high and low risk for autism spectrum disorder. Journal of Neurodevelopmental Disorders, 10, 1-11.

Prior to 2018

Leech, K. A., Ratner, N. B., Brown, B., & Weber, C. (2017). Preliminary evidence that children’s productive language growth differentiates stuttering persistence and recovery. Journal of Speech Language and Hearing Research, 60, 3097-3109.

Chernyak, N., Leech, K. A., & Rowe, M. L. (2017). Training preschoolers’ prospective abilities through conversation about the extended self. Developmental Psychology, 53, 652-661.

Leech, K. A., Rowe, M. L., & Huang, Y. T. (2017). Understanding SES differences in preschool children’s syntactic development: The role of vocabulary and processing efficiency. Journal of Child Language, 44, 995-1009.

Huang, Y. T., Leech, K. A., & Rowe, M. L. (2017). Exploring socioeconomic differences in language development through the lens of real-time processing. Cognition, 159, 61-75.

Rowe, M. L., Leech, K. A., & Cabrera, N. J. (2017). Going beyond input quantity: Wh-questions matter for toddlers’ language and cognitive development. Cognitive Science, 41, 162-179.

Salo, V. S., Rowe, M. L., Leech, K. A., & Cabrera, N. J. (2016). Fathers’ speech to toddlers during book reading versus toy play. Journal of Child Language, 43, 1385-1399.

Ramani, G. B., Rowe, M. L., Eason, S. H., & Leech, K. A. (2015). Parents’ talk about number during informal learning activities in Head Start families. Cognitive Development, 35, 15-33.

Leech, K. A., & Rowe, M. L. (2014). A comparison of preschool children’s discussions with parents during picture and chapter book reading. First Language, 34, 205-226.

Leech, K. A., Salo, V. S., Rowe, M. L., & Cabrera, N. J. (2013). Father input and child vocabulary development: The importance of wh-questions and clarification requests. Seminars in Speech and Language, 34, 249-259.