Biography:

My scholarship focuses on the causes and correlates of early language and literacy difficulties in young children with a focus on adult-child interactive reading in the context of dual language learners. My works address inquiries relevant to children’s home literacy environment (HLE), the effects of teacher talk around shared reading, longitudinal effects of evidence based shared reading interventions, and investigating the heterogeneous nature language and literacy subtypes of at-risk children

Recent Publications:

Davis, H. Gonzalez, J. E., Pollard-Durodola, S., Saenz, L., Soares, D., Resendez, N. & Zhu, L. (in press). Home literacy beliefs and practices among low income Latino families. Early Child Development and Care.

Gonzalez, J. E., Pollard-Durodola, S., Saenz, L., Soares, D., Resendez, N, Davis, H., & Zhu, L. (in press). Spanish and English Early Literacy Profiles of Preschool Latino English Language Learner (ELL) Children. Early Education and Development.

Hagan-Burke, S., Soares, D. A., Gonzalez, J. E., Zhu, L., Davis, H. S., Kwok, O., Pollard-Durodolla, S. D., Saenz, L. M., Resendez, N. M. (in press). Associations between problem behaviors and vocabulary skills among Hispanic dual-language learners in pre-K. Topics in Early Childhood Special Education.

Pollard-Durodola, S. D., Gonzalez, J. E., Simmons, D. C., Taylor, A., Davis, M., & Simmons, L., (2014). Accelerating Preschoolers’ Content Vocabulary and World Knowledge: Collaboration Between Teachers and Researchers. NHSA Dialogue: A Research to Practice Journal for The Early Childhood Field, 17, 000-000.

Pollard-Durodola, S. D., Gonzalez, J. E., Simmons, D. C., Taylor, A., Davis, M., & Simmons,L. (2014). Accelerating preschoolers’ content vocabulary: Designing a shared book intervention in collaboration with teachers. NHSA Dialogue: A Research to Practice Journal for the Early Childhood Field, 17, 000-000.

Education:

B.A. in Marketing, University of Denver, 1985
M.A. in School Psychology, University of Texas-Pan American, 1995
Ph.D. in School Psychology, University of Nebraska-Lincoln, 2001