Skip to main content

Secondary navigation:

Lynch School of Education

Mariela Páez

associate professor, teacher education, special education, curriculum and instruction department


 
headshot of mariela paez

Research profile

Email

Campion Hall
Room 126

617.552.4068

EDUCATION

Ed.D., M.Ed., Harvard University
M.A., Tufts University
B.S., Cornell University

EXPERTISE/INTERESTS

Research interests include bilingualism, literacy development, children's early language and literacy learning and early childhood education.

SELECTED PUBLICATIONS

Páez, M. (2009). Predictors of English language proficiency among immigrant youth. Bilingual Research Journal, 32, 168-187.

Páez, M. (2008).  English language proficiency and Bilingual Verbal ability among Chinese, Haitian and Dominican immigrant students. Equity & Excellence in Education, 41/ (3), 311-324.

Carhill, A., Suárez-Orozco, C. & Páez, M. (2008).  Explaining English language proficiency among adolescent immigrant students. American Educational Research Journal, 45, 1155-1179.

Tabors, P. O. & Páez, M. (2008).  One child, two languages: A study guide for early childhood educators of children learning English as a second language.  In Tabors, P. O., One child two languages (2nd Ed., pp. 223-244). Baltimore, MD: Brookes Publishing. 

Rinaldi, C. & Páez, M. (2008).  Preschool matters:  Predicting reading difficulties for Spanish-speaking students in first grade. Learning Disabilities: A Contemporary Journal, 6(1), 71-84.

Uccelli, P. & Páez, M. (2007).  Narrative and vocabulary development of bilingual children from kindergarten to first grade:  Developmental changes and associations among English and Spanish skills.  Language, Speech, and Hearing Services in Schools, 38(3), 225-236.

Páez, M., Tabors, P.O., & Lopez, M. (2007).  Dual language and literacy development of Spanish-speaking preschool children.  Journal of Applied Developmental Psychology, 28(2), 85-102.

Páez, M. & Rinaldi, C. (2006).  Predicting English word reading skills for Spanish-speaking students in first grade.  Topics in Language Disorders, 26(4), 338-350.

Páez, M. (2005).  Effective educational practices for early childhood education.  In Conversations in Excellence 2004 (pp. 36-58).  Washington, DC:  National Catholic Educational Association

Snow, C. E., & Páez, M. (2004). The Head Start classroom as an oral language environment: What should the performance standards be? In Ziegler, E. & Styfco, S. (Eds.), The Head Start Debates (pp. 113-128).  Baltimore, MD: Brookes Publishing.

Tabors, P. O., Páez, M. M., & López, L. M. (2003). Dual language abilities of Spanish-English bilingual four-year olds: Initial finding from the Early Childhood Study of Language and Literacy Development of Spanish-speaking children. NABE Journal of Research and Practice, 1, 70-91.

Suárez-Orozco, M., & Páez, M. (2002). Latinos in the 21st Century. Harvard Journal of Hispanic Policy, 14, 49-76.

Suárez-Orozco, M., & Páez, M. (Eds.) (2002). Latinos: Remaking America. University of California Press and the David Rockefeller Center for Latin American Studies at Harvard University: Berkeley, CA.

RESEARCH GRANTS

2007-2011

Early Intervention Study: Improving the Language and Literacy Skills of Spanish-English Bilingual Kindergartners. Páez, Principal Investigator. (National Institute for Child Health and Human Development, NICHD). A longitudinal intervention study designed to improve the language and literacy development of young bilingual students.

2007-2011

Teaching Academic Language in the Content Areas: Enhancing Achievement for English Language Learners. Páez and Homza, Co-Investigators. (US Department of Education, Office of English Language Acquisition, Language Enhancement, and Academic Achievement for Limited English Proficient Students). A national professional development grant used to better prepare and support teachers in providing effective instruction to Limited English Proficient students.

2005-2007

Oral Language Skills in Monolingual and Bilingual Preschoolers. Páez and Rinaldi, Co-Investigators. (Boston Collaborative Fellows Program, Lynch School of Education). A two-year research project designed to gain a better understanding of preschoolers’ oral language development for a group of bilingual and monolingual students served in two types of language programs.

SELECTED PRESENTATIONS

Páez, M. (2008, June). Developing Language and Literacy in Second Language Learners. Plenary Chair, Head Start’s Ninth National Research Conference, Washington, DC.

Páez, M. (2008, June). Language and Literacy Research with English Language Learners: Connections between Research and Practice. Symposium Chair, Head Start’s Ninth National Research Conference, Washington, DC.

Páez, M. & Suarez Munist, O. (2008, March). Bilingual Children’s Vocabulary Skills in English and Spanish from Preschool to First Grade. Paper presented at the American Educational Research Association Annual Meeting, New York, NY. 

Páez, M. (2007, October). Designing Effective Early Childhood Education Programs for Linguistically and Culturally Diverse Children. Invited presentation at the Sixth Summit on English Language Acquisition, Washington, DC. Sponsored by The Office of English Language Acquisition, Language Enhancement, and Academic Achievement for Limited English Proficient Students (OELA), U.S. Department of Education. 

Páez, M. (2007, March). Language assessment of young bilingual children: Issues and considerations for research. Paper presented at the Society for Research on Child Development conference, Boston, MA.

Páez, M. (2007, March). Contextualizing Latino Child Development: Variations across Sub-Groups. Symposium Chair, Society for Research on Child Development conference, Boston, MA.

Páez, M. & Rinaldi, C. (2006, October). Predicting reading difficulties for bilingual students in first grade: A longitudinal analysis.  Paper presented t the 14th Annual World Congress on Learning Disabilities, Boston, MA.

Páez, M. (2006, June). Language and Literacy in Preschool Children.  Symposium Chair, Head Start’s Eight National Research Conference, Washington, DC.

Páez, M. (2006, June). Young Children’s Development in the Context of Cultural and Linguistic Diversity. Symposium Chair, Head Start’s Eight National Research Conference, Washington, DC.

Páez, M. (2006, June).  Interlinguistic relationships in the language and literacy development of Spanish-English bilingual children.  In S. Barrueco (chair), Language, cognition, and context:  Multiple Dimensions of Early Bilingual Development.  Symposium conducted at Head Start’s Eight National Research Conference, Washington, DC.

Páez, M. & López, L.M. (2005, November).  Bilingual children’s language and literacy skills in English and Spanish from preschool to first grade.  Paper presented at the meeting of the National Reading Conference, Miami, FL.

Páez, M. (2005, October).  English language proficiency and language diversity among immigrant students.  Invited presentation at the panel Rethinking immigration and education:  What all teachers need to know.  Sponsored by Title III Project ALL and the Office of Practicum Experiences and Teacher Induction at Lynch School of Education, Boston College.