associate professor, teacher education, special education, curriculum and instruction department
Ed.D., M.Ed., Harvard University
M.A., Tufts University
B.S., Cornell University
Research interests include bilingualism, literacy development, children's early language and literacy learning and early childhood education.
Páez, M. & Hunter, C. (2015). Bilingualism and Language Learning for Immigrant-Origin Children and Youth. In C. Suárez-Orozco, M. Abo-Zena, & A. Kerivan Marks (Eds.), Transitions: The Development of Children of Immigrants. New York, NY: New York University Press.
Howard, E., Páez, M., August, D., Arteagoitia, I., Pizzo, L., Green, J. D., González, E. M., & Artzi, L. (2014). Effective vocabulary instruction for Spanish-speaking students. Journal of Bilingual Education Research & Instruction, 16(1).
Howard, E., Páez, M., August, D. L., Barr, C. D., Kenyon, D., & Malabonga, V. (2014). The importance of SES, home and school language and literacy practices, and oral vocabulary in bilingual children’s English reading development. Bilingual Research Journal, 37, 120-141.
Buysse, V., Peisner-Feinberg, E., Páez, M., Hammer, C. S. & Knowles, M. (2014). Effects of early education programs and practices on the development and learning of Dual Language Learners: A review of the literature. Early Childhood Research Quarterly, 29, 765-785.
McCabe, A., Tamis-LeMonda, C. S., Bornstein, M. H., Cates, C. B., Golinkoff, R. M., Hirsh-Pasek, K., Hoff, E., Kuchirko, Y., Melzi, G., Mendelsohn, A., Páez, M., Song, L., & Wishard Guerra, A. (All but two lead authors are alphabetized) (2013). Multilingual children: Beyond myths towards best practices. SRCD Policy Report, 27(4).
Castro, D.C., Páez, M.M., Dickinson, D.K., & Frede, E. (2011). Promoting language and literacy in young Dual Language Learners: Research, practice and policy. Child Development Perspectives, 5(1), 15-21.
Castro, D.C., Espinosa, L., & Páez, M. M. (2011). Defining and measuring quality in Early Childhood practices that promote Dual Language Learners’ development and learning. In M. Zaslow, I. Martinez-Beck, K. Tout, & T. Halle (Eds.), Quality Measurement in Early Childhood Settings. Baltimore, MD: Brookes Publishing.
Páez, M., Paratore Bock, K., & Pizzo, L. (2011). Supporting the language and early literacy skills of English Language Learners: Effective practices and future directions. In S. B. Neuman & D. Dickinson (Eds.), Handbook of Early Literacy Research: Vol. 3 (pp. 136-152). New York, NY: Guilford Press.
Paratore, J., R., Krol-Sinclair, B., Páez, M., & Paratore-Bock, K. (2010). Supporting literacy learning in families for whom English is an additional language. In G. Li & P. Edwards (Eds.), Best practices in ELL instruction (pp. 299-327). New York, NY: Guilford Press.
Páez, M. (2009). Predictors of English language proficiency among immigrant youth. Bilingual Research Journal, 32, 168-187.
Suárez-Orozco, M., & Páez, M. (Eds.). (2008). Latinos: Remaking America. University of California Press and the David Rockefeller Center for Latin American Studies at Harvard University, Berkeley, CA.
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.
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.
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.
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.
Páez, M. (2015, September). Connecting families with curriculum and learning in the classroom. Invited presentation at the Boston Public Schools Kindergarten Conference “Building Home-School Connections”, Boston, MA.
Páez, M. (2015, February). Early childhood practices that promote Dual Language Learners (DLLs) Development and Learning. Invited Keynote address at the Citywide Professional Day “50 Years of Opportunity: Head Start 1965-2015”, Head Start and Children Services, Action for Boston Community Development, Boston Marriott Copley, MA.
Páez, M. (Moderator) (2014, December). States of Success: Achievements and Aspirations, Lynch School of Education at Boston College, Chestnut Hill, MA.
Páez, M. (2014, December). Language and literacy development for Dual Language Learners (DLLs): Developmental and Intervention Research Findings. Invited lecture at the New Directions in Education Research Speaker Series at Brown University, RI.
Paez, M. M. (2014, October). Dual Language Learners and Early Childhood Education. Invited commentary at the Lynch School of Education 15th Annual Symposium, Boston College, Chestnut Hill, MA.
Páez, M. (Chair) (2014, July). Language Experiences and Development for Dual Language Learners. Symposium Chair and Discussant, Head Start's 12th National Research Conference on Early Childhood, Washington DC.
Páez, M. (2013, May). Promoting oral language development in young Dual Language Learners (DLL): Current issues and directions for future research. Invited Keynote address at the Bilingual Research Conference: Helping Each Child Become a Star. Hosted by the Children’s Learning Institute at the University of Texas, Houston, TX.
Páez, M. (2012, February). Oral language and vocabulary development for young dual language learners. Invited presentation at the Massachusetts Association for Bilingual Education (MABE) Collaboration Series, Framingham, MA.
Páez, M. (2012, January). Vocabulary instruction for English language learners: Bridging home and school learning. Invited presentation at the Language and Literacy Speaker Series, Harvard Graduate School of Education, Cambridge, MA.
Páez, M. (2011, October). Language and literacy development for Spanish-speaking children: A longitudinal perspective. SRCD Strategic Planning Meeting: Infant’s Learning Multiple Languages. New York University.
Páez, M. (2011, June). Helping families support the language and literacy skills of English Language Learners: Effective practices and future directions. Invited presentation at the Research-to-Practice Conference: Sharing Knowledge to Enable Effective Parenting. Co-convened by The Achievement Gap Initiative at Harvard University, and the Children’s Defense Fund, Cambridge, MA.
Páez, M. (2009, October). Preschool language experiences and interventions: Themes and future research. Invited discussant at the Meeting National Academy of Sciences Panel Workshop on The Role of Language in School Learning: Implications for Closing the Achievement Gap, Menlo Park, CA.
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.