Faculty Directory

Mariela Paez

Program Director, Early Childhood Education, M.Ed.

Associate Professor


TCS Teaching, Curriculum, and Society


  • López, L. M. & Páez, M. M. (2021). Teaching Dual Language Learners (DLLs): What Early Childhood Educators Need to Know. Baltimore, Maryland: Brookes Publishing.


  • Iruka, I. U., Cabrera, N., & Páez, M. (2022). Supporting and engaging with diverse families during the early years: emerging approaches that matter for children and families. Early Childhood Research Quarterly, 60, 390-393.
  • 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.