Selected Publications
Peer Reviewed Journal Articles (*denotes student author)
Gámez, P. B., Palermo, F., **Perry, J. S., & *Galindo, M. (in press). Spanish‐English bilingual toddlers’ vocabulary skills: The role of caregiver language input and warmth. Developmental Science.
Griskell, H. L., & Gámez, P. B. (in press). Early-adolescent dual language learners' reading comprehension: Influences of teacher questions and language efficacy. Developmental Psychology.
Gámez, P. B., Vasilyeva, M., & **Perry, J. S. (in press). Structural priming in bilingual children. In K. Messenger (Ed.), Syntactic priming in language acquisition representations, mechanisms and applications (Chapter 6).
**Griskell, H., Gámez, P. B. & Lesaux, N. (in press). Bi-literacy and Motivation as Predictors of Bilingual Students’ Talk during Classroom Discussion. International Journal of Bilingual Education and Bilingualism, 25(5), 1665-1680.
**Griskell, H., Gámez, P. B. & Lesaux, N. (2020). Assessing middle-school Dual Language Learners’ and English-only students’ motivation to participate in classroom discussion. Learning and Individual Differences, 77.
**Hilvert, E., Davidson, D., & Gámez, P. B. (2020). Assessment of personal narrative writing in children with and without Autism Spectrum Disorder. Research in Autism Spectrum Disorders, 69.
Gámez, P. B. & Vasilyeva, M. (2020). Shared syntactic representations in balanced bilinguals: Cross-linguistic priming with and without verb overlap. Language Learning and Development, 16(1), 89-106.
Gámez, P. B., **Griskell, H., Sobrevilla, Y., & *Vazquez, M. (2019). Dual language and English-only learners’ expressive and receptive language skills and exposure to peers’ language. Child Development, 90(2), 471-479.
Gámez, P. B. & *González, D. (2019). A comparison of narrative skill in Spanish-English bilinguals and their functionally-monolingual Spanish and English-only peers. International Journal of Bilingualism, 23(1), 329-348.
Gámez, P. B., *González, D. & *Urbin, L. M. (2017). Shared book reading and English Language Learners’ narrative production and comprehension. Reading Research Quarterly, 52(3), 275-290.
Gámez, P. B., Neugebauer, S., Coyne, M., McCoach, B. & Ware, S. (2017). Linguistic and social cues for vocabulary learning in Dual Language Learners and their English-only peers. Early Childhood Research Quarterly, 40, 25-37.
Gámez, P.B. & Shimpi, P.M. (2016). Structural priming in Spanish as evidence of implicit learning. Journal of Child Language, 43(1), 207-233.
Gámez, P.B. & Lesaux, N.K. (2015). Early-adolescents’ reading comprehension and the stability of the middle school classroom-language environment. Developmental psychology, 51(4), 447-458.
Vasilyeva, M. & Gámez, P.B. (2015). Exploring Interactions between semantic and syntactic processes: The role of animacy in syntactic priming. Journal of Experimental Child Psychology, 138, 15-30.
Gámez, P.B. (2015). Classroom-based English exposure and English Language Learners’ expressive language skills. Early Childhood Research Quarterly, 31, 135-146. doi:10.1016/j.ecresq.2015.01.007