Tricia A Zucker

Biographic Data

ID	2394497
NAME	Tricia A Zucker
GIVEN NAMES	Tricia A
FAMILY NAME	Zucker
SIGNATURE	ZUCKER T A
AFFILIATIONS	The University of Texas Health Science Center at Houston
ORCID	0000-0003-3707-4946
VERIFIED	Yes
TOTAL WORKS	33
TOTAL CITATIONS	157
WORKS AS AUTHOR	33
WORKS AS EDITOR	0
FIRST PUBLICATION YEAR	2009
LATEST PUBLICATION YEAR	2026
H-INDEX	7

How to Support “Little Engineers
Open AccessDana DeMaster, Tricia A Zucker et al.ARTICLEEarly Childhood Education Journal2026
Although considerable research demonstrates the value of parent–child discourse about early mathematics during informal learning, less is known about how family talk during engineering activities unfolds. The current study aims to describe and explore the dynamics of engineering and mathematical language that occurs between parents and preschool-aged children ( n = 87; M = 59.27 months) while engaging in a bridge-building, engineering challenge. …
Testing the impact of two afterschool museum outreach interventions on elementary children’s STEM outcomes
Open AccessTricia A Zucker, Michael P Mesa et al.ARTICLEFrontiers in Education2025
Introduction This randomized control trial (RCT) evaluated an afterschool program with 24 weeks of hands-on science, technology, engineering and math (STEM) activities that were developed and delivered by museum educators at sites where the majority of students experienced poverty. The program also encouraged parent involvement in STEM-related activities. Methods We contrasted two treatment approaches to understand conditions that best support in…
Exploring differential impacts of a parent intervention on reading and toy play across ethnic and linguistic groups
Open AccessSarah Surrain, Susan H Landry et al.ARTICLEEarly Childhood Research Quarterly2025References: 2
The role of artificial intelligence in modernizing multi-tiered systems of support
Yusra Ahmed, Michael P Mesa et al.ARTICLETheory Into Practice2025References: 35
Evaluation of a community-based, hybrid STEM family engagement program at pre-kindergarten entry
Open AccessTricia A Zucker, Michael P Mesa et al.ARTICLEFrontiers in Education2024
Introduction This article investigates an early STEM family engagement program offered during the pre-kindergarten (pre-k) year. Pre-k is an important juncture for community organizations to support children’s STEM engagement and parental involvement in informal STEM learning. We evaluated a program called Teaching Together STEM, which offers a series of museum outreach and family events at schools with the aim of broadening access to early STEM …
Between‐ and within‐child level associations between externalizing and internalizing behavior problems in a nationally representative sample of US elementary school children
Open AccessYoonkyung Oh, Paul L Morgan et al.ARTICLEJournal of Child Psychology and…2024
Background Both transactional and common etiological models have been proposed as explanations of why externalizing behavior problems (EBP) and internalizing behavior problems (IBP) co‐occur in children. Yet little research has empirically evaluated these competing theoretical explanations. We examined whether EBP and IBP are transactionally related at the within‐child level while also identifying antecedents commonly associated with between‐chil…
Understanding kindergarten teacher self-efficacy for providing reading instruction to students with reading difficulties
Katlynn Dahl‐leonard, Michael P Mesa et al.ARTICLETeachers and Teaching2023
Teacher self-efficacy to teach reading is positively associated with teacher effort and persistence as well as student performance. To provide effective reading instruction that meets the needs of students with reading difficulties, theoretical and empirical evidence suggests teachers need to believe they have the necessary knowledge and skills to do so. The purpose of this study was to explore kindergarten teachers’ self-efficacy beliefs related…
An examination of the heterogenous nature of literacy development in Spanish-speaking preschool children
Emily J Solari, Tricia A Zucker et al.ARTICLEEarly Education and Development2023
This study evaluated the emergent literacy profiles of preschool Spanish-speaking children. Participants included 440 children in dual-language classrooms who were assessed in English and Spanish at the beginning and end of their preschool year. Research Findings: Through latent profile analysis, conducted with fall data, four empirically derived emergent literacy profiles emerged. Further analyses were conducted to determine if there were differ…
An Initial Investigation of the CIRCLE Infant-Toddler Teacher Training for Toddler Teachers
April Crawford, Cheryl Varghese et al.ARTICLEEarly Education and Development2022
This pilot study conducted an initial evaluation of the Center for Improving the Readiness of Children for Learning and Education (CIRCLE) Infant-Toddler Teacher Training program. The program is unique in three ways: 1) use of an online platform with courses that explain social-emotional, language, and literacy development in young children (infants and toddlers) and teaching strategies to support development across these areas; 2) use of child p…
Exploring Barriers to Early Childhood Teachers’ Implementation of a Supplemental Academic Language Curriculum
Open AccessTricia A Zucker, Erin Jacbos et al.ARTICLEEarly Education and Development2021
Research Findings: This study used the Theoretical Domains Framework (TDF) to examine barriers to teachersâ€TM implementation of a supplemental academic language curricula. Despite high satisfaction with this scripted curriculum, three past studies indicated heterogeneity in teachersâ€TM fidelity of implementing the curriculum as well as difficulty going off script. Thus, our goal was to identify barriers to fidelity of implementation and map the…
A comparative analysis of instructional coaching approaches
April Crawford, Cheryl Varghese et al.ARTICLEJournal of Educational Psychology2021
Replication of combined school readiness interventions for teachers and parents of head start pre-kindergarteners using remote delivery
Open AccessSusan H Landry, Tricia A Zucker et al.ARTICLEEarly Childhood Research Quarterly2021References: 10
Profiles of teacher & child talk during early childhood classroom shared book reading
Open AccessTricia A Zucker, Ryan Bowles et al.ARTICLEEarly Childhood Research Quarterly2021Cited by: 1References: 9
Contingency in Teacher-Child Emotional State Talk during Shared Book Reading in Early Childhood Classrooms
Patrícia Alvarenga, Tricia A Zucker et al.ARTICLEEarly Education and Development2020
Research Findings: The aim of this study was to investigate emotional state talk between teachers and their students in 81 early childhood classrooms during shared book reading. Teachers shared with their students an experimental emotion narrative book. Preliminary analysis of teachers’ and children’s transcribed utterances during reading addressed the frequencies of emotional terms, form (question vs. comment), and content (emotion identificatio…
The Texas Kindergarten Entry Assessment
Janelle J Montroy, Tricia A Zucker et al.ARTICLEEarly Education and Development2020
There is a significant need for kindergarten entry assessments (KEA) that meet state education agency (SEA) requirements and are psychometrically sound measures of a broad range of school readiness domains such as language, literacy, math, science, executive function, and social-emotional skills. Research Findings: In this paper, we describe five phases of development, calibration, and launch of a new KEA for a large state. We developed and teste…
Cognitive predictors of difficulties in math and reading in pre-kindergarten children at high risk for learning disabilities
Open AccessMarcia A Barnes, Nathan H Clemens et al.ARTICLEJournal of Educational Psychology2020
Cognitive skill differences that are apparent early in pre-kindergarten (pre-K) might provide predictive insights into risk for learning difficulties at school entry, particularly around early markers of risk for comorbid difficulties in early math and literacy. Domain-specific abilities (approximate number system or ANS acuity, phonological awareness) and domain-general abilities (working memory, vigilance, executive attention, and nonverbal IQ)…
Development and validation of the Systematic Assessment of Book Reading (Sabr-2.2)
Open AccessJill M Pentimonti, Ryan P Bowles et al.ARTICLEEarly Childhood Research Quarterly2020Cited by: 3References: 10
Teaching Together
Open AccessTricia A Zucker, Sonia Q Cabell et al.ARTICLEEarly Childhood Research Quarterly2020Cited by: 1References: 8
Pilot test of the Hablemos Juntos Tier 2 academic language curriculum for Spanish-speaking preschoolers
Open AccessTricia A Zucker, MARÍA S CARLO et al.ARTICLEEarly Childhood Research Quarterly2020References: 8
Teachers’ use of questions during shared book reading
Open AccessRicha S Deshmukh, Tricia A Zucker et al.ARTICLEEarly Childhood Research Quarterly2019Cited by: 8References: 9
Hot and cool dimensionality of executive function
Open AccessJanelle J Montroy, Emily C Merz et al.ARTICLEEarly Childhood Research Quarterly2019Cited by: 3References: 15
Cost‐Effectiveness of Early Childhood Interventions to Enhance Preschool
Open AccessDavid S Knight, Susan Landry et al.ARTICLEJournal of Policy Analysis and…2019Cited by: 3References: 10
We evaluate the cost‐effectiveness of two early childhood interventions that use instructional coaching and parent coaching as levers for improvement. The study design allows us to compare the individual effects of each intervention as well as their combined effect on student outcomes. We find that teachers receiving instructional coaching improve their use of evidence‐based instructional practices, while families receiving parent coaching show i…
Prediction of English and Spanish kindergarten mathematics from English and Spanish cognitive and linguistic abilities in Hispanic dual language learners
Open AccessMatthew E Foster, Jason L Anthony et al.ARTICLEEarly Childhood Research Quarterly2018Cited by: 7References: 11
Improving school readiness of high-risk preschoolers
Open AccessSusan H Landry, Tricia A Zucker et al.ARTICLEEarly Childhood Research Quarterly2017Cited by: 5References: 18
Integrating Professional Development Content and Formative Assessment with the Coaching Process
Open AccessApril Crawford, Tricia A Zucker et al.ARTICLETheory Into Practice2017Cited by: 6References: 18
Instructional coaching is becoming common in early childhood programs to provide individualized, job-embedded professional development. Yet relatively few studies have tried to "unpack" the coaching process and delineate the specific features of coaching that contribute to teacher change. In this article, we describe an evidence-based preschool-quality improvement program, Texas School Ready (TSR), attending to the integration of program content …