Adam Winsler
Biographic Data
| ID | 290656 |
|---|---|
| NAME | Adam Winsler |
| GIVEN NAMES | Adam |
| FAMILY NAME | Winsler |
| SIGNATURE | WINSLER A |
| AFFILIATIONS | George Mason University |
| ORCID | 0000-0001-6504-0802 |
| VERIFIED | Yes |
| TOTAL WORKS | 59 |
| TOTAL CITATIONS | 333 |
| AUTHOR COUNT | 59 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1994 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 10 |
Prevalence, timing, and correlates of gender-diverse students making a social transition in public school
The influence of elementary school quality on differential long-term effects of preschool programs in third grade
Degree of bilingualism and executive function in early childhood
This study explores the relationship between executive functioning (EF) and degree of bilingualism in a sample ( N = 79) of 5- to 7-year-old monolingual and bilingual children. The bilingual group included children who are fully fluent in two languages (balanced bilinguals) and children who are still learning their second language (dual-language learners (DLLs). In general, findings revealed mixed associations between bilingualism and EF. There w…
Who is taking dance electives, when, and for how long? Adolescents’ dance participation and persistence in middle and high school
Inclusive and equitable dance education practices remain an important issue in United States public school settings. We explore adolescents’ participation in public school dance electives through the examination of an ethnically diverse, longitudinal sample of students living in Miami, Florida (N = 24,368), as they progress through secondary school between the 2009–2010 and 2015–2016 academic years. We describe participation rates in dance electi…
Outcomes associated with school mobility from public school Pre-K to kindergarten
Two-Way Immersion Classrooms during the Covid-19 Pandemic: Parent and Teacher Perceptions of Student Learning
The present study examined parents’ and teachers’ perceptions of student learning in Spanish–English Dual Language Education (DLE) programs during the COVID-19 pandemic. The participants included 72 parents of students from kindergarten to second grade and eight teachers in two schools in the southeastern U.S. Parents retrospectively reported their perceptions of their children’s instruction and learning experiences in English and Spanish during …
Earlier mastery of English predicts 5 th Grade academic outcomes for low-income dual language learners in Miami, USA
Earlier acquisition of English is associated with better academic performance for dual language learners (DLLs), but large-scale, prospective, longitudinal studies examining how trajectories for English acquisition relate to school-based outcomes, accounting for relevant covariates, are rare. We explored how the grade in which DLLs ( N = 17,548; 47% female; 80% free/reduced-price lunch; 86% Latino, 10% Black, and 4% White/Other) acquire English p…
Predictors and outcomes of being retained twice in elementary school
Stop the shame and the hunger: The need for school meal program reform
Does Diversity Matter? School Racial Composition and Academic Achievement of Students in a Diverse Sample
Research findings on school diversity and its impact on children’s educational outcomes is mixed. This study examined school racial diversity and educational outcomes for ethnically diverse students. Data came from third graders, N = 33,857 (51.8% male; 57.2% Latinx), in 278 schools. Using multilevel models, we examined the association between school racial composition and academic outcomes. Results showed that increased school diversity was nega…
Academic and English language outcomes for DLLs as a function of school bilingual education model: The role of two-way immersion and home language support
This study assesses the long-term linguistic and academic outcomes associated with different bilingual language education models for low-income dual language learners (DLLs) residing in a bilingual, bicultural context. As part of the Miami School Readiness Project (MSRP), we analyzed the impact of program model on gains in English language proficiency and 5th grade standardized achievement in reading and math and grade point average (GPA) for fiv…
How profiles of school readiness relate to grade 3 performance among low-income ethnically- and linguistically-diverse children
A person-centered approach was used to explore how preschool school readiness profiles predict Grade 3 academic performance among a large (N = 43,044) low-income, ethnically-diverse longitudinal sample of children. Study aims: (a) determine the number and type of preschoolers’ school readiness profiles, (b) determine how profile membership relates to demographic characteristics, and (c) use the profiles to predict Grade 3 academic achievement. Si…
The long-term benefits of Montessori pre-K for Latinx children from low-income families
This study used covariate adjusted regression techniques to compare the third-grade outcomes of low-income Latinx children who attended Montessori pre-K programs (n = 161) with those who graduated from more conventional programs (n = 4975) in Miami-Dade County, Florida. Children who experienced one year of Montessori education demonstrated stronger pre-academic skills at the end of pre-K and, in turn, performed better on standardized assessments …
Chinese preschool children’s physical fitness, motor competence, executive functioning, and receptive language, math, and science performance in Kindergarten
Who Takes Music With Them When They Transition to High School
According to music educators, persistence beyond a student’s initial enrollment in middle and high school music is a problem; however, there has been little research to substantiate this claim. Although several recent large-scale, longitudinal studies of initial selection into music classes have been conducted, longitudinal studies on who persists (vs. quits) in music—especially from middle to high school—are overdue. We prospectively followed a …
Teacher–child Interaction and Preschoolers’ Learning Behavior in China: A Piecewise Growth Model
Research Findings: This longitudinal study examined how teacher-child interaction quality related to growth in children’s approaches to learning (ATL), measured by Competence Motivation Learning Strategies, and Attention and Persistence, in a stratified random sample of 607 Chinese children. Data on classroom teacher-child interaction quality (three domains of the Classroom Assessment Scoring System: Emotional Support, Classroom Organization, and…
School readiness skills at age four predict academic achievement through 5th grade
Early bilingualism predicts enhanced later foreign language learning in secondary school
Foreign language learning is generally not required in the United States, despite its link to various cognitive and social benefits later in life. Students who speak a home language different from the instructional language of school may experience unique benefits when learning additional languages in school. The present study examined whether students' early language status (monolingual, dual language learner [DLL], or bilingual) in Kindergarten…
Selection into, and academic benefits from, arts-related courses in middle school among low-income, ethnically diverse youth
Selection into, and academic benefits from, middle school dance elective courses among urban youth
Delayed kindergarten entry among low-income, ethnically diverse children: Prevalence, predictors, and selection patterns
The early academic resilience of children from low-income, immigrant families
Parent migration and rural preschool children's early academic and social skill trajectories in China: Are ‘left-behind’ children really left behind
Predictors of school mobility from public school pre-K to kindergarten
Longitudinal associations between Chinese preschool children’s approaches to learning and teacher-child relationships
Family income, school attendance, and academic achievement in elementary school
Low family income is associated with poor academic achievement among children. Higher rates of school absence and tardiness may be one mechanism through which low family income impacts children's academic success. This study examines relations between family income, as measured by receipt of free or reduced-price lunch, school attendance, and academic achievement among a diverse sample of children from kindergarten to 4th grade (N = 35,419) using…
The early developmental competencies and school readiness of low-income, immigrant children: Influences of generation, race/ethnicity, and national origins
School readiness gains made by ethnically diverse children in poverty attending center-based childcare and public school pre-kindergarten programs
Correspondence between maternal and paternal parenting styles in early childhood
Child, family, and childcare predictors of delayed school entry and kindergarten retention among linguistically and ethnically diverse children
Concern about kindergarten retention is on the rise within the current climate of high-stakes testing and escalating kindergarten expectations. Kindergarten retention has been linked in previous research to various risk factors such as poverty, low maternal education, single parent status, minority status, English language learner (ELL) status, and male gender. However, these factors are also associated with poor school readiness and low kinderga…
Socio-emotional skills, behavior problems, and Spanish competence predict the acquisition of English among English language learners in poverty
This article analyzes the role that individual differences in children's cognitive, Spanish competence, and socio-emotional and behavioral skills play in predicting the concurrent and longitudinal acquisition of English among a large sample of ethnically diverse, low-income, Hispanic preschool children. Participants assessed at age 4 for language, cognitive, socio-emotional, and behavioral skills were followed through kindergarten. Multivariate a…
Language maintenance and loss in a population study of young Australian children
Parent migration and rural preschool children's early academic and social skill trajectories in China: Are ‘left-behind’ children really left behind
Early development among dual language learners: The roles of language use at home, maternal immigration, country of origin, and socio-demographic variables
School readiness skills at age four predict academic achievement through 5th grade
Teacher and center stability and school readiness among low-income, ethnically diverse children in subsidized, center-based child care
Kindergarten readiness for low-income and ethnically diverse children attending publicly funded preschool programs in Miami
Child, family, and school characteristics related to English proficiency development among low-income, dual language learners
Little is known about 2nd language development among young, low-income, language-minority children. This article examined the longitudinal English development of low-income, dual language learners (DLLs) in Miami (n = 18,532) from kindergarten through 5th grade. Growth curve modeling indicated that social skills, good behavior, Spanish (L1) competence in preschool, having a mother born in the United States, and attending larger schools with fewer…
The role of private speech in the transition from collaborative to independent task performance in young children
Stability and sequence of center-based and family childcare: Links with low-income children's school readiness
New benefits of public school pre-kindergarten programs: Early school stability, grade promotion, and exit from ELL services
This study explores the short-run effects of state-funded, public school-based pre-kindergarten (pre-K) programs on the early educational outcomes of students in Miami-Dade County Public Schools. Using data on all kindergarten students enrolled in the public schools in years 2006 and 2007, we examine differences in outcomes from pre-K to the early grades – promotion to first grade, school mobility, and exit from English language learner (ELL) sta…
Sleepless in Fairfax: The Difference One More Hour of Sleep Can Make for Teen Hopelessness, Suicidal Ideation, and Substance Use
The Effects of a Creative Dance and Movement Program on the Social Competence of Head Start Preschoolers
The effects of an eight‐week instructional program in creative dance/movement on the social competence of low‐income preschool children were assessed in this study utilizing a scientifically rigorous design. Forty preschool children from a large Head Start program were randomly assigned to participate in either an experimental dance program or an attention control group. Teachers and parents, blind to the children's group membership, rated childr…
Cuando el Maestro No Habla Español: Children's Bilingual Language Practices in the Classroom
Lucinda Pease-Alvarez, Adam Winsler, Cuando el Maestro No Habla Español: Children's Bilingual Language Practices in the Classroom, TESOL Quarterly, Vol. 28, No. 3, Special-Topic Issue: K-12 (Autumn, 1994), pp. 507-535
Does Diversity Matter? School Racial Composition and Academic Achievement of Students in a Diverse Sample
Research findings on school diversity and its impact on children’s educational outcomes is mixed. This study examined school racial diversity and educational outcomes for ethnically diverse students. Data came from third graders, N = 33,857 (51.8% male; 57.2% Latinx), in 278 schools. Using multilevel models, we examined the association between school racial composition and academic outcomes. Results showed that increased school diversity was nega…
Predictors of mandatory 3rd grade retention from high-stakes test performance for low-income, ethnically diverse children
The early academic resilience of children from low-income, immigrant families
Who Takes Music With Them When They Transition to High School
According to music educators, persistence beyond a student’s initial enrollment in middle and high school music is a problem; however, there has been little research to substantiate this claim. Although several recent large-scale, longitudinal studies of initial selection into music classes have been conducted, longitudinal studies on who persists (vs. quits) in music—especially from middle to high school—are overdue. We prospectively followed a …
Predictors of Taking Elective Music Courses in Middle School Among Low-SES, Ethnically Diverse Students in Miami
Researchers attempting to show that music has positive effects on children need to understand and control for preexisting differences between those who do and do not select into musical participation in the first place. Within a large-scale, communitywide, prospective, longitudinal study of predominantly low-income, ethnically diverse students ( N = 31,332), we examined characteristics of students who did and did not enroll in music elective cour…
Preschool expenditures and Chinese children’s academic performance: The mediating effect of teacher-child interaction quality
Cuando el Maestro No Habla Español: Children's Bilingual Language Practices in the Classroom
Lucinda Pease-Alvarez, Adam Winsler, Cuando el Maestro No Habla Español: Children's Bilingual Language Practices in the Classroom, TESOL Quarterly, Vol. 28, No. 3, Special-Topic Issue: K-12 (Autumn, 1994), pp. 507-535
The role of private speech in the transition from collaborative to independent task performance in young children
Parent-Child Interaction and Private Speech in Boys With ADHD
(1998). Parent-Child Interaction and Private Speech in Boys With ADHD. Applied Developmental Science: Vol. 2, No. 1, pp. 17-39
Age-related changes in preschool children's systematic use of private speech in a natural setting
This study set out to explore the contexts in which preschool children use private speech, or self-talk, in the naturalistic setting of the preschool classroom, and age-related changes in the contexts in which preschoolers talk to themselves. A total of 2752 naturalistic observations of fourteen three-year-old and fourteen four-year-old children were conducted using a time-sampling procedure in two preschool classrooms over the course of one seme…
The Socialization of Cognitive Development
Private speech in preschool children: Developmental stability and change, across-task consistency, and relations with classroom behaviour
This study examined (a) developmental stability and change in children's private speech during the preschool years, (b) across-task consistency in children's self-speech, and (c) across-setting relations between children's private speech in the laboratory and their behaviour at home and in the preschool classroom. A group of 32 normally developing three- and four-year-old children was observed twice (six month inter-observation interval) while en…
Correspondence between maternal and paternal parenting styles in early childhood
The Effects of a Creative Dance and Movement Program on the Social Competence of Head Start Preschoolers
The effects of an eight‐week instructional program in creative dance/movement on the social competence of low‐income preschool children were assessed in this study utilizing a scientifically rigorous design. Forty preschool children from a large Head Start program were randomly assigned to participate in either an experimental dance program or an attention control group. Teachers and parents, blind to the children's group membership, rated childr…
Should I let them talk?”: Private speech and task performance among preschool children with and without behavior problems
Early Autism Detection: Implications for Pediatric Practice and Public Policy
Autistic spectrum disorders (ASD) present numerous challenges for early diagnosis and intervention. Recent research has concentrated on identifying symptoms of ASD in infants and toddlers. This article examines the feasibility of detecting ASD in infants and toddlers using early behaviors related to ASD and the impact that recent government policy changes and professional guidelines for family practitioners and pediatricians have had on early scr…
School readiness gains made by ethnically diverse children in poverty attending center-based childcare and public school pre-kindergarten programs
The early developmental competencies and school readiness of low-income, immigrant children: Influences of generation, race/ethnicity, and national origins
Teacher and center stability and school readiness among low-income, ethnically diverse children in subsidized, center-based child care
Supporting optimal child development through Early Head Start and Head Start programs: Reflections on secondary data analyses of Faces and EHSREP
Child, family, and childcare predictors of delayed school entry and kindergarten retention among linguistically and ethnically diverse children
Concern about kindergarten retention is on the rise within the current climate of high-stakes testing and escalating kindergarten expectations. Kindergarten retention has been linked in previous research to various risk factors such as poverty, low maternal education, single parent status, minority status, English language learner (ELL) status, and male gender. However, these factors are also associated with poor school readiness and low kinderga…
Stability and sequence of center-based and family childcare: Links with low-income children's school readiness
Being Black, Male, and Gifted in Miami: Prevalence and Predictors of Placement in Elementary School Gifted Education Programs
The school readiness of children born to low‐income, adolescent Latinas in Miami
Although studies show teenage parenting and low socioeconomic status predict poor child academic performance, limited research has examined relations between teen parenting and children's school readiness within low-income Latina mothers. In the context of the Miami School Readiness Project, low-income preschoolers (N = 3,023) attending subsidized child-care programs were assessed on cognitive, language, and fine motor skills, and parents and tea…
Early development among dual language learners: The roles of language use at home, maternal immigration, country of origin, and socio-demographic variables
Language maintenance and loss in a population study of young Australian children
Family income, school attendance, and academic achievement in elementary school
Low family income is associated with poor academic achievement among children. Higher rates of school absence and tardiness may be one mechanism through which low family income impacts children's academic success. This study examines relations between family income, as measured by receipt of free or reduced-price lunch, school attendance, and academic achievement among a diverse sample of children from kindergarten to 4th grade (N = 35,419) using…
Child, family, and school characteristics related to English proficiency development among low-income, dual language learners
Little is known about 2nd language development among young, low-income, language-minority children. This article examined the longitudinal English development of low-income, dual language learners (DLLs) in Miami (n = 18,532) from kindergarten through 5th grade. Growth curve modeling indicated that social skills, good behavior, Spanish (L1) competence in preschool, having a mother born in the United States, and attending larger schools with fewer…
Socio-emotional skills, behavior problems, and Spanish competence predict the acquisition of English among English language learners in poverty
This article analyzes the role that individual differences in children's cognitive, Spanish competence, and socio-emotional and behavioral skills play in predicting the concurrent and longitudinal acquisition of English among a large sample of ethnically diverse, low-income, Hispanic preschool children. Participants assessed at age 4 for language, cognitive, socio-emotional, and behavioral skills were followed through kindergarten. Multivariate a…
Sleepless in Fairfax: The Difference One More Hour of Sleep Can Make for Teen Hopelessness, Suicidal Ideation, and Substance Use
Temperament, Gender, and Cultural Differences in Maternal Emotion Socialization of Anxiety, Somatization, and Anger
Psychology (57 works) · Developmental psychology (42 works) · Early Childhood Education and Development (35 works) · Medicine (30 works) · Parental Involvement in Education (27 works) · Mathematics education (19 works) · Social Psychology (15 works) · Population (14 works) · Social Psychology (13 works) · Sociology (13 works)