Stephanie N Del Tufo
Biographic Data
| ID | 5972549 |
|---|---|
| NAME | Stephanie N Del Tufo |
| GIVEN NAMES | Stephanie N |
| FAMILY NAME | Del Tufo |
| SIGNATURE | DEL TUFO S N |
| AFFILIATIONS | University of Delaware |
| ORCID | 0000-0002-2463-1785 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 3 |
| WORKS AS AUTHOR | 8 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Teacher and school predictors of middle school educators’ self-efficacy for instructing in culturally diverse classrooms
Despite increasing student diversity in U.S. schools, there is a dearth of large-scale quantitative research revealing predictors of teachers’ self-efficacy for teaching in culturally diverse (CD) classrooms. This study addresses this gap by identifying key predictors of U.S. middle school educators’ CD teaching self-efficacy using large-scale multi-site data from the 2018 Teaching and Learning International Survey (TALIS). We analyzed unweighted…
Parent–child shared book reading mediates the impact of socioeconomic status on heritage language learners’ emergent mathematics
Aims and Objectives: We investigated the role of general parent–child shared book reading frequency in the association between socioeconomic status and early mathematics skills using a nationally representative sample of young heritage language learners (HLLs). Methodology: The study included 855 HLLs aged 2 to 6 years from diverse linguistic backgrounds. Data were collected as part of the National Household Education Surveys Program of 2019, whi…
A systematic literature review on the link between peer victimization and literacy during adolescence
Peer victimization and literacy failure are on the rise. Yet, there is little understanding of their interplay, particularly during adolescence–a period of heightened sensitivity to social–emotional and academic maladjustment. Guided by the Developmental Cascades Framework, this systematic literature review elucidated how peer victimization and literacy are directly and indirectly linked via negative behaviors, sex, and grade. A total of 21 studi…
Parent-child shared book reading mediates the impact of socioeconomic status on heritage language learners’ emergent literacy
The promotion of parent-child shared book reading for the development of children's literacy is a vital component of early literacy evidence-based recommendations. A robust body of research demonstrates that, regardless of socioeconomic status, parent-child shared book reading promotes monolingual children's literacy. However, despite the growing population of heritage language learners in the United States, those who grow up in homes where a fam…
Relational uncertainty
While initial findings suggested that children who are adopted (adoptees) perform less well academically, this result is not consistent across the literature. To explain these, often conflicting, results, researchers acquired a lagging view, in which adoptees need to "catch up" to their non-adopted peers. According to the lagging view, those adopted at a younger age have less catching up to do than those adopted when they are older. However, the …
The Contribution of Text Characteristics to Reading Comprehension
In the current study, we examined relations between text features (e.g., word concreteness, referential cohesion) and reading comprehension using multilevel logistic models. The sample was 158 native English‐speaking students between 8 years, 8 months and 11 years, 2 months of age with a wide range of reading ability. In line with the simple view of reading, decoding ability and language comprehension were associated with reading comprehension pe…
Literacy-supporting skills in college students with specific reading comprehension deficit and developmental language disorder
Skill Profiles of College Students With a History of Developmental Language Disorder and Developmental Dyslexia
Developmental language disorder (DLD) and developmental dyslexia (DD) are two prevalent subtypes of Specific Learning Disabilities (SLDs; Diagnostic and Statistical Manual of Mental Disorders [5th ed.; DSM-5]). Yet, little information is available regarding the distinct challenges faced by adults with DLD and/or DD in college. The purpose of the present report is to characterize the relative strengths and challenges of college students with a his…
The Contribution of Text Characteristics to Reading Comprehension
In the current study, we examined relations between text features (e.g., word concreteness, referential cohesion) and reading comprehension using multilevel logistic models. The sample was 158 native English‐speaking students between 8 years, 8 months and 11 years, 2 months of age with a wide range of reading ability. In line with the simple view of reading, decoding ability and language comprehension were associated with reading comprehension pe…
Parent-child shared book reading mediates the impact of socioeconomic status on heritage language learners’ emergent literacy
The promotion of parent-child shared book reading for the development of children's literacy is a vital component of early literacy evidence-based recommendations. A robust body of research demonstrates that, regardless of socioeconomic status, parent-child shared book reading promotes monolingual children's literacy. However, despite the growing population of heritage language learners in the United States, those who grow up in homes where a fam…
Skill Profiles of College Students With a History of Developmental Language Disorder and Developmental Dyslexia
Developmental language disorder (DLD) and developmental dyslexia (DD) are two prevalent subtypes of Specific Learning Disabilities (SLDs; Diagnostic and Statistical Manual of Mental Disorders [5th ed.; DSM-5]). Yet, little information is available regarding the distinct challenges faced by adults with DLD and/or DD in college. The purpose of the present report is to characterize the relative strengths and challenges of college students with a his…
Literacy-supporting skills in college students with specific reading comprehension deficit and developmental language disorder
Parent-child shared book reading mediates the impact of socioeconomic status on heritage language learners’ emergent literacy
The promotion of parent-child shared book reading for the development of children's literacy is a vital component of early literacy evidence-based recommendations. A robust body of research demonstrates that, regardless of socioeconomic status, parent-child shared book reading promotes monolingual children's literacy. However, despite the growing population of heritage language learners in the United States, those who grow up in homes where a fam…
Relational uncertainty
While initial findings suggested that children who are adopted (adoptees) perform less well academically, this result is not consistent across the literature. To explain these, often conflicting, results, researchers acquired a lagging view, in which adoptees need to "catch up" to their non-adopted peers. According to the lagging view, those adopted at a younger age have less catching up to do than those adopted when they are older. However, the …
The Contribution of Text Characteristics to Reading Comprehension
In the current study, we examined relations between text features (e.g., word concreteness, referential cohesion) and reading comprehension using multilevel logistic models. The sample was 158 native English‐speaking students between 8 years, 8 months and 11 years, 2 months of age with a wide range of reading ability. In line with the simple view of reading, decoding ability and language comprehension were associated with reading comprehension pe…
A systematic literature review on the link between peer victimization and literacy during adolescence
Peer victimization and literacy failure are on the rise. Yet, there is little understanding of their interplay, particularly during adolescence–a period of heightened sensitivity to social–emotional and academic maladjustment. Guided by the Developmental Cascades Framework, this systematic literature review elucidated how peer victimization and literacy are directly and indirectly linked via negative behaviors, sex, and grade. A total of 21 studi…
Parent–child shared book reading mediates the impact of socioeconomic status on heritage language learners’ emergent mathematics
Aims and Objectives: We investigated the role of general parent–child shared book reading frequency in the association between socioeconomic status and early mathematics skills using a nationally representative sample of young heritage language learners (HLLs). Methodology: The study included 855 HLLs aged 2 to 6 years from diverse linguistic backgrounds. Data were collected as part of the National Household Education Surveys Program of 2019, whi…
Teacher and school predictors of middle school educators’ self-efficacy for instructing in culturally diverse classrooms
Despite increasing student diversity in U.S. schools, there is a dearth of large-scale quantitative research revealing predictors of teachers’ self-efficacy for teaching in culturally diverse (CD) classrooms. This study addresses this gap by identifying key predictors of U.S. middle school educators’ CD teaching self-efficacy using large-scale multi-site data from the 2018 Teaching and Learning International Survey (TALIS). We analyzed unweighted…
Psychology (7 works) · Developmental psychology (6 works) · Reading and Literacy Development (5 works) · Linguistics (4 works) · Literacy (4 works) · Demography (3 works) · Pedagogy (3 works) · Socioeconomic status (3 works) · Sociology (3 works) · Cognition (2 works)