Natalia Palacios
Biographic Data
| ID | 656242 |
|---|---|
| NAME | Natalia Palacios |
| GIVEN NAMES | Natalia |
| FAMILY NAME | Palacios |
| SIGNATURE | PALACIOS N |
| AFFILIATIONS | University of Virginia |
| ORCID | 0000-0002-9755-8654 |
| VERIFIED | Yes |
| TOTAL WORKS | 17 |
| TOTAL CITATIONS | 79 |
| AUTHOR COUNT | 17 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2002 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 4 |
Seeing students anew: How relationship-building asset-framed home visits deepen teachers' understanding of bilingual families
Home visiting is a promising approach to family engagement in education. However, few studies have investigated how home visits shape teachers' understanding of culture in families of bilingual students, which is crucial to culturally sustaining pedagogy. This study examined how relationship-building, asset-framed home visits shaped kindergarten and second-grade teachers' perceptions of culture in Spanish-English bilingual students and their fami…
Humanizing Students: Teacher Reflections Before and After Home Visits
Background/Context: Teachers often hold deficit-oriented views of culturally and linguistically diverse students, limiting the formation of trusting relationships essential for culturally responsive teaching. Relationship-building, asset-framed home visits offer a promising practice to help teachers recognize students’ and families’ strengths and move toward more equitable teaching. Purpose: This study examines how participating in asset-framed h…
Academic outcomes of English learners in monolingual and dual language programs
Examining Child, Family, Classroom, and School Factors Associated with Latinx Children’s Early Science Achievement
Following a theoretical framework that recognizes the potential of promotive and inhibitive effects on children’s development, this study explored child-, family-, classroom-, and school-level factors as predictors of Latinx (N = 4,590) students’ early elementary science achievement. Research Findings: Employing a path modeling approach with ECLS-K:2011 data, we found that child factors were both positively (early reading, cognitive flexibility, …
Bilingual Latina Siblings Supporting Siblings: Shared Reading as a Context for Supporting Cognitive Self-Regulation
To explore the ways in which Latinx older siblings support younger siblings during shared reading, researchers investigated the following question with three Latinx families in the U.S.: How are older siblings modeling and intentionally supporting focal children’s cognitive self-regulation in the context of shared reading? Analyses of video recorded interactions across six visits revealed that older siblings intentionally supported focal children…
Food insecurity and physical functioning in Boston area Puerto Rican older adults
Objective: Prior studies have found evidence of a relationship between food insecurity and functional limitations among older populations in the USA. Design: This is a longitudinal investigation of food security in relation to functional limitations, assessed as Activities of Daily Living (ADL) and Instrumental Activities of Daily Living (IADL) scores. Setting: The Greater Boston, MA area. Participants: 1461 Boston Puerto Rican Health study parti…
Shared Book Reading and Bilingual Decoding in Latinx Immigrant Homes
Through in-home ethnographic observations of three multilingual immigrant families’ shared book reading, we identified recurring literacy practices in the home in which mothers, older siblings, and younger children participated during the reading. We found that families engaged in context-sensitive and cooperative shared reading practices, wherein decoding tended to be the focus. This practice—which we call transcultural decoding—involved multidi…
Languaging among Latinx siblings in immigrant homes: Implications for teaching literacy
This article synthesizes multiple studies that we have conducted on language and literacy practices among Latinx siblings at home, and identifies implications for teaching. Examples from micro-ethnographic discourse analyses provide rich vignettes of sibling interactions within Mexican and Central American immigrant households to illustrate how siblings engage in complex negotiations as they language together at home, in English and Spanish. Olde…
Older sibling contribution to younger children's working memory and cognitive flexibility
We used structural equation modeling in the Early Childhood Longitudinal Study—Kindergarten Cohort ( N = 17,020) to explore the influence of having an older sibling on kindergarten‐age focal children's cognitive self‐regulation. In model 1, we tested how having a sibling who is generally older than the focal child contributes to the focal child's working memory (WM) and cognitive flexibility (CF) upon entering kindergarten. In model 2, we assesse…
Older Sibling Support of Younger Siblings’ Socio-Emotional Development: A Multiple-Case Study of Second-Generation Mexican and Honduran Children’s Initiative and Co-Construction
Siblings play a critical role in the socialization experiences of their younger siblings. Societal values, standards, and customs are transmitted and created through the process of modeling and the construction of shared meaning. It follows, therefore, that the process of socialization may be culturally dependent. Using multiple case studies of five sibling dyads, we aim to examine the process of initiation and co-construction of second-generatio…
The Cognate and False Cognate Knowledge of Young Emergent Bilinguals
This study examined young emergent bilinguals' cognate and false cognate knowledge and vocabulary outcomes on four early-language assessments in English and Spanish. Findings revealed that children were able to use shared phonology of words-before they had developed extensive knowledge about their orthography-to recognize and produce cognates. In addition, children were not confused by the similar phonology in semantically different words when re…
An Examination of Language Practices During Mother-Child Play Activities Among Mexican Immigrant Families
We examined the language practices of five mother-child dyads during a structured play activity, particularly in relation to maternal question use. The study includes second-generation, 4-year-old children of Mexican immigrants who demonstrate either high vocabulary levels in English and Spanish or low levels of vocabulary in both languages. Examination of field notes, videotapes, and transcriptions yielded differences in maternal use of perceptu…
Cross-language associations in the development of preschoolers’ receptive and expressive vocabulary
The Influence of Older Siblings on Language Use Among Second‐Generation Latino Preschoolers
But Before I Go to My Next Step”: A Longitudinal Study of Adolescent English Language Learners' Transitional Devices in Oral Presentations
This multiple case study examines patterns in the oral second language use of three Spanish‐speaking English language learners in rehearsed presentations produced annually over 4 years (Grades 9–12) in a U.S. high school. Analysis focuses on students' changing use of transitional devices called frame markers (Hyland, 2005) as a lens for understanding language used by school‐aged immigrant students in academic settings, the nature of classroom pre…
Early reading achievement of children in immigrant families: Is there an immigrant paradox
This article examines whether longitudinal reading trajectories vary by the generational status of immigrant children as they begin formal schooling through the 3rd grade. The results of the hierarchical linear model indicated that 1st and 2nd generation children (i.e., those born in a foreign country and those born in the United States to foreign-born parents, respectively) had higher achievement scores at the spring of kindergarten than did 3rd…
Parental Involvement in Children's Education: Lessons from Three Immigrant Groups
This study explores immigrant group and individual differences within groups in parental reports of involvement in their children's education as a function of both sociodemographic and cultural variables. Design. Over 300 parents from three different immigrant groups - Portuguese, Dominican and Cambodian - were interviewed when their children were in either second or fifth grade. Results. Language comfort and immigrant group membership were the m…
Parental Involvement in Children's Education: Lessons from Three Immigrant Groups
This study explores immigrant group and individual differences within groups in parental reports of involvement in their children's education as a function of both sociodemographic and cultural variables. Design. Over 300 parents from three different immigrant groups - Portuguese, Dominican and Cambodian - were interviewed when their children were in either second or fifth grade. Results. Language comfort and immigrant group membership were the m…
Early reading achievement of children in immigrant families: Is there an immigrant paradox
This article examines whether longitudinal reading trajectories vary by the generational status of immigrant children as they begin formal schooling through the 3rd grade. The results of the hierarchical linear model indicated that 1st and 2nd generation children (i.e., those born in a foreign country and those born in the United States to foreign-born parents, respectively) had higher achievement scores at the spring of kindergarten than did 3rd…
The Cognate and False Cognate Knowledge of Young Emergent Bilinguals
This study examined young emergent bilinguals' cognate and false cognate knowledge and vocabulary outcomes on four early-language assessments in English and Spanish. Findings revealed that children were able to use shared phonology of words-before they had developed extensive knowledge about their orthography-to recognize and produce cognates. In addition, children were not confused by the similar phonology in semantically different words when re…
The Influence of Older Siblings on Language Use Among Second‐Generation Latino Preschoolers
Languaging among Latinx siblings in immigrant homes: Implications for teaching literacy
This article synthesizes multiple studies that we have conducted on language and literacy practices among Latinx siblings at home, and identifies implications for teaching. Examples from micro-ethnographic discourse analyses provide rich vignettes of sibling interactions within Mexican and Central American immigrant households to illustrate how siblings engage in complex negotiations as they language together at home, in English and Spanish. Olde…
Older sibling contribution to younger children's working memory and cognitive flexibility
We used structural equation modeling in the Early Childhood Longitudinal Study—Kindergarten Cohort ( N = 17,020) to explore the influence of having an older sibling on kindergarten‐age focal children's cognitive self‐regulation. In model 1, we tested how having a sibling who is generally older than the focal child contributes to the focal child's working memory (WM) and cognitive flexibility (CF) upon entering kindergarten. In model 2, we assesse…
Older Sibling Support of Younger Siblings’ Socio-Emotional Development: A Multiple-Case Study of Second-Generation Mexican and Honduran Children’s Initiative and Co-Construction
Siblings play a critical role in the socialization experiences of their younger siblings. Societal values, standards, and customs are transmitted and created through the process of modeling and the construction of shared meaning. It follows, therefore, that the process of socialization may be culturally dependent. Using multiple case studies of five sibling dyads, we aim to examine the process of initiation and co-construction of second-generatio…
Parental Involvement in Children's Education: Lessons from Three Immigrant Groups
This study explores immigrant group and individual differences within groups in parental reports of involvement in their children's education as a function of both sociodemographic and cultural variables. Design. Over 300 parents from three different immigrant groups - Portuguese, Dominican and Cambodian - were interviewed when their children were in either second or fifth grade. Results. Language comfort and immigrant group membership were the m…
Early reading achievement of children in immigrant families: Is there an immigrant paradox
This article examines whether longitudinal reading trajectories vary by the generational status of immigrant children as they begin formal schooling through the 3rd grade. The results of the hierarchical linear model indicated that 1st and 2nd generation children (i.e., those born in a foreign country and those born in the United States to foreign-born parents, respectively) had higher achievement scores at the spring of kindergarten than did 3rd…
The Influence of Older Siblings on Language Use Among Second‐Generation Latino Preschoolers
But Before I Go to My Next Step”: A Longitudinal Study of Adolescent English Language Learners' Transitional Devices in Oral Presentations
This multiple case study examines patterns in the oral second language use of three Spanish‐speaking English language learners in rehearsed presentations produced annually over 4 years (Grades 9–12) in a U.S. high school. Analysis focuses on students' changing use of transitional devices called frame markers (Hyland, 2005) as a lens for understanding language used by school‐aged immigrant students in academic settings, the nature of classroom pre…
An Examination of Language Practices During Mother-Child Play Activities Among Mexican Immigrant Families
We examined the language practices of five mother-child dyads during a structured play activity, particularly in relation to maternal question use. The study includes second-generation, 4-year-old children of Mexican immigrants who demonstrate either high vocabulary levels in English and Spanish or low levels of vocabulary in both languages. Examination of field notes, videotapes, and transcriptions yielded differences in maternal use of perceptu…
Cross-language associations in the development of preschoolers’ receptive and expressive vocabulary
Older Sibling Support of Younger Siblings’ Socio-Emotional Development: A Multiple-Case Study of Second-Generation Mexican and Honduran Children’s Initiative and Co-Construction
Siblings play a critical role in the socialization experiences of their younger siblings. Societal values, standards, and customs are transmitted and created through the process of modeling and the construction of shared meaning. It follows, therefore, that the process of socialization may be culturally dependent. Using multiple case studies of five sibling dyads, we aim to examine the process of initiation and co-construction of second-generatio…
The Cognate and False Cognate Knowledge of Young Emergent Bilinguals
This study examined young emergent bilinguals' cognate and false cognate knowledge and vocabulary outcomes on four early-language assessments in English and Spanish. Findings revealed that children were able to use shared phonology of words-before they had developed extensive knowledge about their orthography-to recognize and produce cognates. In addition, children were not confused by the similar phonology in semantically different words when re…
Older sibling contribution to younger children's working memory and cognitive flexibility
We used structural equation modeling in the Early Childhood Longitudinal Study—Kindergarten Cohort ( N = 17,020) to explore the influence of having an older sibling on kindergarten‐age focal children's cognitive self‐regulation. In model 1, we tested how having a sibling who is generally older than the focal child contributes to the focal child's working memory (WM) and cognitive flexibility (CF) upon entering kindergarten. In model 2, we assesse…
Shared Book Reading and Bilingual Decoding in Latinx Immigrant Homes
Through in-home ethnographic observations of three multilingual immigrant families’ shared book reading, we identified recurring literacy practices in the home in which mothers, older siblings, and younger children participated during the reading. We found that families engaged in context-sensitive and cooperative shared reading practices, wherein decoding tended to be the focus. This practice—which we call transcultural decoding—involved multidi…
Languaging among Latinx siblings in immigrant homes: Implications for teaching literacy
This article synthesizes multiple studies that we have conducted on language and literacy practices among Latinx siblings at home, and identifies implications for teaching. Examples from micro-ethnographic discourse analyses provide rich vignettes of sibling interactions within Mexican and Central American immigrant households to illustrate how siblings engage in complex negotiations as they language together at home, in English and Spanish. Olde…
Food insecurity and physical functioning in Boston area Puerto Rican older adults
Objective: Prior studies have found evidence of a relationship between food insecurity and functional limitations among older populations in the USA. Design: This is a longitudinal investigation of food security in relation to functional limitations, assessed as Activities of Daily Living (ADL) and Instrumental Activities of Daily Living (IADL) scores. Setting: The Greater Boston, MA area. Participants: 1461 Boston Puerto Rican Health study parti…
Bilingual Latina Siblings Supporting Siblings: Shared Reading as a Context for Supporting Cognitive Self-Regulation
To explore the ways in which Latinx older siblings support younger siblings during shared reading, researchers investigated the following question with three Latinx families in the U.S.: How are older siblings modeling and intentionally supporting focal children’s cognitive self-regulation in the context of shared reading? Analyses of video recorded interactions across six visits revealed that older siblings intentionally supported focal children…
Examining Child, Family, Classroom, and School Factors Associated with Latinx Children’s Early Science Achievement
Following a theoretical framework that recognizes the potential of promotive and inhibitive effects on children’s development, this study explored child-, family-, classroom-, and school-level factors as predictors of Latinx (N = 4,590) students’ early elementary science achievement. Research Findings: Employing a path modeling approach with ECLS-K:2011 data, we found that child factors were both positively (early reading, cognitive flexibility, …
Humanizing Students: Teacher Reflections Before and After Home Visits
Background/Context: Teachers often hold deficit-oriented views of culturally and linguistically diverse students, limiting the formation of trusting relationships essential for culturally responsive teaching. Relationship-building, asset-framed home visits offer a promising practice to help teachers recognize students’ and families’ strengths and move toward more equitable teaching. Purpose: This study examines how participating in asset-framed h…
Academic outcomes of English learners in monolingual and dual language programs
Seeing students anew: How relationship-building asset-framed home visits deepen teachers' understanding of bilingual families
Home visiting is a promising approach to family engagement in education. However, few studies have investigated how home visits shape teachers' understanding of culture in families of bilingual students, which is crucial to culturally sustaining pedagogy. This study examined how relationship-building, asset-framed home visits shaped kindergarten and second-grade teachers' perceptions of culture in Spanish-English bilingual students and their fami…
Psychology (15 works) · Developmental psychology (10 works) · Early Childhood Education and Development (8 works) · Parental Involvement in Education (8 works) · Multilingual Education and Policy (7 works) · Medicine (6 works) · Reading and Literacy Development (6 works) · Immigration (5 works) · Linguistics (5 works) · Pedagogy (5 works)