Selected Publications
Family Language & Literacy
Clark Whitney, E. & Melzi, G. (2023). Executive function and narrative language abilities in bilingual preschoolers. Language, Speech, and Hearing Services in Schools. https://doi.org/10.1044/2022_LSHSS-21-00190
Melzi, G., Prishker, N., Kawas, V., Huancacuri J. (2022). The Practices and Challenges of Raising Multilingual Children in the United States. In A. Stavans and U. Jessner (Eds.), The Cambridge Handbook of Childhood Multilingualism. Cambridge: Cambridge University Press.
Shiro, M. & Melzi, G. (2022). Desarrollo discursivo bilingüe/Bilingual discourse development. In I. Carranza, T. van Dijk, & Ferrero, C.L. (Eds). Handbook of Spanish Language Discourse Studies. London: Routledge.
Melzi, G., McWayne, C., Prishker, N., & Wisnia, J. (2021). Por los niños: Latine caregivers’ reflections on parenting. Journal of Latinos & Education, 1-20. https://doi.org/10.1080/15348431.2021.1971085
Halpin, E., Prishker, N, & Melzi, G. (2021). The Bilingual Language Diversity of Latino Preschoolers: A Latent Profile Analysis. Language, Speech, and Hearing Services in Schools, 1-12. https://doi.org/10.1044/2021_LSHSS-21-00015
Halpin, E., & Melzi, G. (2018). Code-switching in the narratives of dual-language Latino preschoolers. International Journal of Bilingual Education and Bilingualism, 1-17. https://doi.org/10.1080/13670050.2018.1553928
Melzi, G. & Caspe, M. (2017). Research approaches to literacy, narrative, and education. In A.K. King, Y. Lai, S. May (Eds.), Research Methods in Language and Education (Vol. 10), Encyclopedia of Language and Education (3rd Edition). Berlin: Springer. 17-1. https://link.springer.com/referenceworkentry/10.1007/978-3-319-02249-9_17?noAccess=true
Melzi, G. & Schick, A. R. (2017). Language and literacy in the school years. In J. Berko Gleason & N. Bernstein Ratner, The Development of Language (9th Edition). Boston: Pearson Allyn & Bacon.
Melzi, G., Schick, A., & Escobar, K. (2017). Early bilingualism through the looking glass: Latino preschool children’s language and self-regulation skills. Annual Review of Applied Linguistics, 37, 93-109. https://doi.org/10.1017/S0267190517000083
Escobar, K., Melzi, G., & Tamis-LeMonda, C. (2017). Mother and child narrative elaborations during book sharing in low-income Mexican-American dyads. Infant and Child Development, 26 (6), 1-18. https://doi.org/10.1002/icd.2029
Schick, A., Melzi, G., & Obregón, J. (2017). The bidirectional nature of narrative scaffolding: Latino caregivers’ elaboration while creating stories from a picture book. First Language, 37(3), 301-316. https://doi.org/10.1177/0142723716689692
Schick, A. R., & Melzi, G. (2015). Print-related practices in low-income Latino homes and preschoolers’ school-readiness outcomes. Journal of Early Childhood Literacy, 16(2), 171-198. https://doi.org/10.1177/1468798415592009
Melzi, G., Schick, A.R., & Bostwick, E. (2013). Érase Una Vez: Latino Family Narrative and Literacy Practices during The Preschool Years. In H. Kreider, M. Caspe, & D.B.Hiatt-Michael, (Eds.), Promising Practices for Engaging Families in Literacy. Charlotte, NC: IAP Press. https://nyuscholars.nyu.edu/en/publications/erase-una-vez-latino-family-narrative-and-literacy-practices-duri
McCabe, A., Tamis-LeMonda, C.S., Bornstein, M.H., Brockmeyer Cates, C., Golinkoff, R., Hirsh-Pasek, K., Hoff, E., Kuchirko, Y., Melzi, G., Mendelsohn, A., Páez, M., Song, L., & Wishard Guerra, A. (2014). Multilingual children: Beyond myths and towards best practices. SRCD Policy Report, 27 (4), 1-21. DOI:https://doi.org/10.1002/j.2379-3988.2013.tb00077.x
Melzi, G., Schick, A., & Bostwick, E. (2013). Latino children’s narrative competencies over the preschool years. Actualidades en Psicología, Special Edition: Desarrollo narrativo en poblaciones latinoamericanas, 27 (115), 1-14. https://doi.org/10.15517/ap.v27i115.9276
Melzi, G., Schick, A., & Kennedy, J. (2011). Narrative participation and elaboration: Two dimensions of maternal elicitation style. Child Development, 82(4), 1282-1296. DOI: https://doi.org/10.1111/j.1467-8624.2011.01600.x
Family STEM
McWayne, C. & Melzi, G. (2023) Young children co-constructing science: The importance of their families and cultural communities. Science Education. https://doi.org/10.1002/sce.21823
Haden, C. A., Melzi, G., & Callanan, M. (2023). Science in stories: Implications for Latine Children's science learning through home-based language practices. Special Issue on Informal STEM learning at Home and Community Spaces, Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1096833
Caspe, M., Melzi, G., Mesalles, V., Prishker, N. & Alvarado, C. (2023). Latine caregivers’ approaches to engaging young children in mathematics. Early Childhood Research Quarterly. https://doi.org/10.1016/j.ecresq.2023.01.014
Halpin, E., Prishker, N, & Melzi, G. (2023). The language diversity and science readiness skills of Latino preschoolers. Language, Speech, and Hearing Services in Schools. https://pubs.asha.org/doi/full/10.1044/2022_LSHSS-22-00072
Melzi, G., Mesalles V., Caspe, M., Prishker, N. (2022). Spatial Language during a household task with bilingual Latine families. Journal of Applied Developmental Psychology, 80, 1-12. https://doi.org/10.1016/j.appdev.2022.101409
Hornburg, C. B., Borriello, G.A., Kung, M., Lin, J., Litkowski, E., Cosso, J., Ellis, A., King, Y., Zippert, E., Cabrera, N., Davis-Kean, P., Eason, S. H., Hart, S. A., Iruka, I., LeFevre, J.-A., Simms, V., Susperreguy, M. I., Cahoon, A., Chan, W. W. L., Cheung, S. K., Coppola, M., De Smedt, B., Elliot, L., Estévez-Pérez, N., Gallagher-Mitchell, T., Gardner-Neblett, N., Gilmore, C., Leyva, D., Maloney, E. A., Manolitsis, G., Melzi, G., Mutaf-Yıldız, B., Nelson, G., Niklas, F., Pan, Y., Ramani, G. B., Skwarchuk, S.-L., Sonnenschein, S., & Purpura, D. J. (2021). Next directions in measurement of the home mathematics environment: An international and interdisciplinary perspective. Journal of Numerical Cognition, 7(2), 195-220. https://doi.org/10.5964/jnc.6143
Family-School Connections
Schick, A.R., Wuest, C., Lim, R. Melzi, G. (2023). Supporting Preschool Teachers’ Use of Culturally Grounded Practices: Factors that Influence Program Fidelity. Journal of Early Childhood Teacher Education. https://doi.org/10.1080/10901027.2023.2223143
McWayne, C., Melzi, G., Mistry, J. (2022). A home-to-school approach for promoting culturally inclusive family-school partnership research and practice. Educational Psychologist, 57, 283-251. https://doi.org/10.1080/00461520.2022.2070752
Melzi, G., Schick, A.R., Wuest, C. (2022). Stories beyond books: Preschool teachers’ use of oral stories supports children’s early literacy skills. Early Education and Development, 1-21. https://doi.org/10.1080/10409289.2021.2024749
Schick, A., Scarola, L. Niño, S. & Melzi, G. (2021). Beyond the written word: The role of text on preschool teachers’ book sharing styles. Journal of Early Childhood Literacy, 1-25. https://doi.org/10.1177/1468798420985168
Melzi, G., McWayne, C., & Ochoa, W. (2020). Family engagement and Latine children’s narrative skills. Early Childhood Education Journal, 1-13. https://doi.org/10.1007/s10643-020-01132-7
Rojas, N., Yoshikawa, H. & Melzi, G. (2020). Preschool teachers’ use of discourse practices with dual language learners. Journal of Applied Developmental Psychology, 69, 1-13 https://doi.org/10.1016/j.appdev.2020.101158
Melzi, G., Schick, A., & Scarola, L. (2019). Intervention that promotes home-to-school Links for ethnoculturally diverse families. In C.M. McWayne, F. Doucet, & S. M. Sheridan (Eds.), Research on Family-School Partnerships: Understanding Ethnocultural Diversity and the Home-to-School Link. New York: Springer. https://doi.org/10.1007/978-3-030-14957-4_8
Melzi, G., Schick, A., & Scarola, L. (2018). Building bridges between home and school for Latinx families of preschool children. In J.K. Adair & F. Doucet, (Eds.) Supporting Young Children of Immigrants in PreK-3 [Special Issue]. Bank Street Occasional Papers Series, 39, 1-20. https://educate.bankstreet.edu/occasional-paper-series/vol2018/iss39/10
McWayne, C., Foster, B., & Melzi, G. (2018). Culturally embedded measurement of low-Income Latino caregivers’ engagement in preschool: A tale of two forms of engagement. Early Education & Development, 2(4), 540-562. https://doi.org/10.1080/10409289.2018.1442094
Mundt, K., Gregory, A., Melzi, G., & McWayne, C. M. (2015). The influence of ethnic match on Latino school-based family engagement. Hispanic Journal of Behavioral Sciences, 37(2), 170-185. DOI: https://doi.org/10.1177/0739986315570287
McWayne, C., & Melzi, G. (2014). Validation of a culture-contextualized measure of family engagement in the early learning of low-income Latino children. Journal of Family Psychology, 28 (2), 260-266. https://doi.org/10.1037/a0036167
McWayne, C. M., Melzi, G., Limlingan, M. C., & Schick, A. (2016). Ecocultural patterns of family engagement among low-income Latino families of preschool children. Developmental Psychology, 52(7), 1088. https://doi.org/10.1037/a0040343
McWayne, C., Melzi, G., Schick, A. R., Kennedy J., & Mundt, K. (2013). Defining family engagement among Latino Head Start parents: A mixed-methods measurement development study. Early Childhood Research Quarterly, 28, 593-607. DOI: https://doi.org/10.1016/j.ecresq.2013.03.008