Publications

Shea, Z. M., Piasta, S. B., Shen, Y., Hudson, A. K., Zettler-Greeley, C. M., Lewis, K., & Logan, J. A. R. (2025). Is Use of Literacy-Focused Curricula Associated with Children’s Literacy Gains and Are Associations Moderated by Risk Status, Receipt of Intervention, or Preschool Setting? Education Sciences, 15(10), 1368. https://doi.org/10.3390/educsci15101368  

Shen, Y., Shea, Z. M. Independent book reading and bilingual children’s language and literacy skills. Read Writ (2025). https://doi.org/10.1007/s11145-025-10698-w  

LoCasale-Crouch, J., Lenahan, T., Shea, Z. M, Whittaker, J., Zhang, Y., Duyile, B., Xu, Y. & Williford, A. (in press). Examining the Relationship between Community Resources and Early Identification for Special Education: Variation by Child Race and/or Ethnicity. Prevention Science. https://doi.org/10.1007/s11121-025-01829-4  

Shea, Z. M., Zhang, Q., Jenkins, J. M., & Watts, T. W. (2025). Do Preschool Peers Create a Sustaining Environment in Kindergarten Classrooms? Evidence from the ECLS- K: 2011. AERA Open, 11(1), 1-20. https://doi.org/10.1177/23328584251318306  

Piasta, S.B., Shea, Z. M., Hudson, A.K., Shen, Y., Logan, J.A.R., Zettler-Greeley, C.M., & Lewis, K. (2025). Initial skills predict preschoolers’ emergent literacy development but do not moderate response to instruction. Infant and Child Development. https://doi.org/10.1002/icd.70022  

Xu, D., Liu, Y., Shea, Z. M., Vincent-Layton, K., White, J., Pacansky-Brock, M. (2025). Humanizing College Online Instruction: The Effects of Professional Development on Faculty Perceptions and Instructional Practices. The Internet and Higher Education, 100998.  https://doi.org/10.1016/j.iheduc.2025.100998  

Yang, D., Ge, Y., Sun, Y., Collins, P., Jaeggi, S., Xu, Y., Shea, Z. M., & Warschauer, M. (2024). Self-regulation and comprehension in shared reading: The moderating effects of verbal interactions and E-book discussion prompts. Child Development, 00, 1–16. https://doi.org/10.1111/cdev.14128  

Shea, Z. M. (2021). Do Prekindergarten Benchmarks Affect Fourth-Grade Academic Outcomes? Early Childhood Research Quarterly, 57, 285–297.  https://doi.org/10.1016/j.ecresq.2021.07.003  

Shea, Z. M., & Jenkins, J. M. (2021). Examining Heterogeneity in the Impacts of Socio-Emotional Curricula in Preschool: A Quantile Treatment Effect Approach. Frontiers in Psychology, https://doi.org/10.3389/fpsyg.2021.624320