Jeannette Mancilla-Martinez

Picture of Jeannette Mancilla-Martinez
Language, Literacy, and Technology
School of Education
Ed.D., Harvard Graduate School of Education, 2009
M.Ed., Harvard Graduate School of Education, 2004
B.A., Mount Saint Mary's College, Los Angeles, 2000
Phone: (949) 824-2672
Email: j.mancillamartinez@uci.edu
University of California, Irvine
School of Education
3000D Education
Mail Code: 5500
Irvine, CA 92697
Research Interests
Vocabulary Development, Reading Comprehension, Language Minority Learners
Research Abstract
Jeannette Mancilla-Martinez's research interest is the connection between students' language and literacy development, spanning toddlerhood through adolescence. Her work, in urban and suburban settings, focuses on students with low language and literacy skills, students from low-income homes, immigrant children, and language minority learners.
Publications
Mancilla-Martinez, J., Christodoulou, J.A., & Shabaker, M.M. (in press). Preschoolers’ English vocabulary development: The influence of English language proficiency and risk factors. Learning and Individual Differences.
Mancilla-Martinez, J., & Lesaux, N. (in press). Spanish-speaking parents' beliefs about their young children's learning and language development. NHSA Dialog: A Research-to-Practice Journal for the Early Childhood Field.

Mancilla-Martinez, J., & Lesaux, N.L. (in press). Promoting shared cultural and linguistic backgrounds among children and families in Early Head Start/Head Start Programs. NHSA Dialog: A Research-to-Practice Journal for the Early Childhood Field.

Mancilla-Martinez, J., & Vagh, S.B. (2013). Growth in toddlers’ Spanish, English, and conceptual vocabulary knowledge. Early Childhood Research Quarterly, 28, 555-567.

Kieffer, M.J., Biancarosa, G., & Mancilla-Martinez, J. (2013). Roles of morphological awareness in English reading comprehension for Spanish-speaking language minority learners: Exploring partial mediation by vocabulary and reading fluency. Applied Psycholinguistics, 34, 697-725.

Mancilla-Martinez, J., & Lesaux, N.K. (2011). The gap between Spanish-Speakers' word reading and word knowledge: A longitudinal study. Child Development, 82, 1544-1560.

Mancilla-Martinez, J., & Lesaux, N.K. (2011). Early home language use and later vocabulary development. Journal of Educational Psychology, 103, 535-546.

Mancilla-Martinez, J., Pan, B.A., & Vagh, S.B. (2011). Assessing the productive vocabulary of Spanish-English bilingual toddlers from low-income families. Applied Psycholinguistics, 32, 333-357.

Mancilla-Martinez, J., Kieffer, M.J., Christodoulou, J.A., Biancarosa, G., & Snow, C. (2011). Investigating English reading comprehension growth in adolescent language minority learners: Some insights from the Simple View. Reading and Writing: An Interdisciplinary Journal, 24, 339-354.

Mancilla-Martinez, J. (2010). Word meanings matter: Cultivating vocabulary knowledge in fifth-grade Spanish-speaking language minority learners. TESOL Quarterly, 44, 669- 699.

Mancilla-Martinez, J., & Kieffer, M.J. (2010). Language minority learners’ home language use is dynamic. Educational Researcher, 39, 545-546.

Mancilla-Martinez, J., & Lesaux, N.K. (2010). Predictors of reading comprehension for struggling readers: The case of Spanish-speaking language minority learners. Journal of Educational Psychology, 102, 701-711.

Vagh, S.B, Pan, B.A., & Mancilla-Martinez, J. (2009). Measuring growth in bilingual and monolingual children's English productive vocabulary development: The utility of combining parent and teacher report. Child Development, 80, 1545-1563.
Grants
2013-2014 National Academy of Education/Spencer Postdoctoral Fellow. Reconceptualizing the Task of Early Identification of Reading Comprehension Difficulties for Language Minority Learners: The Persistence Dimension. This project examines how early reading skills develop for Spanish-speaking language minority children during K-2, and associations of persistent word recognition and language comprehension difficulties with English reading comprehension outcomes in Grades 5 and 8. Role: PI
2013-2014 Hellman Fellow. Teaching and Language Facilitation Techniques Associated with Preschoolers' Vocabulary Growth. This fellowship supports a project to monitor the development of preschoolers' Spanish and/or English early literacy, specifically vocabulary, over the course of a school year; and examine language use and language interaction styles in the classroom. Role: PI
Other Experience
Assistant Professor
University of Illinois at Chicago 2009—2012
Last updated
07/24/2014