Peer Reviewed Journal Articles (*denotes student author)
Gámez, P.B., *González, D. & *Urbin, L.M. (in press). Shared book reading and English Language Learners’ narrative production and comprehension. Reading Research Quarterly.
Gámez, P.B., Neugebauer, S., Coyne, M., McCoach, B. & Ware, S. (in press). Linguistic and social cues for vocabulary learning in Dual Language Learners and their English-only peers. Early Childhood Research Quarterly.
Neugebauer, S., Gámez, P.B., Coyne, M., & *Colon, I. (in press). Teacher talk that increases students’ vocabulary: Promoting word consciousness to close the vocabulary gap in young word learners. The Elementary School Journal.
*Hilvert, E., Davidson, D., & Gámez, P.B. (2016). Examination of script and non-script based narrative retellings in children with Autism Spectrum Disorders. Research in Autism Spectrum Disorders, 29, 79-92.
Gámez, P.B. & Lesaux, N.K., & Rizzo, A.A. (2016). Narrative production skills of Language Minority learners and their English-only classmates in early adolescence. Applied Psycholinguistics, 37(4), 933-961.
Mancilla-Martinez, J., Gámez, P.B., Vagh, S. B. Lesaux, N. K. (2016). Productive vocabulary assessment for Spanish-English bilingual toddlers and preschoolers: A validation study of parent reports. Language, Speech, and Hearing Services in Schools, 47(1), 1-15.
Gámez, P.B. & Shimpi, P.M. (2016). Structural priming in Spanish as evidence of implicit learning. Journal of Child Language, 43(1), 207-233.
Gámez, P.B. & Lesaux, N.K. (2015). Early-adolescents’ reading comprehension and the stability of the middle school classroom-language environment. Developmental psychology, 51(4), 447-458.
Vasilyeva, M. & Gámez, P.B. (2015). Exploring Interactions between semantic and syntactic processes: The role of animacy in syntactic priming. Journal of Experimental Child Psychology, 138, 15-30.
Gámez, P.B. (2015). Classroom-based English exposure and English Language Learners’ expressive language skills. Early Childhood Research Quarterly, 31, 135-146. doi:10.1016/j.ecresq.2015.01.007
Gámez, P.B. & Vasilyeva, M. (2015). Increasing second language learners’ production and comprehension of developmentally-advanced syntactic forms. Language Learning & Development, 11(2), 128-151.
Gámez, P.B., & Levine, S.C. (2013). Oral language skills of Spanish-speaking English Language learners: The impact of high-quality native language exposure. Applied Psycholinguistics, 34(4), 673.
Gámez, P.B., & Lesaux, N.K. (2012). The relation between exposure to sophisticated and complex language and early-adolescent english-only and language minority learners' vocabulary. Child Development, 83(4), 1316-1331.
Gámez, P.B., Shimpi, P.M., Waterfall, H.R., & Huttenlocher, J. (2009). Priming a perspective in spanish monolingual children: The use of syntactic alternatives. Journal of Child Language, 36(2), 269-290.