Our research serves to inform policies that
promote equity and justice for racially and ethnically minoritized
children in the contexts of education, health, and community.
Peer-Reviewed Publications:
Cabell, S. Q., Justice, L. M., Piasta, S. P., Curenton, S. M., Wiggins, A., Pence Turnbull, K., & Petscher, Y. (2011). The impact of teacher responsivity education on preschoolers’ language and literacy skills. American Journal of Speech–Language Pathology, 20, 315–330.
Crowley, J., & Curenton, S. M. (2011). Organizational social support and parenting challenges among mocha moms. Family Relations, 60, 1–14.
Curenton, S. M. (2015). African American preschoolers’ pragmatic skills: Talking about emotions and the mind in the midst of fantasy. Topics in Language Disorders, 35, 46–60. [Special issue on African American children].
Curenton, S. M. (2008). Early childhood leaders and literacy. Early Childhood Research Quarterly, 23, 597–598.
Curenton, S. M. (2010). Introduction to the special issue: Narratives as learning tools to promote school readiness. Early Education and Development, 21, 287–292.
Curenton, S. M. (2003). Low-income preschoolers’ false belief performance. Journal of Genetic Psychology, 164, 411–424.
Curenton, S. M. (2006). Oral storytelling: A cultural art that promotes school readiness. Young Children, 61, 78–89.
Curenton, S. M. (2004). The association between narratives and theory of mind for low-income preschoolers. Early Education and Development, 15, 121–145.
Curenton, S. M. (2010). Understanding the landscape of stories: The association between preschoolers’ narrative comprehension and production skills and cognitive abilities. Early Child Development and Care, 1–18.
Curenton, S. M., & Craig, M. J. (2009). Shared-reading versus oral storytelling: Associations with preschoolers’ prosocial skills and problem behaviors. Early Child Development and Care, 1–24.
Curenton, S. M., Craig, M. J., & Flanigan, N. (2008). Use of decontextualized talk across story contexts: How oral storytelling and emergent reading can scaffold children’s development. Early Education and Development, 18, 161–187.
Curenton, S. M., Crowley, J. E., & Mouzon, D. M. (2018). Qualitative Descriptions of Middle-Class, African American Mothers’ Child-Rearing Practices and Values. Journal of Family Issues, 39(4), 868–895.
Curenton, S. M., Dong, N., & Shen, X. (2015). Does aggregate school-wide achievement mediate fifth grade outcomes for former early childhood education participants? Developmental Psychology, 51, 921–934.
Curenton, S.M., Iruka, I.U., Humphries, M., Jensen, M., Durden, T., Rochester, S.E., Sims, J., Whittaker, J., & Kinzie, M. (2019). Validity for the Assessing Classroom Sociocultural Equity Scale (ACSES) in Early Childhood Classrooms. Early Education and Development.
Curenton, S. M., & Justice, L. (2004). African American and Caucasian preschoolers’ use of decontextualized language: Use of literate language features in oral narratives. Language, Speech, and Hearing Services in the Schools, 35, 240–253.
Curenton, S. M., & Justice, L. M. (2008). Children’s preliteracy skills: Influence of maternal education and mothers’ beliefs about shared-reading interactions. Early Education and Development, 19, 261–283.
Curenton, S. M., & Kennedy, S. S. (2013). Comparison of shared reading versus emergent reading: How the two provide distinct opportunities for early literacy. ISRN Education. doi.org/10.1155/2013/936191
Curenton, S. M., McWey, L. M., & Bolen, M. G. (2009). Distinguishing maltreating versus nonmaltreating at-risk families: Implications for foster care and early childhood education interventions. Families in Society, 90, 176–182.
Curenton, S. M., Sims, J., Rochester, S.E., & Gardner, S. L. (2019). The Conversation Compass Communication Screener-Revised. Early Childhood Research Quarterly, 47, 182-193.
Curenton, S. M., & Wilson, M. N. (2003). “I’m happy with my mommy”: Low-income preschoolers’ causal attributions for emotions. Early Education and Development, 14, 199–213.
Curenton, S. M., & Zucker, T. (2013). Instructional conversations in early childhood classrooms: Policy suggestions for curriculum standards and professional development. Creative Education, 14, 60–68. [Special issue on preschool].
Garner, P. W., Curenton, S. M., & Taylor, K. (2005). Predictors of mental state understanding in preschoolers of varying socioeconomic backgrounds. International Journal of Behavioral Development, 29, 271–281.
Iruka, I., Curenton, S. M., & Gardner, S. (2016). How changes in home and neighborhood factors are related to change in Black children’s academic and social development from kindergarten to third grade. Journal of Negro Education, 84, 282–297.
Iruka, I. U., Curenton, S. M., Jackson, L., Sutton, S., Orbaker, S., & Welsh, L. (2021). Don’t Look Away book study with the Schoenbaum Family Center: Evaluation report. Columbus, OH: The Ohio State University Schoenbaum Family Center.
Iruka, I. U., Curenton, S. M., Sims, J., Escayg, K.-A., Ibekwe-Okafor, N., & RAPID-EC. (2021). Black Parent Voices: Resilience in the Face of the Two Pandemics—COVID-19 and Racism. Researchers Investigating Sociocultural Equity and Race (RISER) Network. https://www.bu-ceed.org/riser-network.html
Iruka, I. U., Curenton, S. M., Sims, J., Harris, K., & Ibekwe-Okafor, N. (2021). Ethnic-Racial Identity Formation in the Early Years. Durham, NC: Hunt Institute.
Kennedy, S. S., & Curenton, S. M. (2013). Is the socioemotional quality of emergent reading interactions related to young children’s emergent reading skills? The URC Undergraduate Research Journal for the Human Sciences, 12.
Lillard, A. S., & Curenton, S. M. (1999). Do young children understand what others feel, want, and know? Young Children, 54(5), 52–57.
Lillard, A. S., Zeljo, A., Curenton, S. M., & Seja, A. (2000). Children’s understanding of the animacy constraint on pretense. Merrill–Palmer Quarterly, 46, 21–44.
Piasta, S. B., Justice, L. M., Cabell, S. Q., Wiggins, A. K., Pence Turnbull, K., & Curenton, S. M. (2012). Impact of professional development on preschool teachers’ conversational responsivity and children’s linguistic productivity and complexity. Early Childhood Research Quarterly, 27, 387–400.
Schilder, D. E., Broadstone, M., & Curenton, S. M. (2017). Special Issue: Early Care and Education Collaboration. Early Education and Development, 28:8, 1072-1074.
Cabell, S. Q., Justice, L. M., Piasta, S. P., Curenton, S. M., Wiggins, A., Pence Turnbull, K., & Petscher, Y. (2011). The impact of teacher responsivity education on preschoolers’ language and literacy skills. American Journal of Speech–Language Pathology, 20, 315–330.
Crowley, J., & Curenton, S. M. (2011). Organizational social support and parenting challenges among mocha moms. Family Relations, 60, 1–14.
Curenton, S. M. (2015). African American preschoolers’ pragmatic skills: Talking about emotions and the mind in the midst of fantasy. Topics in Language Disorders, 35, 46–60. [Special issue on African American children].
Curenton, S. M. (2008). Early childhood leaders and literacy. Early Childhood Research Quarterly, 23, 597–598.
Curenton, S. M. (2010). Introduction to the special issue: Narratives as learning tools to promote school readiness. Early Education and Development, 21, 287–292.
Curenton, S. M. (2003). Low-income preschoolers’ false belief performance. Journal of Genetic Psychology, 164, 411–424.
Curenton, S. M. (2006). Oral storytelling: A cultural art that promotes school readiness. Young Children, 61, 78–89.
Curenton, S. M. (2004). The association between narratives and theory of mind for low-income preschoolers. Early Education and Development, 15, 121–145.
Curenton, S. M. (2010). Understanding the landscape of stories: The association between preschoolers’ narrative comprehension and production skills and cognitive abilities. Early Child Development and Care, 1–18.
Curenton, S. M., & Craig, M. J. (2009). Shared-reading versus oral storytelling: Associations with preschoolers’ prosocial skills and problem behaviors. Early Child Development and Care, 1–24.
Curenton, S. M., Craig, M. J., & Flanigan, N. (2008). Use of decontextualized talk across story contexts: How oral storytelling and emergent reading can scaffold children’s development. Early Education and Development, 18, 161–187.
Curenton, S. M., Crowley, J. E., & Mouzon, D. M. (2018). Qualitative Descriptions of Middle-Class, African American Mothers’ Child-Rearing Practices and Values. Journal of Family Issues, 39(4), 868–895.
Curenton, S. M., Dong, N., & Shen, X. (2015). Does aggregate school-wide achievement mediate fifth grade outcomes for former early childhood education participants? Developmental Psychology, 51, 921–934.
Curenton, S.M., Iruka, I.U., Humphries, M., Jensen, M., Durden, T., Rochester, S.E., Sims, J., Whittaker, J., & Kinzie, M. (2019). Validity for the Assessing Classroom Sociocultural Equity Scale (ACSES) in Early Childhood Classrooms. Early Education and Development.
Curenton, S. M., & Justice, L. (2004). African American and Caucasian preschoolers’ use of decontextualized language: Use of literate language features in oral narratives. Language, Speech, and Hearing Services in the Schools, 35, 240–253.
Curenton, S. M., & Justice, L. M. (2008). Children’s preliteracy skills: Influence of maternal education and mothers’ beliefs about shared-reading interactions. Early Education and Development, 19, 261–283.
Curenton, S. M., & Kennedy, S. S. (2013). Comparison of shared reading versus emergent reading: How the two provide distinct opportunities for early literacy. ISRN Education. doi.org/10.1155/2013/936191
Curenton, S. M., McWey, L. M., & Bolen, M. G. (2009). Distinguishing maltreating versus nonmaltreating at-risk families: Implications for foster care and early childhood education interventions. Families in Society, 90, 176–182.
Curenton, S. M., Sims, J., Rochester, S.E., & Gardner, S. L. (2019). The Conversation Compass Communication Screener-Revised. Early Childhood Research Quarterly, 47, 182-193.
Curenton, S. M., & Wilson, M. N. (2003). “I’m happy with my mommy”: Low-income preschoolers’ causal attributions for emotions. Early Education and Development, 14, 199–213.
Curenton, S. M., & Zucker, T. (2013). Instructional conversations in early childhood classrooms: Policy suggestions for curriculum standards and professional development. Creative Education, 14, 60–68. [Special issue on preschool].
Garner, P. W., Curenton, S. M., & Taylor, K. (2005). Predictors of mental state understanding in preschoolers of varying socioeconomic backgrounds. International Journal of Behavioral Development, 29, 271–281.
Iruka, I., Curenton, S. M., & Gardner, S. (2016). How changes in home and neighborhood factors are related to change in Black children’s academic and social development from kindergarten to third grade. Journal of Negro Education, 84, 282–297.
Iruka, I. U., Curenton, S. M., Jackson, L., Sutton, S., Orbaker, S., & Welsh, L. (2021). Don’t Look Away book study with the Schoenbaum Family Center: Evaluation report. Columbus, OH: The Ohio State University Schoenbaum Family Center.
Iruka, I. U., Curenton, S. M., Sims, J., Escayg, K.-A., Ibekwe-Okafor, N., & RAPID-EC. (2021). Black Parent Voices: Resilience in the Face of the Two Pandemics—COVID-19 and Racism. Researchers Investigating Sociocultural Equity and Race (RISER) Network. https://www.bu-ceed.org/riser-network.html
Iruka, I. U., Curenton, S. M., Sims, J., Harris, K., & Ibekwe-Okafor, N. (2021). Ethnic-Racial Identity Formation in the Early Years. Durham, NC: Hunt Institute.
Kennedy, S. S., & Curenton, S. M. (2013). Is the socioemotional quality of emergent reading interactions related to young children’s emergent reading skills? The URC Undergraduate Research Journal for the Human Sciences, 12.
Lillard, A. S., & Curenton, S. M. (1999). Do young children understand what others feel, want, and know? Young Children, 54(5), 52–57.
Lillard, A. S., Zeljo, A., Curenton, S. M., & Seja, A. (2000). Children’s understanding of the animacy constraint on pretense. Merrill–Palmer Quarterly, 46, 21–44.
Piasta, S. B., Justice, L. M., Cabell, S. Q., Wiggins, A. K., Pence Turnbull, K., & Curenton, S. M. (2012). Impact of professional development on preschool teachers’ conversational responsivity and children’s linguistic productivity and complexity. Early Childhood Research Quarterly, 27, 387–400.
Schilder, D. E., Broadstone, M., & Curenton, S. M. (2017). Special Issue: Early Care and Education Collaboration. Early Education and Development, 28:8, 1072-1074.
