Representative Publications


Blackstock-Bernstein, A., Woodbridge, A, & Bailey, A.L. (Accepted). Comparing elementary students’ explanatory language across oral and written modes. The Elementary School Journal.

Huang, B. & Bailey, A.L. (In press). Evaluating and assessing languages of multilinguals. In A. Stavans & U. Jessner (Eds.). The Cambridge Handbook of Childhood Multilingualism. Cambridge, UK: Cambridge University Press.


Qin, W., & Zhang X. (2022) Do EFL learners use different grammatical complexity features in writing across registers? Reading and Writing, 1-29.


Kelly, K.R., & Bailey, A.L. (2021, online first 2020). Narrative story stem methodologies: use and utility of quantitative and qualitative approaches across the lifespan. Narrative Inquiry, 31(1), 163-190.

Huang, B, Bailey, A.L. Sass, D., & Wang. (2021, online first 2020). An investigation of the validity of a speaking assessment for adolescent English language learners. Language Testing, 38(3), 401–428.


Cerda, J., Bailey, A.L., & Heritage, M. (2020). Contexts for self- and co-regulated learning in a dual-language elementary school classroom. Language and Education, 34(5), 407-424.

Bailey, A.L., Moughamian, A. C., Kelly, K.R., McCabe, A. K. & Huang, H-S. B. (2020, online first 2018). Leap-frog to literacy: Maternal narrative supports differentially relate to child oral language and later reading outcomes. Early Child Development and Care, 190(7), 1136-1149.


Ryan, E., Bailey, A.L.,Huang, Y. (online first 2019). Rethinking the role of transitions between activities in early childhood settings: An examination of their linguistic characteristics in two preschool classrooms. The Journal of Early Childhood Literacy.

Goral, D. P., & Bailey, A. L. (2019). Student self-assessment of oral explanations: Use of language learning progressions. Language Testing, 36(3), 391-417.

Griffin, K., Bailey, A.L., & Mistry, R. (2019). What educators of young dual language immersion students learn from a bilingual approach to assessment. In M.S. Zein & S. Garton (eds.).  Early Language Learning and Teacher Education.  Clevedon, U.K: Multilingual Matters.


Quintero Pérez, M. (2018). Language of Instruction (Bilingual & English-Only) & Its Effects on 5th Grade English Language Learners’ Reading Comprehension Proficiency. Journal of Bilingual Education Research & Instruction, 20 (1), p. 69-88.



Bailey, A. L., Blackstock‐Bernstein, A. Ryan, E. & Pitsoulakis, D. (2016). Data Mining with Natural Language Processing and Corpus Linguistics: Unlocking Access to School Children’s Language in Diverse Contexts to Improve Instructional and Assessment Practices. In S. El Atia, O. Zaiane  and D. Ipperciel. Data Mining and Learning Analytics: Applications in Educational Research. Malden, MA: Wiley‐ Blackwell.

Bailey, A., & Osipova, A. (2016). Children’s multilingual development and education: Fostering linguistic resources in home and school contexts. Cambridge: Cambridge University Press.

Carroll, P., & Bailey, A. L.  (2016). Do decision rules matter? A descriptive study of English language proficiency assessment classifications for English-language learners and native English speakers in fifth grade. Language Testing, 33(1), 23-52.

Huang, B., & Bailey, A.L. (2016). Predictors of first generation former child immigrants’ English language and literacy. Teachers College Record, 118, 1-42.


Bailey, A. L., Blackstock‐Bernstein, A., & Heritage, M. (2015). At the intersection of mathematics and language: Examining mathematical strategies and explanations by grade and English learner status. The Journal of Mathematical Behavior, 40, 6-28.

Bailey, A. L., & Carroll, P. (2015). Assessment of English language learners in the era of new academic content standards. Review of Research in Education, 39, 253-294.

Bailey, A. L., Osipova, A. & Kelly, K. R. (2015). Language development. In L. Corno & E. Anderman (Eds.), Handbook of Educational Psychology (199-222). American Psychological Association.



Bailey, A. L. & Kelly, K. R. (2013). Home language survey practices in the initial identification of English learners in the U.S. Educational Policy, 27(5), 770-804.

Kelly, K. R. & Bailey, A. L. (2013). Becoming independent storytellers: Modeling children’s development of narrative macrostructure. First Language, 33(1), 68–88.

Kelly, K. R., & Bailey, A. L. (2013). The dual development of conversational and narrative abilities: Mother and child interactions during narrative co-construction. Merrill‑Palmer Quarterly: Journal of Developmental Psychology, 59(4), 426-460.