Publications
*indicates undergraduate student co-author
+indicates graduate student co-author
^indicates postdoctoral researcher as co-author
Please note that some of these articles are behind a paywall. If you do not have free access to the specific article you are interested in, please contact Dr. Purpura and a copy can be sent to you.
2021
Purpura, D. J., Schmitt, S. A., Napoli+, A. R., Dobbs-Oates, J., King+, Y. A., Hornburg^, C. B., Westerberg+, L., Borriello^, G., Bryant+, L., Anaya+, L., Kung^, M., Litkowski^, E. C., Lin^, J., & Rolan+, E. (in press). Engaging parents and children in picture books: A family-implemented mathematical language intervention. Journal of Educational Psychology.
Lin^, J., Napoli+, A. R., Schmitt, S. A., & Purpura, D. J. (2021). The relation between parent ratings and direct assessments of preschoolers’ numeracy skills. Learning and Instruction, 71, 101375.
Westerberg+, L., Litkowski^, E. C., Finders^, J. K., Gerde, H. K., Duncan, R. J., Schmitt, S. A., & Purpura, D. J. (2021). Concurrent predictors of science core knowledge in preschool. Cognitive Development, 100981.
King+, Y. A., & Purpura, D. J. (2021). The home numeracy environment and early math skills: Math language as a mediator. Early Childhood Research Quarterly, 54, 252-259.
2020
Litkowski^, E., Duncan, R., Logan, J., & Purpura, D. J. (2020). Alignment between children’s numeracy performance, the Kindergarten Common Core State Standards for math, and state level early learning standards. AERA Open, 6, 2332858420968546.
Kung^, M., Stolz*, K., Lin^, J., Foster, M., Schmitt, S. A., & Purpura, D. J. (2020). The home numeracy environment and measurement of numeracy performance in English and Spanish in Dual Language Learners. Topics in Early Childhood Special Education, 0271121420942588.
Purpura, D. J., King+, Y. A., Rolan+, E., Hornburg^, C. B., Schmitt, S. A., Hart, S. A., & Ganley, C. M. (2020). Examining the factor structure of the home mathematics environment to delineate its role in predicting preschool numeracy, mathematical language, and spatial skills. Frontiers in Psychology, 11, 1925.
King+, Y. A., Duncan, R. J., Posada, G., & Purpura, D. J. (2020). Construct-specific and timing-specific aspects of the home environment for children’s school readiness. Frontiers in Psychology, 11,1959.
Litkowski^, E. C., Duncan, R., Logan, J., & Purpura, D. J. (2020). When do preschoolers learn specific mathematics skills? Mapping the development of early numeracy knowledge. Journal of Experimental Child Psychology, 195, 104846.
Litkowski^, E. C., Finders^, J. K., Borriello^, G., Purpura, D. J.,& Schmitt, S. A. (2020). Patterns of heterogeneity in kindergarten children’s executive function: Profile associations with third grade achievement. Learning and Individual Differences, 80, 101846.
Duncan, R., King, Y. A., Finders, J. K., Elicker, J., Schmitt, S. A., & Purpura, D. J. (2020). Prekindergarten classroom language environments and children’s vocabulary skills. Journal of Experimental Child Psychology, 194, 104829.
Zhang, C., Bingham, G. E., Xiao, Z., Schmitt, S. A., Purpura, D. J., & Yang, F. (2020) Untangling Chinese preschoolers’ early writing development: Associations among early reading, executive functioning, and early writing skills. Reading and Writing, 33, 1263-1294.
Korucu+, I., Litkowski^, E., Purpura, D. J., & Schmitt, S. A. (2020). Parental executive function as a predictor of parenting practices and children’s executive function. Infant and Child Development, 29, e2152.
2019
Purpura, D. J.(2019). Language clearly matters; methods matter too. Child Development, 90, 1839-1846.
Lin^, J., Litkowski^, E., Schmerold, K., Elicker, J., Schmitt, S. A., & Purpura, D. J. (2019). Parent-educator communication linked to more frequent home learning activities for preschoolers. Child & Youth Care Forum, 48, 757-772.
McClelland, M. M., Tominey, S. L., Schmitt, S. A., Hatfield, B., Purpura, D. J., & Gonzales, C. (2019). Red Light, Purple Light! Results of an intervention to promote school readiness for children from low-income backgrounds. Frontiers in Psychology. 10, 2365.
Kung^, M., Schmitt, S. A., Zhang, C., Whiteman, S. D., Yang, F., & Purpura, D. J. (2019). The role of mathematical language in mathematics development in China and the US. International Journal of Educational Research, 95, 131-142.
Purpura, D. J., Litkowski^, E. C., & Knopik, V. (2019). Mathematics and reading develop together in young children: Practical and policy considerations. Policy Insights from the Brain and Behavioral Sciences, 6, 12-20.
Schmitt, S. A., Korucu, I., Purpura, D. J., Whiteman, S., Zhang, C., & Yang, F. (2019). Exploring cross-cultural variations in the development of executive function for preschoolers from low and high socioeconomic families. International Journal of Behavioral Development, 43, 212-220.
Schmitt, S. A., Purpura, D. J., & Elicker J. E. (2019). Predictive links between vocabulary, mathematical language, and executive functioning in preschoolers. Journal of Experimental Child Psychology, 180, 55-68.
Korucu+, I., Rolan+, E., Napoli+, A. R., Purpura, D. J., & Schmitt, S. A. (2019). Development of the Home Executive Function Environment (HEFE) scale: Assessing its relation to preschoolers’ executive function. Early Childhood Research Quarterly, 47, 9-19.
Purpura, D. J., & Schmitt, S. A. (2019). Cross-domain development of early academic and cognitive skills. Early Childhood Research Quarterly, 46, 1-4.
Schmitt, S. A., Korucu, I., Jones, B. L., Snyder, F., Evich, C. D., & Purpura, D. J. (2019). Self-regulation as a correlate of weight status in preschool children. Early Child Development and Care, 189, 68-78.
Purpura, D. J., Napoli+, A. R., & King+, Y. (2019). Development of mathematical language in preschool and its role in learning numeracy skills. In D. Geary, D. Berch, and K. Mann Koepke (Eds.), Cognitive Foundations for Improving Mathematical Learning, Volume 5 (175-193). London: Elsevier.
2018
Hornburg^, C., Schmitt, S. A., & Purpura, D. J. (2018). Relations between preschoolers’ mathematical language understanding and specific numeracy skills. Journal of Experimental Child Psychology, 176, 84-100.
Schmitt, S. A., Korucu, I., Napoli, A. R., Bryant, L. M., & Purpura, D. J. (2018). Using block play to enhance preschool children’s mathematics and executive functioning: A randomized controlled trial. Early Childhood Research Quarterly, 44, 181-191.
Rolan+, E. P., Schmitt, S. A., Purpura, D. J., & Nichols, D. L. (2018). Sibling presence, executive function, and the role of parenting. Infant and Child Development. e2091.
Purpura, D. J., & Simms, V. (2018). Approximate Number System development in preschool: What factors predict change? Cognitive Development, 45, 31-39.
Napoli+, A. R., & Purpura, D. J. (2018). The home literacy and numeracy environment in preschool: Cross-domain relations of parent-child practices and child outcomes. Journal of Experimental Child Psychology, 166, 581-603.
Purpura, D. J., Gonzalez, J., Anaya+, L.Y., Usero-Gonzalez, F., & Kung^, M. (2018). The importance of mathematical language in early numeracy development: Implications for dual language learners. In D. Luft Baker, D. Basaraba, & C. Richards-Tutor (Eds.), Second Language Acquisiton: Methods, Perspectives and Challenges (pp. 153-170). New York: Nova Science Publishers.
2017
Purpura, D. J., Day+, E., Napoli+, A. R., & Hart, S. A. (2017). Identifying domain-general and domain-specific predictors of low mathematics performance: A classification and regression tree analysis. Journal of Numerical Cognition, 3, 365-399.
Purpura, D. J., Logan, J. A. R., Hassinger-Das, B., & Napoli+, A. R. (2017). Why do early mathematics skills predict later reading? The role of mathematical language. Developmental Psychology, 53, 1633–1642.
Schmitt, S. A., Geldhof, G. J., Purpura, D. J., Duncan, R., & McClelland, M. M. (2017). Examining the relations between executive function, math, and literacy during the transition to kindergarten: A multi-method approach. Journal of Educational Psychology, 109, 1120-1140.
Thompson*, R. J., Napoli+, A. R., & Purpura, D. J. (2017). Age-Related Differences in the Relation between the Home Numeracy Environment and Numeracy Skills. Infant and Child Development, e2019.
Purpura, D. J., Schmitt, S. A., & Ganley, C. M. (2017). Foundations of mathematics and literacy: The role of executive functioning components. Journal of Experimental Child Psychology, 153, 15-34.
Purpura, D. J., Napoli+, A. R., Wehrspann+, E. A., & Gold+, Z. S. (2017). Causal connections between mathematical language and mathematical knowledge: A dialogic reading intervention. Journal of Research on Educational Effectiveness, 10, 116-137.
Baroody, A. J., & Purpura, D. J.(2017). Early number and operations: Whole numbers. In J. Cai (Ed.), First Compendium for Research in Mathematics Education. Reston, VA: National Council of Teachers of Mathematics.
2016
Hart, S. A., Ganley, C. M., & Purpura, D. J. (2016). Understanding the home math environment and its role in predicting parent report of children’s math skills. PLoS One, 11, e0168227.
Purpura, D. J., Baroody, A. J., Eiland, M. D., & Reid, E. E. (2016). Fostering first-graders’ reasoning strategies with basic sums: The value of guided training. Elementary School Journal, 117, 72-100.
Sims, D. M., Purpura, D. J.,& Lonigan, C. J. (2016). The relation between inattentive and hyperactive/impulsive behaviors and early mathematics skills. Journal of Attention Disorders, 20, 704-714.
Baroody, A. J., Purpura, D. J., Eiland, M. D., Reid, E. E., & Paliwal, V. (2016). Fostering primary grade pupils’ reasoning strategies with basic subtraction and relatively difficult addition combinations via computer-assisted instruction. Journal of Educational Psychology, 108, 576-591.
Purpura, D. J., & Reid, E. E. (2016). Mathematics and language: Individual and group differences in mathematical language skills in young children. Early Childhood Research Quarterly, 26, 259-268.
2015
Purpura, D. J., & Logan, J. A. R. (2015). The non-linear relations between the approximate number system and mathematical language to symbolic mathematics. Developmental Psychology, 51, 1717-1724.
Reid, E. E., Baroody, A. J., & Purpura, D. J. (2015). Assessing young children’s number magnitude representation: A comparison between novel and conventional tasks. Journal of Cognition and Development, 16, 759-779.
Purpura D. J. & Napoli+, A. R. (2015). Early numeracy and literacy: Untangling the relation between specific components. Mathematical Thinking and Learning, 17, 197-218.
Purpura, D. J., Reid, E. E., Eiland, M. D., & Baroody, A. J. (2015). Using a brief preschool early numeracy skills screener to identify young children with mathematics difficulties. School Psychology Review, 44, 41-59.
Purpura, D. J., & Lonigan, C. J. (2015). Early numeracy assessment: The development of the preschool early numeracy scales. Early Education and Development, 26, 286-313.
Baroody, A. J., Purpura, D. J., Eiland, M. D., & Reid, E. E. (2015). The impact of highly and minimally guided discovery instruction on promoting the learning of reasoning strategies for basic add-1 and doubles combinations. Early Childhood Research Quarterly, 30, 93-105.
2014
Purpura, D. J., & Ganley, C. (2014). Working memory and language: Skill-specific or domain-general relations to mathematics? Journal of Experimental Child Psychology, 122, 104-121.
Baroody, A. J., Purpura, D. J., Eiland, M. D., & Reid, E. E. (2014). Fostering first-graders’ fluency with basic subtraction and larger addition combinations via computer-assisted instruction. Cognition and Instruction, 32, 159-197.
2013
Purpura, D. J., Baroody, A. J., & Lonigan, C. J. (2013). The transition from informal to formal mathematical knowledge: Mediation by numeral knowledge. Journal of Educational Psychology, 105, 453-464.
Baroody, A. J., Eiland, M., Purpura, D. J., & Reid, E. E. (2013). Can computer-assisted discovery learning foster first graders' fluency with basic addition combinations? American Educational Research Journal, 50, 533-573.
Lonigan, C. J., Purpura, D. J.,Wilson, S. B., Walker, P. M., & Clancy-Menchetti, J. (2013). Evaluating the components of an emergent literacy intervention for children at-risk of reading difficulties. Journal of Experimental Child Psychology, 114, 111-130.
Purpura, D. J., & Lonigan, C. J. (2013). Informal numeracy skills: The structure and relations among numbering, relations, and arithmetic operations in preschool. American Educational Research Journal, 50, 178-209.
Li, X., Sun, Y., Baroody, A.J., & Purpura, D. J. (2013). The effect of language on Chinese and American 2- and 3-year olds’ small number identification. European Journal of Psychology of Education, 28, 1525-1542.
Baroody, A. J., Reid, E. E., & Purpura, D. J. (2013). An example of a hypothetical learning progression: The successor principle and emergence of informal mathematical induction. In R. L. Mayes & L. L. Hatfield (Eds.), WISDOMe Monograph 3 (Quantitative Reasoning in Mathematics and Science Education: Papers from an International STEM Research Symposium). Published online at http://www.uwyo.edu/wisdome/publications/monographs/monograph%203.html.
Baroody, A. J., Purpura, D. J., Reid, E. E., Paliwal, V., & Bajwa, N. P. (2013). Early childhood mathematics education. L. Meyer (Ed.), Oxford Bibliographies Online. New York: Oxford University Press.
2012
Baroody, A. J., Eiland, M. D., Purpura, D. J., & Reid, E. E. (2012). Fostering at-risk kindergarten children’s number sense. Cognition and Instruction, 30, 435-470.
2011
Purpura, D. J., Hume, L., Sims, D., & Lonigan, C. J. (2011). Early literacy and early numeracy: The value of including early literacy skills in the prediction of numeracy development. Journal of Experimental Child Psychology, 110, 647-658.
2010
Purpura, D. J., Wilson, S. B., & Lonigan, C. J. (2010). Attention-deficit/hyperactivity disorder symptoms in preschool children: Examining psychometric properties using item response theory. Psychological Assessment, 22, 546-558.
Piasta, S. B., Purpura, D. J., & Wagner, R. (2010). Fostering alphabet knowledge development: A comparison of two instructional approaches. Reading and Writing, 23, 607-626.
2009
Purpura, D. J., & Lonigan C. J. (2009). Conner’s Teacher Rating Scale for preschool children: A revised, brief, age-specific measure. Journal of Clinical Child and Adolescent Psychology, 38, 263-272.
Lonigan, C. J., Anthony, J. L., Phillips, B. M., Purpura, D. J., Wilson, S. B., & McQueen, J. D. (2009). The nature of preschool phonological processing abilities and their relations to vocabulary, general cognitive abilities, and print knowledge. Journal of Educational Psychology, 101, 345-358.
2008
Desmond, S. A., Soper, S. E., Purpura, D. J., & Smith, E. (2008). Religiosity, moral beliefs, and delinquency: Does the effect of religiosity on delinquency depend on moral beliefs? Sociological Spectrum, 29, 51-71.
