Signed in as:
filler@godaddy.com
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.
2024 and in press
Zehner, T. M., Paes, T. M., Devlin, B. L., Geer, E. A., Posada, G., Duncan, R. J., Purpura, D. J., & Schmitt, S. A. (in press). Social-Emotional Competence as a Predictor of Early Numeracy Skills. Early Education and Development.
Cosso+, J., Purpura, D., & Yoshikawa, H. (in press). The Home Numeracy Environment of Latine Families: A Mixed-Methods Measurement Development Study. Journal of Educational Psychology, 116, 853-870.
Hornburg^, C. B., King+, Y. A., Westerberg+, L., Schmitt, S. A., & Purpura, D. J. (2024). The roles of mathematical language and emergent literacy skills in the longitudinal prediction of specific early numeracy skills. Journal of Experimental Child Psychology, 244, 105959.
Devlin^, B. L., Geer^, E. A., Finders, J. K., Zehner+, T. M., Duncan, R. J., Purpura, D. J., & Schmitt, S. A. (2024). Patterns of individual differences in executive functions for preschoolers from low-income backgrounds: Associations with pre-academic skills. Learning and Individual Differences, 114, 102498.
Bryant+, L. M., Westerberg+, L., Devlin^, B. L., Paes^, T. M., Geer^, E. A., Katyayan, A., Morse, K. M., O’Brien, G., Purpura, D. J., & Schmitt, S. A. (2024). Capturing math language use during block play: Creation of the spatial and quantitative mathematical language coding system. Journal of Numerical Cognition, 10, 1-17.
Devlin^, B. L., Ellis^, A., Zehner+, T. M., Duncan, R. J., Elicker, J., Purpura, D. J., & Schmitt, S. (2024). Contributions of preschool behavioral self-regulation and social skills to growth in different domains of early math knowledge. Journal of Experimental Child Psychology, 241, 105867.
Cosso+, J., Campos Oaxaca, G., & Purpura, D. J. (2024). Grounding understanding of the home numeracy environment: Within-group variation in Latine families. Infant and Child Development, e2481.
O’Rear^, C. D., Kirkland, P., & Purpura, D. J. (2024). The how many and give-N tasks: Conceptually distinct measures of the cardinality principle. Early Childhood Research Quarterly, 66, 61-74.
Bryant+, L. M., Duncan, R. J., Purpura, D. J., Banda, J. A., Elicker, J., & Schmitt, S. A. (2024). Testing longitudinal relations among preschool sport and kindergarten executive function and academic outcomes. Journal of Child & Family Studies, 33, 835-858.
±Purpura, D. J., O’Rear^, C., Ellis^, A., Logan, J. A. R., Westerberg+, L., Ehrman+, P., King+, Y., Vander Tuin*, Nordgren+, I., Anderson+, K., M., Cosso+, M. J., Zippert^, E., Napoli+, A. R., Hornburg^, C. B., Schmitt, S. A., & Dobbs-Oates, J. (2024). Unique and combined effects of mathematical language and numeracy instruction within a picture book intervention. Journal of Educational Psychology, 116, 1-19.
±This article was selected as an Editor’s Choice article in the Journal of Educational Psychology
2023
Paes^, T. M., Lin^, J., Duncan, R. J., Purpura, D. J., & Schmitt, S. A. (2023). The relations between parent-educator communication, the home environment, and children’s outcomes in preschool. Child & Youth Care Forum.
Bleses, D., Moos, M., Purpura, D. J., & Dale, P. S. (2023). General and math language contributions to early numeracy skills in a large population-representative sample. Frontiers in Developmental Psychology, 1279691.
Pan, D. J., Liu, Y., Zheng, M., Ho, C. S. H., Purpura, D. J., McBride, C., & Ong, J. T. (2023). Visual-orthographic skills predict the covariance of Chinese word reading and arithmetic calculation. Reading & Writing, 1-24.
Ellis^, A., Cosso+, J., Duncan R. J., Susperreguy, M. I., Simms, V., & Purpura, D. J. (2023). International comparisons of the home mathematics environment and relations with children’s mathematical achievement. British Journal of Educational Psychology, e12625.
O’Rear^, C. D., Zippert^, E. L., Ehrman+, P., Westerberg+, L., Lonigan, C. J., & Purpura, D. J.(2023). Use them or lose them: Are manipulatives needed to assess numeracy and geometry performance in preschool? Infant and Child Development, e2444.
Korucu, I., Paes, T. M., Costello, L. A., Duncan R. J., Purpura, D. J., & Schmitt, S. A. (2023). The role of peers’ executive function and classroom quality in preschoolers’ school readiness. Journal of Applied Developmental Psychology, 86, 101532.
Wijns, N., Purpura, D. J., & Torbeyns, J. (2023). Stimulating preschoolers’ repeating patterning ability by means of dialogic picture book reading. Journal of Educational Psychology, 115, 732-746.
Paes^, T. M., Duncan R., Purpura, D. J., & Schmitt, S. A. (2023). The relations between teacher-child relationships in preschool and children’s outcomes in kindergarten. Journal of Applied Developmental Psychology, 86, 101534.
Finders, J. K., Duncan R. J., Purpura, D. J., Elicker, J., & Schmitt, S. A. (2023). Testing theoretical explanations for heterogeneity in associations between a state quality rating and improvement system and prekindergarten children’s academic performance. Contemporary Educational Psychology, 73, 102174.
Devlin^, B. L., Paes^, T. M., Geer^, E. A., Bryant+, L. M., Zehner+, T. M., Korucu, I., Morse, K., Duncan, R. J., Purpura, D. J., & Schmitt, S. A. (2023). Moving beyond dosage and adherence: A protocol for capturing dimensions of active child engagement as a measure of fidelity for social-emotional learning interventions. Frontiers in Psychology, 13, 1014713.
Ehrman+, P., Ellis^, A., & Purpura, D. J. (2023). Goldilocks and the home mathematics environment: Parents’ rate activities ‘too easy,’ ‘just right,’ or ‘too hard’ across early development. Infant and Child Development.
Carkoglu+, C., Eason, S. H., & Purpura, D. J. (2023). Building the Parent and Child Math Anxiety Network model from empirical evidence. Child Development Perspectives.
Duncan, R. J., Anderson, K. L., Finders, J. K., Purpura, D. J., & Schmitt, S. A. (2023). Factor structure of school readiness skills: Conceptual vs. statistical distinctions. Frontiers in Psychology, 14, 962651.
Cosso+, J., Finders, J. K., Duncan, R. J., Schmitt, S. A., & Purpura, D. J. (2023). The home numeracy environment and children’s math skills: The moderating role of parents’ math anxiety. Journal of Experimental Child Psychology, 227, 105578.
Duncan, R. J., Anderson, K. L., King, Y. A., Finders, J. K., Schmitt, S. A., & Purpura, D. J. (2023). Predictors of preschool language environments and their relations to children’s vocabulary. Infant and Child Development, 32, e2381.
Schmitt, S. A., Elicker, J. G., Purpura, D. J., Duncan, R. J., Schmerold, K. Budrevich, A., & Bryant, L. M. (2023). The effects of a high quality state-run prekindergarten program as rated by a Quality Rating and Improvement System on children’s school readiness. Early Childhood Research Quarterly, 62, 89-101.
2022
Burchinal, M., Krowka, S., Newman-Gonchar, R., Jayanthi, M., Gersten, R., Wavell, S., Lyskawa, J., Haymond, K., Bierman, K., Gonzalez, J. E., McClelland, M. M., Nelson, K., Pentimonti, J., Purpura, D. J., Sachs, J., Sarama, J., Schlesinger-Devlin, E., Washington, J., & Rosen, E. (2022). Preparing Young Children for School(WWC 2022009). Washington, DC: National Center for Education Evaluation and Regional Assistance (NCEE), Institute of Education Sciences, U.S. Department of Education. Retrieved from https://whatworks.ed.gov/.
Westerberg+, L., Schmitt, S. A., Eason, S. H., & Purpura, D. J. (2022). Home science interactions and their relation to children’s science core knowledge in preschool. Journal of Experimental Child Psychology, 222, 105473.
Cosso+, J., Purpura, D. J., Maeda, Y., & Bofferding, L. (2022). The home mathematics environment of dual-language learning children and their early mathematics skills. Journal of Applied Developmental Psychology, 81, 101434.
Cosso+, J., Ellis^, A., O’Rear^, C., Zippert^, E., Schmitt S., Purpura D. J. (2022). Conceptualizing the factor structure of parents’ math anxiety and associations with children’s mathematics skills. Annals of the New York Academy of Sciences, 1511, 119-132.
Becker*, M., Litkowski^, E. C., Duncan, R. J., Schmitt, S. A., Elicker, J., & Purpura, D. J. (2022). Parent math anxiety and mathematical performance of pre-kindergarten children. Journal of Experimental Child Psychology, 214, 105302.
ten Braak, D., Lenes, R., Purpura., D. J., Schmitt, S. A., Størksen, I. (2022). Why do early mathematics skills predict later mathematics and reading achievement? The role of executive function. Journal of Experimental Child Psychology, 214, 105306.
Ireland, M., Bryant, L., Finders, J., Duncan, R., Purpura, D. J., & Schmitt, S. A. (2022). Unpacking associations between food insecurity, inhibitory control, and body mass index in preschoolers. Journal of Developmental & Behavioral Pediatrics, 43, e255-e262.
Scalise, N., & Purpura, D. J. (2022). Numerical development in preschool: Examining potential mediators of children’s approximate number system and mathematics achievement. Journal of Educational Psychology, 114, 1192-1204.
2021
Ellis^, A., Susperreguy, M. I., Purpura, D. J., & Davis-Kean, P. E. (2021). Replicating the relation between the number line estimation task and mathematical competence across seven studies. Journal of Numerical Cognition, 7, 435-452.
Finders, J. K., Budrevich, A., Duncan, R. J., Purpura, D. J., Elicker, J., & Schmitt, S. A. (2021). Variability in preschool CLASS scores and children’s school readiness. AERA Open, 7, 1-19.
Schmitt, S. A., Geldhof, G. J., Purpura, D. J., Duncan, R. J., & McClelland, M. M. (2021). Commentary on Ellis et al. (2021). Journal of Numerical Cognition, 7, 476-478.
Schmitt, S. A., Finders, J., Duncan, R., J., Korucu, I., Bryant, L., Purpura, D. J., & Elicker, J. (2021). Examining transactional relations between behavioral self-regulation and social-emotional functioning during the transition to kindergarten. Developmental Psychology, 57, 2093.
Finders, J. K., Duncan, R. J., Korucu, I., Bryant, L. B., Purpura, D. J., & Schmitt, S. A. (2021). Examining additive and synergistic relations between preschool self-regulation and executive function skills: Predictions to academic outcomes. Frontiers in Psychology, 12, 721282.
Purpura, D. J., Litkowski^, E. C., Duncan, R. J., & Logan, J. A. R. (2021). Response to Fuson, Clements, and Sarama commentary on Litkowski, Duncan, Logan, and Purpura (2020). AERA Open, 7, 1-3.
Hornburg^, C. B., Borriello^, G.A., Kung^, M., Lin^, J., Litkowski^, E., Cosso+, J., Ellis^, A., King+, Y., Zippert^, E., Cabrera, N., Davis-Kean, P., Eason, S. H., Hart, S. A., Iruka, I., LeFevre, J.-A., Simms, V., Susperreguy, M. I., Cahoon, A., Chan, W. W. L., Cheung, S. K., Coppola, M., De Smedt, B., Elliot, L., Estévez-Pérez, N., Gallagher-Mitchell, T., Gardner-Neblett, N., Gilmore, C., Leyva, D., Maloney, E. A., Manolitsis, G., Melzi, G., Mutaf-Yıldız, B., Nelson, G., Niklas, F., Pan, Y., Ramani, G. B., Skwarchuk, S.-L., Sonnenschein, S., & Purpura, D. J. (2021). Next directions in measurement of the home mathematics environment: An international and interdisciplinary perspective. Journal of Numerical Cognition, 7, 195-220.
Cahoon, A. Cassidy, T., Purpura, D. J., & Simms, V. (2021). Developing a rigorous measure of the pre-school home maths environment. Journal of Numerical Cognition, 7, 172-194.
Napoli+, A. R., Korucu+, I., Lin^, J., Schmitt, S. A., & Purpura, D. J. (2021). Characteristics related to parent child literacy and numeracy practices in preschool. Frontiers in Education, 6, 54.
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. (2021). Engaging parents and children in picture books: A family-implemented mathematical language intervention. Journal of Educational Psychology, 113, 1338-1353.
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.
