Smith, S., Foster, M.E., & Li, Z. (2025) Latent Profile Analysis Reveals Heterogeneity Related to Motivation, Effort, and Outside of Class Behaviors in Digital Environments among Chinese University Students. System, 129, 103604.
Zayas Santiago, C., & Smith, S. (2024). "I am not that teacher": An exploration of Latino teachers' linguacultural experiences and practices. Pedagogies: An International Journal. https://doi.org/10.1080/1554480X.2024.2414987
Foster, M. E., Caemmerer, J. M., Hennessy, B., Smith, S., López, L., & Spenser, T. (2024). Predictors of Kindergarten Science Achievement and Its Growth Across Elementary School for Dual and Non-Dual Language Learners. Elementary Studies Journal. https://doi.org/10.1086/732691
Choo, A.L., Smith, S., & Seitz, S. (2024). The Relationship between Working Memory, Inhibitory Control and Disfluencies in Typically Fluent Bilinguals. Journal of Monolingual and Bilingual Speech, 6(1). https://doi.org/10.1558/jmbs.24246 .
Smith, S., Hadley, E., & García Plaza, E. (2023). What motivates multilingual children and youth to read?: A systematic review of the research. Journal of Language, Identity & Education. https://doi.org/10.1080/15348458.2023.2281950
Smith, S., Carlo, M., Park., S. & Kaplan, H. (2023). Exploring the promise of Augmented Reality for dual language vocabulary learning among bilingual children: a case study. CALICO Journal, 40(1), 91-112. https://doi.org/10.1558/cj.22757
Foster, M. E., Choo, A. L., Smith, S. (2023). Relations Between Speech-Language Disorder Severity, Academic Success, and Socioemotional Functioning Among Multilingual and English Monolingual Children in the United States: The National Survey of Children’s Health. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1096145
Fung, K., Smith, S., & Gandolfi, E. (2022). Minecraft Education Edition in foreign language education: Pre-service teachers’ reasons for acceptance and integration. The Journal of Language Teaching, 2(10), 17-28. https://doi.org/10.54475/jlt.2022.013
Foster, M. E., Smith, S., & Spenser, T. (2022). Science achievement and individual differences during elementary school. Cognitive Development, 63. https://doi.org/10.1016/j.cogdev.2022.101223
Choo, A.L., Smith, S., & Li, H. (2022). Predictors of speech disorders and recovery: Findings from the National Survey of Children’s Health. Journal of Bilingual and Monolingual Speech, 4(1), 109-126. https://doi.org/10.1558/jmbs.20879
Smith, S., & Briggs Baffoe-Djan, J. (2022). It takes two to make a thing go write: Self-reported Spanish reading and writing skill and relationships with digit span and stroop task performance among Spanish-English bilinguals. International Journal of Bilingual Education and Bilingualism, 25(1), 272-286. https://doi.org/10.1080/13670050.2019.1667949
Smith, S., Leon Guerrero, S., Surrain, S., & Luk, G. (2022). Phonetic discrimination, phonological awareness, and pre-literacy skills in Spanish-English dual language preschoolers. Journal of Child Language, 49(1), 80-113. https://doi.org/10.1017/S0305000920000768
Smith, S. (2021). Exploring knowledge of transparent and non-transparent multi word phrases among L2 English learners living in an Anglophone setting. System, 101. https://doi.org/10.1016/j.system.2021.102590
Smith, S., Choo, A. L., & Seitz, S. (2021). Disfluencies in English Speech Produced by Spanish–English Bilinguals.Folia Phoniatrica et Logopaedica. https://doi.org/10.1159/000518138
Smith, S., Choo, A. L., & Foster, M. E. (2021). Latent class analysis reveals distinct groups based on executive function and socioemotional traits, developmental conditions, and stuttering: a population study. Child Psychiatry and Human Development. https://doi.org/10.1007/s10578-021-01160-3
Woodhead, E., Chin-Newman, C., Spink, K., & Smith, S. (2021). Age-related differences in college students’ comfort disclosing disability status. The Journal of Student Affairs Research and Practice. https://doi.org/10.1080/19496591.2021.1902818
Seitz, S., & Smith, S. (2021). Talking the talk: Considering forced language switching in the workplace. Human Resource Management Review. https://doi.org/10.1016/j.hrmr.2021.100833
Smith, S., Foster, M. E., Briggs Baffoe-Djan, J., Li, Z., & Sun, Y. (2020). Unifying the Current self, Ideal self, Attributions, Self-Authenticity, and Intended Effort: a partial replication study among Chinese University English Learners. System, 95. https://doi.org/10.1016/j.system.2020.102377
Smith, S., Seitz, S., Koutnik, K. H., McKenna, M., & Garcia, J. N. (2020). The “work” of being a bilingual: Exploring impacts of forced language switching on language production at the utterance level and stress among Spanish-English bilinguals. Applied Psycholinguistics, 41(3), 701-725. https://doi.org/10.1017/S0142716420000259
Smith, S., & Li, Z. (2020). Closing the enjoyment gap: Heritage language maintenance motivation and reading attitudes among Chinese-American children. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2020.1742653
Choo, A. L., Smith, S., & Li, H. (2020) Associations between stuttering, comorbid conditions, and executive function in children: A population study. BMC Psychology, 8(113). https://doi.org/10.1186/s40359-020-00481-7
Woodhead, E., Chin-Newman, C., Spink, K., Hoang, M., & Smith, S. (2020). College students’ disclosure of mental health conditions on campus. Journal of American College Health. https://doi.org/10.1080/07448481.2019.1706533
Choo, A. L., & Smith, S. (2020). Bilingual children who stutter: Convergence, gaps, and directions for research. Journal of Fluency Disorders, 63. https://doi.org/10.1016/j.jfludis.2019.105741
Smith, S., Woodhead, E., & Chin-Newman, C. (2019). Satisfaction among higher education students with disabilities: Measuring accommodation use and experiences disclosing to faculty, staff and peers. International Journal of Inclusive Education. https://doi.org/ https://doi.org/10.1080/13603116.2019.1610087
Smith, S., Briggs, J., Pothier, H., & Garcia, J. (2019). Mental workouts for couch potatoes: Executive function variation among Spanish-English bilingual young adults. Applied Linguistics, 40(3), 413–431. https://doi.org/10.1093/applin/amx038
Kain, S. Chin-Newman, C., & Smith, S. (2019). ‘It's All in your Head’: The Experience of Navigating the University Environment for Students with Psychiatric Disability. Journal of Post-Secondary Education and Disability, 32(4), 411-425.
Briggs Baffoe-Djan, J., Smith, S. (2019). Descriptive Statistics for Data Analysis. The Routledge Handbook of Research Methods in Applied Linguistics. J. McKinley & H. Rose (Eds.). Routledge: London.
Smith, S., Briggs, J., & Pothier, H. (2018). Exploring variation in reading comprehension among young adult Spanish-English bilinguals: The role of environmental language contact and attitudes toward reading. International Journal of Bilingualism, 22(6), 695-716. https://doi.org/10.1177/1367006917690913
Briggs, J., & Smith, S. (2017). English Medium Instruction and Idiomaticity in English as a Lingua Franca. Iranian Journal of Language Teaching Research, 5(3), 27-44.
Langer, N., Peysakhovich, B., Zuk, J., Drottar, M., Sliva, D., Smith, S., Becker, B., Grant, P. E., & Gaab, N. (2017). White matter alterations in infants at risk for developmental dyslexia. Cerebral Cortex, 27(2), 1027-1036. https://doi.org/10.1093/cercor/bhv281
Raschle, N., Becker, B., Smith, S., Fehlbaum, L., Wang, Y., & Gaab, N. (2017). Investigating the influences of early language delay and/or familial risk for dyslexia on brain structure in pre-school and kindergarten children. Cerebral Cortex, 27(1), 764-776. https://doi.org/10.1093/cercor/bhv267
Seitz, S., Smith, S. (2016). Working toward neurodiversity: How organizations and leaders can accommodate for Autism Spectrum Disorder. Journal of Business and Management, 22(1), 135-152.
Leon Guerrero, S., Smith, S., Luk, G. (2016). Home language usage and cognitive control in bilingual preschoolers. The cognitive control and consequences of multiple languages in one mind: Bilingual Processing and Acquisition. J. Schwieter (Ed.). John Benjamins: Philadelphia.
Smith, S. (2016). Reading between the lines: Exploring relationships between multi-word vocabulary, transparency and literacy. Advancing the Field of Language Assessment: Papers from TIRF Doctoral Dissertation Grantees 2009 – 2013. M. Christison and N. Saville (Eds.). Cambridge Language Assessment: Cambridge.
Im, K., Raschle, N., Smith, S., Grant, P. E., Gaab, N. (2016). Atypical sulcal patterns in parietal region in children with a familial risk for developmental dyslexia. Cerebral Cortex, 26(3), 1138-1148. https://doi.org/10.1093/cercor/bhu305
Smith, S., Murphy, V. A. (2015). Measuring productive elements of multi-word phrase vocabulary knowledge among children with English as an additional or only language. Reading and Writing: An Interdisciplinary Journal, 28(3), 347-369. https://doi.org/10.1007/s11145-014-9527-y
Raschle, N., Smith, S., Zuk, J., Figuccio, M., Gaab, N. (2014). Investigating the neural correlates of voice or content directed information within human speech in pre-school children. PLoS one, 9(12), https://doi.org/10.1371/journal.pone.0115549