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Cycyk, L. M., & Durán, L. (in press). Supporting young children with disabilities and their families from undocumented immigrant backgrounds: Recommendations for program leaders and practitioners. Young Exceptional Children. doi: 10.1177/1096250619864916

Larson, A. L., Cycyk, L. M., Carta, J., Hammer, C. S., Baralt, M., Uchikoshi, Y., An, Z. G., & Wood, C. (in press). A systematic review of language-focused interventions for children from culturally and linguistically diverse backgrounds. Early Childhood Research Quarterly. https://doi.org/10.1016/j.ecresq.2019.06.001

Ramírez, R., Cycyk, L. M., Scarpino, S. E., López, L., & Hammer, C. S. (in press). Teachers’ beliefs regarding dual language learners in Head Start: An opportunity for enhancing professional development. NHSA Dialog.

Cycyk, L. M., & Hammer, C. S. (in press). Beliefs, values, and practices of Mexican immigrant families towards language and learning in toddlerhood: Setting the foundation for early childhood education. Early Childhood Research Quarterly. https://doi.org/10.106/j.ecresq.2018.09.009   

Soberón, A., Carlier, M. E. M., Jiménez, C., Harmony, T., & Cycyk, L. M. (2019). Programa de educación para padres sobre estimulación del desarrollo del lenguaje de lactantes prematuros con riesgo de daño cerebral. [Parent educational program for the stimulation of language development among premature infants at risk for brain damage]. Revista de Logopedia, Foniatría y Audiología, 39(1), 32-40. https://doi.org/10.1016/j.rlfa.2018.06.003

Willard, J., Hammer, C. S., Bitetti, D., Cycyk, L. M., & Leyendecker, B. (2019). Mothers’ depressive symptoms and their children’s Turkish heritage language vocabulary development. International Journal of Bilingualism, 23(1), 71-86 https://doi.org/10.1177/1367006917709095

Calderón-Carillo, M., Ricardo-Garcell, J., Cycyk, L. M., Jackson-Maldonado, D., Avecilla-Ramírez, G., & Harmony, T.  (2018). Los padres como promotores del desarrollo de lenguaje de bebés prematuros: propuesta de intervención temprana. [Parents as promoters of language development in premature babies: A proposal for early intervention]. Actualidades en Psicología, 32(124), 51-63. doi 10.15517/ap.v32i124.30449.

Sawyer, B., Cycyk, L. M., Sandilos, L., & Hammer, C. S. (2018). “So many books they don’t even fit on the bookshelf”: An examination of low-income mothers’ literacy practices, beliefs and influencing factors. Journal of Early Childhood Literacy, 18(3), 331-372. https://doi.org/10.1177/1468798416667542

Sawyer, B. E., Hammer, C. S., Cycyk, L. M., López, L., Blair, C., Sandilos, L., & Komaroff, E. (2016). Preschool teachers' reported beliefs and observed practices with dual language learners. Bilingual Research Journal, 39, 35-49. https://doi.org/10.1080/15235882.2016.1138904

Cycyk, L.M., Bitetti, D., & Hammer, C.S. (2015) Maternal depressive symptomatology, social support, and language development of low-income bilingual preschoolers. American Journal of Speech-Language Pathology, 24, 411-425.

Cycyk, L.M., & Iglesias, A. (2015). Parent programs for Latino families with young children: Social, cultural, and linguistic considerations. Seminars in Speech and Language, 36, 143-153.

Sandilos, L.E., Cycyk, L.M., Hammer, C.S., Sawyer, L.B., López, L., & Blair, C. (2015). Depressive symptomatology, control, and climate: An examination of factors impacting teaching quality in prekindergarten classrooms. Early Education and Development, 26, 1111-1127.

Cycyk, L.M., & Wright, H.H. (2008). Frontotemporal dementia: Its definition, differential diagnosis, and management. Aphasiology, 22, 422-444.