Dr. Reese has worked as a Co-Principal Investigator on three longitudinal studies of the literacy development and academic performance of Latino children. These included Family, Community, and School Contexts for Spanish-speaking Children’s Language and Literacy Development; The Social Context of Performance and Competence for Latino Students in High School and Beyond; and her current project, Language/Literacy Development in Urban Mexican Children. Dr. Reese has conducted collaborative research with classroom teachers on SDAIE instructional strategies and assessment of English learners.
Reese, L. & Goldenberg, C. Community Literacy Resources and Home Literacy Practices among Immigrant Latino Families. Marriage and Family Review.
Reese, L., Gallimore, R. & Guthrie, D. Impact of Transition from Spanish to English Instruction on the Reading Trajectories of Immigrant Latino Students. Bilingual Research Journal, Vol. 29, No. 3: 679-698.
Reese, L., & Goldenberg, C. Community Contexts for Literacy Development of Latina/o Children: Contrasting Case Studies. Anthropology and Education Quarterly, Vol. 37, No. 1: 42-61.
Reese, L., Goldenberg, C. & Saunders, W. Variations in reading achievement among Spanish-speaking children in different language programs: Explanations and confounds. The Elementary School Journal, Vol. 106, No. 4: 363-385.
Reese, L. Book Review of The Educational Welcome of Latinos in the New South. Anthropology and Education Quarterly.
Goldenberg, C., Gallimore, R. & Reese, L.. Using Mixed Methods to Explore Latino Children’s Literacy Development. In Weisner, T. (Ed.). Discovering Successful Pathways in Children's Development: New Methods in the Study of Childhood and Family Life. Chicago: University of Chicago Press. Pp. 21-46.
Zarate, E., Bhimji, F., and Reese, L. Ethnic Identity and Academic Achievement in a Latino Community. Journal of Latinos and Education, Vol. 4, No. 2: 95-114.
Reese, L. Cross-Generational and Transnational Perspectives on Immigrant Families and Schooling. Journal of Latino/Latin American Studies. Vol. 1, No. 2: 93-112.
Reese, L., Gallimore, R., & Zarate, E. To be an American: Ethnic Identity, Biculturalism, and Citizenship among Second-Generation Immigrant Latino Youth. Kolor: Journal on Moving Communities, 3, 1: 3-14.
Reese, L. Parental Strategies in Contrasting Cultural Settings: Families in México and “el norte”. Anthropology and Education Quarterly. Vol. 33, No. 3: 30-59.
Reese, L. Book Review of Transnational Messages: Experiences of Chinese and Mexican Immigrants in American Schools. Anthropology and Education Quarterly. Vol. 33, No. 4.
Reese, L. Morality and Identity in Mexican Immigrant Parents’ Visions of the Future. Journal of Ethnic and Migration Studies, Vol. 27, No. 3: 455-472.
Goldenberg, C., Gallimore, R., Reese, L. & Garnier, H. Cause or Effect? A Longitudinal Study of Immigrant Latino Parents’ Aspirations and Expectations and Their Children’s School Performance. American Educational Research Journal, 38, 3: 547-582.
Reese, L. Latino Parenting. In Balter, L. (Ed.). Parenthood in America: An Encyclopedia, Vol. I. Denver: ABC-CLIO.
Reese, L. J. & Gallimore, R. Immigrant Latinos' Cultural Model of Literacy Development: An Evolving Perspective on Home-School Discontinuities. American Journal of Education, 108, 2: 103-134.
Reese, L., Garnier, H., Gallimore, R. & Goldenberg, C. A Longitudinal Analysis of the Ecocultural Antecedents of Emergent Spanish Literacy and Subsequent English Reading Achievement of Spanish-speaking Students. American Educational Research Journal, 37, 3: 633-662.
Reese, L., Kroesen, K. & Gallimore, R. Agency and School Performance among Urban Latino Youth. In Taylor, R. & Wang, M (Eds.). Resilience Across Contexts: Family, Work, Culture and Community. New Jersey: Erlbaum.
Weisner, T.S., Ryan, G., Reese, L., Bernheimer, L., Gallimore, R., & Kroesen, K. Behavior sampling and ethnography: Complementary methods for understanding home-school connections among Latino immigrant families. Field Methods, 13, 1: 20-46.
Dr. Reese is the coordinator of the Dual Language Development MA Program in the Department of Teacher Education. Dr. Reese has chaired two Department of Education committees (Evaluation of Lecturers Committee and the Interview/Admission/Advisement Committee) and served on committees at the Department, College, and University level at CSULB. These include the Department Curriculum Committee, College Strategic Planning Committee, College Retention/Tenure/Promotion Committee, University Teacher Preparation Committee and the Program Assessment and Review Council.
Dr. Reese is Co-Principal Investigator, with colleagues at the ITESO university in Guadalajara, of the NICHD-funded longitudinal study entitled Language/Literacy Development Among Urban Mexican Children.