Mao, W., & Pesco, D. (submitted). Raising young children in multilingual Montreal: Immigrant Chinese parents’ language choices and storybook reading style.
Mao, W., & Pesco, D. (2025). Chinese mothers’ perspectives on supporting young children’s language development through dialogic reading & co-viewing. Journal of Child and Family Studies. Advance online publication https://doi.org/10.1007/s10826-025-03013-2
O’Neill, D. K., Pesco, D., Mu, F., & Scott, J. (2024). Using the Language Use Inventory to examine toddlers’ social communication trajectories to inform clinical practice. Canadian Journal of Speech-Language Pathology and Audiology, 48(3), 139-154. https://www.cjslpa.ca/detail.php?lang=en&ID=1349
*Zhu, X., & Pesco, D. (2024). “Why is the bear sad?”: Preparing preservice educators to support children’s inferencing during storybook reading. Journal of Early Childhood Teacher Education. https://doi.org/10.1080/10901027.2024.2406210
Pesco, D., & MacLeod, A. N. (2024). Dictating and acting out stories: A pathway to writing for preschoolers. Early Childhood Education Journal. https://doi.org/10.1007/s10643-024-01732-7 check doi
*Laurie, A., & Pesco, D. (2024). Dynamic assessment of narratives: Case studies of bilingual Filipino kindergarteners with language difficulties. Child Language Teaching and Therapy, 40(1), 24-38. https://doi.org/10.1177/02656590241228420
Pesco, D., & O’Neill, D. (2023). Assessing pragmatics in early childhood with the Language Use Inventory across sev en languages. Frontiers in Psychology, 14: 1169775. https://doi.org/10.3389/fpsyg.2023.1169775
*Laurie, A., & Pesco, D. (2023). Curriculum-based dynamic assessment of narratives for bilingual Filipino children. Language, Speech, and Hearing Services in the Schools, 54(2), 489-503.https://doi.org/10.1044 /2022_LSHSS-22-00117
MacLeod, A. A. N. & Pesco, D. (2022). Narratives by bilingual children: A tale of strengths and growth during kindergarten. The International Journal of Bilingualism and Bilingual Education, 26(7),891-903. https://doi.org/10.1080/13670050.2022.2132107
MacLeod, A. A. N., Meziane, S., & Pesco, D. (2020).Supporting dual language learning: A program for preschoolers from refugee backgrounds. In comparing the German and Canadian experiences of resettling refugees: A 21st century response, Canadian Diversity, 17(2), 32-36.
MacLeod, A. A. N., Meziane, S., & Pesco, D. (2020). Language abilities of children with refugee backgrounds: Insights from case studies. Applied Psycholinguistics, 41(6), 1329-1349.
Pesco, D., & Gagné, A. (2017). Scaffolding narrative skills: A meta-analysis of instruction in early childhood settings. Early Education and Development, 28, 773-793. https://doi.org/10.1080/10409289.2015.1060800
Pesco, D. & O’Neill, D. (2016). Assessing early language use by French-speaking children: Introducing the LUI-French. Canadian Journal of Speech-Language Pathology and Audiology, 40, 198-217.
Pesco, D., MacLeod, A. A. N., Kay-Raining Bird, E., Cleave, P., Trudeau, N., de Valenzuela, J., Cain, K., Marinova-Todd, S., Colozzo, P., Stahl, H., Segers, E., & Verhoeven, L. (2016). A multi-site review of policies affecting opportunities for children with developmental disabilities to become bilingual. Journal of Communication Disorders, 63, 15-31.https://doi.org /10.1016/j.jcomdis.2016.05.008
Segal, A. & Pesco, D. (2015). Narrative skills of youth with Down syndrome: A comprehensive literature review. Journal of Developmental and Physical Disabilities, 27, 721-743.https://doi.org/10.1007/s10882-015-9441-5
Pesco, D., & *Devlin, C. (2015). The effects of explicit instruction on French-speaking kindergarteners’ understanding of stories. Child Language Teaching and Therapy, 31(2)195–206. https://doi.org/10.1177/0265659014548518
*McClintock, B., Pesco, D., & Martin-Chang, S. (2014).Thinking aloud: Effects on text comprehension by children with Specific Language Impairment and their peers. International Journal of Language and Communication Disorders, 49, 637–648. https://doi.org/10.1111/1460-6984.12081
Pesco, D. (2014). Working with Aboriginal children and families: Cultural responsiveness and beyond. Canadian Journal of Speech-Language Pathology and Audiology, 38, 144-151. http://cjslpa.ca/files/2014_ CJSLPA_Vol_38/No_02/CJSLPA_Summer_2014_Vol_38_No _2_Paper_1_Pesco.pdf
Pesco, D., & O’Neill, D. (2012). Predicting language outcomes from early pragmatics assessed by the Language Use Inventory. Journal of Speech, Language, and Hearing Research, 55, 421-434.https://doi.org/10.1044/1092-4388(2011/10-0273)
Language Matters Lab 