Diana Leyva, Ph.D.

  • Associate Professor, Psychology


Graduate Student Advisees: 

  • Rebecca McGregor

Education & Training

  • Ph.D., Clark University
  • Post-Doctoral Training, Harvard Graduate School of Education

Research Interest Summary

Family Processes; Minority Families; Early language & Literacy; Early Math

Research Interests

Family processes; parenting; preschool; minority families; intervention programs; early language; early literacy; early math; school readiness; Latinx communities

Representative Publications

Leyva, D., Tamis-LeMonda, C., & Yoshikawa, H. (2019). What parents bring to the table: Maternal behaviors in a grocery game and first graders’ literacy and math skills in a low-income sample. The Elementary School Journal, 119, 629-650. doi: 10.1086/703104

Leyva, D. (2019). How do low-income Chilean parents support their preschoolers’ writing and math skills in a grocery game? Early Education and Development, 30, 114-130. doi: 10.1080/10409289.2018.1540250.

Leyva, D., Davis, A., & Skorb, L. (2018). Math intervention for Latino parents and kindergarteners based on food routines. Journal of Child and Family Studies, 27, 2541-2551. doi: 10.1007/210826-018-1085-5.

Leyva, D., & Skorb, L. (2017). Food For Thought: Family food routines and literacy in Latino kindergarteners. Journal of Applied Developmental Psychology, 52, 80-90. doi: 10.1016/j.appdev.2017.07.001.

Leyva, D., Tamis-LeMonda, C., Yoshikawa, H., Jimenez-Robbins, C., & Malachowski, L.  (2017). Grocery games: How ethnically diverse low-income mothers support children’s mathematics and literacy. Early Childhood Research Quarterly, 40, 63-76. doi: 10.1016/j.ecresq.2017.01.001.

Leyva, D., Weiland, C., Barata, C., Yoshikawa, H., Snow, C., Trevino, E., & Rolla, A. (2015). Teacher-child interactions in Chile and their associations with prekindergarten outcomes. Child Development, 86, 781-799. doi: 10.1111/cdev.12342.

Yoshikawa, H., Leyva, D., Snow, C., Trevino, E., Rolla, A., Barata, C., Weiland, C. & Arbour, C. (2015). Experimental impacts of a teacher professional development program in Chile on preschool classroom quality and child outcomes. Developmental Psychology, 51, 309-322. doi: 10.1037/a0038785.

Reese, E., Sparks, A., & Leyva, D. (2010). A review of parent interventions for preschool children’s language and emergent literacy. Journal of Early Childhood Literacy, 10, 97-117. doi: 10.1177.1468798409356987. Reprinted in: K. Pahl & J. Rowsell. (Eds.) (in press). Early Childhood Literacy. London: Sage Publications.

Leyva, D., Reese, E., Grolnick, W., & Price, C. (2009). Elaborative structure and autonomy support in low-income mothers reminiscing: Links to children’s autobiographical narratives. Journal of Cognition and Development, 9, 363-389. doi: 10.1080/15248370802678158.

Accepting Graduate Students