Graduate School
Applied Developmental Psychology from the University of Houston, Houston, Texas, 1984

Areas of Interest

Research Interests

Dr. Landry’s research covers examinations of biological and environmental influences on children’s development from infancy through adolescence as well as numerous federally funded parent-child and early childhood classroom intervention studies. This continued research makes use of new intervention approaches to provide parents and teachers with resources that are effective in supporting young children’s development.


Publication Information

Dr. Landry’s research findings can be found in more than 125 peer-reviewed publications, 30 chapters, and a monograph Effective Early Childhood ProgramsTurning Knowledge into Action. Her most recent articles include the following.

Merz, E.C., Zucker, T.A., Landry, S.H., Williams, J.M., Assel, M., Taylor, H.B., Lonigan, C.L., Phillips, B.M., Clancy-Menchetti, J., Barnes, M.A., Eisenberg, N., de Villiers, J. & the School Readiness Research Consortium. Parenting predictors of cognitive skills and emotion knowledge in socioeconomically disadvantaged preschoolers. Journal of Experimental Child Psychology, 132,14-31, 2015.

Raghubar, K., Barnes, M.A., Dennis, M., Cirino, P.T., Taylor, H., & Landry, S.H. Neurocognitive predictors of mathematical processing in school-age children with spina bifida and their typically developing peers: Attention, working memory, and fine motor skills. Neuropsychology, Vol 29 (6), 861-873, 2015. doi:1037/neu0000196

Lonigan. C.J., Phillips, B.M., Clancy, J.L., Landry, S.H., Swank, P.R., Assel, M.A., Taylor, H.B., Klein, A., Starkey, P., Domitrovich C.C., Eisenberg, N., de Villiers, J., Barnes, M. Impacts of a comprehensive school readiness curriculum for preschool children at risk for educational difficulties. Child Development, Vol 86 (3), 1773-1793, 2015. doi: 10.1111/cdev.12460.

Solari, E. J., Zucker, T. A., Landry, S. H., & Williams, J. Relative effects of a comprehensive versus reduced training for Head Start teachers who serve Spanish-speaking English language learners. Early Education and Development, 27:7, 1060-1076, 2016.

Merz, E.C., Landry, S.H., Johnson, U.Y., Williams, J.M., & Jung, K. Effects of a responsiveness-focused intervention in family child care homes on children’s executive function. Early Childhood Research Quarterly, 34, 128-139, 2016.

Merz, E.C., Landry, S.H., Zucker, T.A., Barnes, M.A., Assel, M., Taylor, H.B., Lonigan, C.J., Phillips, B.M., Clancy-Menchetti, J., Eisenberg, N., Spinrad, T.L., Valiente, C., de Villiers, J., & the School Readiness Research Consortium. Parenting predictors of delay inhibition in socioeconomically disadvantaged preschoolers. Infant & Child Development, 2016. doi: 10.1002/icd.1946.

Zucker, T.A., Williams, J. M., Bell, E. R., Assel, M. A., Landry, S. H., Monsegue-Bailey, P., Crawford, A., & Bhavsar, V. Validation of a brief, screening measure of low-income prekindergartners’ science and engineering knowledge. Early Childhood Research Quarterly, 36, 345-357, 2016. doi: 10.1016/j.ecresq.2015.12.018

Merz, E.C., Landry, S.H., Montroy, J.J., & Williams, J.M. Bidirectional associations between parental responsiveness and executive function during early childhood. Social Development. 2016. doi:10.1111/sode.12204

Feil, E. G., Baggett, K., Davis, B., Landry, S. H., Sheeber, L., & Leve, C. Evaluation of an Internet-based translation of an empirically-validated parenting intervention for low-income mothers of infants: Addressing the 30-million word gap. Pediatrics, 2016

Crawford, A., Zucker, T., Horne, B. V., & Landry, S. Integrating Professional Development Content and Formative Assessment with the Coaching Process. The Texas School Ready Model. Theory into Practice, 56(1), 56-65. 2016. doi:10.1080/00405841.2016.1241945

Landry, S.H., Zucker, T.A., Williams, J.M., Merz, E.C., & Guttentag, C.L. Improving school readiness of high-risk preschoolers: Combining high quality instructional strategies with responsive training for teachers and parents. Early Childhood Research Quarterly, 40, 38-51, 2017

Aravind, A., de Villiers, J., de Villiers, P., Lonigan, C. J., Phillips, B. M., Clancy, J., Landry, S.H., Swank, P., Assel, M., Taylor, H.B., Eisenberg, N., Spinrad, T., & Valiente, C. Children’s quantification with every over time. Journal of General Linguistics 2017.

Baggett, K., Davis, D., Feil, E., Sheeber, L., Landry, S., Leve, C., Johnson, U. A randomized controlled trial examination of a remote parenting intervention: engagement and effects on parenting behavior and child abuse potential. Child Maltreatment. 1-9, 2017. doi: 10.1177/1077559517712000

DeMaster, D., Johanna Bick, J., Ursula Johnson, U., Montroy, J., Landry, S., Duncan, A. Nurturing the preterm infant brain: Leveraging neuroplasticity to improve neurobehavioral outcomes. Annual Review Issue of Pediatric Research. 10-16-2018 doi:10.1038/s41390-018-0203-9

Feil. E.G., Baggett, K., Davis, B., Landry, S., Sheeber, L., Leve, C., Johnson, U. Randomized control trial of an internet-based parenting intervention for mothers of infants. Early Childhood Research Quarterly (2018), doi:10.1016/j.ecresq.2018.11.003.

Cabell, S. Q., Zucker, T. A., DeCoster, J., Copp, S. B., & Landry, S. Impact of a parent text messaging program on pre-kindergarteners’ literacy development. American Educational Research Association Open, 5(1), 1-16. 2019. doi: 10.1177/2332858419833339

Zucker. T.A., Carlo, M.S., Landry, S.H., Masood-Saleem, S.S., Williams, J.M. & Bhavsar, B. Iterative Design and Pilot Testing of the Developing Talkers Tiered Academic Language Curriculum for Pre-Kindergarten and Kindergarten, Journal of Research on Educational Effectiveness, (2019) doi:10.1080/19345747.2018.1519623

Knight, D.S., Landry, S., Zucker, T.A., Merz, E. C., Guttentag, C. L., Taylor, H. B. Cost-Effectiveness of Early Childhood Interventions to Enhance Preschool: Evidence from a randomized experiment in Head Start Centers enrolling historically underserved populations. Journal of Policy Analysis and Management 0(0), 1-27 (05-2019).

Landry, S.H., Assel, M.A., Carlo, M.S., Williams, J.M., Wu, W., Montroy, J.J., The effect of the Preparing Pequenos small-group cognitive instruction program on academic and concurrent social and behavioral outcomes in young Spanish-speaking dual-language learners. Journal of School Psychology 73, 1-20 (2019).


Texas State Board of Examiners of Psychologists