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Psychology

D-Index
43
Citations
10024
World Ranking
7154
National Ranking
3869

Overview

Nonie K. Lesaux is affiliated with Harvard University in the United States and conducts research primarily in the social sciences and psychology. Their work covers various subfields including education, clinical psychology, sociology and political science, pediatrics, perinatology and child health, as well as developmental and educational psychology.

Lesaux's research focuses extensively on early childhood education and development, child and adolescent psychosocial and emotional development, infant development and preterm care, parental involvement in education, COVID-19 and mental health, family support in illness, and children's rights and participation.

Their recent publications include:

  • Changes in Children's Behavioral Health and Family Well-Being During the COVID-19 Pandemic, 2021, Journal of Developmental & Behavioral Pediatrics
  • An ecological perspective on early educator well-being at the start of the COVID-19 pandemic, 2022, Early Childhood Research Quarterly
  • Executive function, self-regulation skills, behaviors, and socioeconomic status in early childhood, 2022, PLoS ONE
  • Exploring the role of quality in a population study of early education and care, 2020, Early Childhood Research Quarterly
  • Back to Basics: Developmental Catalysts of Quality Improvement in Early Education and Care, 2021, Policy Insights from the Behavioral and Brain Sciences

Lesaux frequently publishes in venues such as Early Childhood Research Quarterly, Journal of Developmental & Behavioral Pediatrics, PLoS ONE, AERA Open, and British Journal of Educational Technology.

Collaborations have been a significant component of their work. Frequent coauthors include Stephanie M. Jones, Emily C. Hanno, Madelyn Gardner, Jorge Cuartas, and Kathryn Gonzalez.

Best Publications

  • The development of reading in children who speak English as a second language

    Nonie K. Lesaux;Linda S. Siegel

  • The Effectiveness and Ease of Implementation of an Academic Vocabulary Intervention for Linguistically Diverse Students in Urban Middle Schools

    Nonie K. Lesaux;Michael J. Kieffer;S. Elisabeth Faller;Joan G. Kelley

  • Synthesis: Development of Literacy in Language-Minority Students.

    Nonie K. Lesaux;Esther Geva

  • The Role of Derivational Morphology in the Reading Comprehension of Spanish-Speaking English Language Learners.

    Michael J. Kieffer;Nonie K. Lesaux

  • Growth in reading skills of children from diverse linguistic backgrounds : Findings from a 5-year longitudinal study

    Nonie K. Lesaux;Andre A. Rupp;Linda S. Siegel

  • Breaking Down Words to Build Meaning: Morphology, Vocabulary, and Reading Comprehension in the Urban Classroom

    Michael J. Kieffer;Nonie K. Lesaux

  • Exploring Sources of Reading Comprehension Difficulties Among Language Minority Learners and Their Classmates in Early Adolescence

    Nonie K. Lesaux;Michael J. Kieffer

  • Accommodations for English Language Learners Taking Large-Scale Assessments: A Meta-Analysis on Effectiveness and Validity

    Michael J. Kieffer;Nonie K. Lesaux;Mabel Rivera;David J. Francis

  • D, . Academic literacy instruction for adolescents: A guidance document from the Center on Instruction.

    Joseph K. Torgesen;Debra D. Houston;Lila M. Rissman;Susan M. Decker

  • Language-Minority Learners in Special Education Rates and Predictors of Identification for Services

    Jennifer F. Samson;Nonie K. Lesaux

  • Predictors of Reading Comprehension for Struggling Readers: The Case of Spanish-Speaking Language Minority Learners

    Jeannette Mancilla-Martinez;Nonie K. Lesaux

  • The Gap Between Spanish-speakers' Word Reading and Word Knowledge: A Longitudinal Study

    Jeannette Mancilla-Martinez;Nonie K. Lesaux

  • Direct and Indirect Roles of Morphological Awareness in the English Reading Comprehension of Native English, Spanish, Filipino, and Vietnamese Speakers.

    Michael J. Kieffer;Nonie K. Lesaux

  • Effects of Academic Vocabulary Instruction for Linguistically Diverse Adolescents: Evidence From a Randomized Field Trial

    Nonie K. Lesaux;Michael J. Kieffer;Joan G. Kelley;Julie Russ Harris

  • The Language of Mathematics: Investigating the Ways Language Counts for Children's Mathematical Development.

    Rose K. Vukovic;Nonie K. Lesaux

  • Uneven profiles: Language minority learners' word reading, vocabulary, and reading comprehension skills

    Nonie K. Lesaux;Amy C. Crosson;Michael J. Kieffer;Margaret Pierce

  • Teaching Academic Content and Literacy to English Learners in Elementary and Middle School. IES Practice Guide. NCEE 2014-4012.

    Scott Baker;Nonie Lesaux;Madhavi Jayanthi;Joseph Dimino

  • Knowledge of words, knowledge about words: Dimensions of vocabulary in first and second language learners in sixth grade

    Michael J. Kieffer;Nonie K. Lesaux

  • The Role of Reading Self-Concept and Home Literacy Practices in Fourth Grade Reading Comprehension.

    Tami Katzir;Nonie K. Lesaux;Young-Suk Kim

  • Investigating Cognitive and Linguistic Abilities that Influence the Reading Comprehension Skills of Children from Diverse Linguistic Backgrounds

    Nonie K. Lesaux;Orly Lipka;Linda S. Siegel

Frequent Co-Authors

Linda S. Siegel
Linda S. Siegel University of British Columbia
David J. Francis
David J. Francis University of Houston
Stephanie M. Jones
Stephanie M. Jones Harvard University
Sharon Vaughn
Sharon Vaughn The University of Texas at Austin
Scott K. Baker
Scott K. Baker Southern Methodist University
Catherine E. Snow
Catherine E. Snow Harvard University
Esther Geva
Esther Geva University of Toronto
Joseph K. Torgesen
Joseph K. Torgesen Florida State University

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