Publications

  • Son, S. C. & Hur, J. (2020). Parental math talk during home cooking and math skills in Head Start children: The role of task management talk. Journal of Research in Childhood Education, 34(3), 406-426.https://doi.org/10.1080/02568543.2019.1704318. Published, 02/12/2020.
  • Son, S. C., Butcher, K. R., & Liang, L. A. (2020). The influence of the interactivity of storybook apps on children’s reading comprehension and story enjoyment. Elementary School Journal, 120(3), 422-454. https://doi.org/10.1086/707009. Published, 01/21/2020.
  • Son, S. C., Choi, J., & Kwon, K.-A. (2019). Reciprocal associations between inhibitory control and early academic skills: Evidence from a nationally representative sample of Head Start children. Early Education and Development, 30(4), 456-477. https://doi.org/10.1080/10409289.2019.1572382. Published, 02/18/2019.
  • Son, S. C., & Chang, Y. E. (2018). Child care experiences and school readiness: The mediating role of executive functions and emotionality. Infant and Child Development, 27, e2087. https://doi.org/10.1002/icd.2087. Published, 08/06/2018.
  • Son, S. C., & Peterson, M. F. (2017). Marital status, home environments, and family resources: Complex effects on preschool children’s school readiness skills. Infant and Child Development, 26(2), e1967. https://doi.org/10.1002/icd.1967. Published, 07/2017.
  • Son, S. C., & Tineo, M. F. (2016). Mothers’ attention-getting utterances during shared book reading: Links to low-income preschoolers’ engagement, visual attention, and early literacy. Infant and Child Development, 25, 259-282. https://doi.org/10.1002/icd.1932. Published, 08/01/2016.
  • Sung, M., Chang, Y. E., & Son, S. C. (2016). The relations among teachers’ beliefs regarding self-control, preschooler’s behavioral self-regulation and school readiness: The gender difference. Korean Journal of Childcare & Education, 12(3), 61-78. https://doi.org/10.14698/jkcce.2016.12.03.061. Published, 01/2016.
  • Son, S. C., Kwon, K.-A., Jeon, H.-J., & Hong, S.-Y. (2013). Head Start classrooms and children’s school readiness benefit from teachers’ qualifications and ongoing training. Child & Youth Care Forum, 42(6), 525-553. https://doi.org/10.1007/s10566-013-9213-2. Published, 12/01/2013.
  • Wanless, S. B., McClelland, M. M., Lan, X., Son, S., Cameron, C. E., Morrison, F. J., Chen, F.-M., Chen, J.-L., Li, S., Lee, K., and Sung, M. (2013). Gender differences in behavioral regulation in four societies: The U.S., Taiwan, South Korea, and China. Early Childhood Research Quarterly, 28,621-633. https://doi.org/10.1016/j.ecresq.2013.04.002. Published, 09/30/2013.
  • Son, S., Lee, K., & Sung, M. (2013). Links between preschoolers’ behavioral regulation and school readiness skills: The role of child gender. Early Education and Development, 24(4), 468-490. https://doi.org/10.1080/10409289.2012.675548. Published, 08/01/2013.
  • Froiland, J. M., Powell, D. R., Diamond, K. E., & Son, S. C. (2013). Neighborhoods socioeconomic well-being, home literacy, and early literacy skills of at-risk preschoolers. Psychology in the Schools, 50(8), 755-769. https://doi.org/10.1002/pits.21711. Published, 07/01/2013.
  • Powell, D., Son, S., File, N., & Froiland, J. M. (2012). Changes in parent involvement across the transition from public school prekindergarten to first grade and children's academic outcomes. Elementary School Journal, 113(2), 276-300. https://doi.org/10.1086/667726. Published, 12/30/2012.
  • Wanless, S. B., McClelland, M. M., Acock, A. C., Ponitz, C. C., Son, S., Lan, X., Morrison, F. J., Chen, J.-L., Chen, F.-M., Lee, K., Sung, M, and Li, S. (2011). Measuring behavioral regulation in four societies. Psychological Assessment, 23(2), 364-378. https://doi.org/10.1037/a0021768. Published, 12/31/2010.
  • Son, S., & Morrison, F. J. (2010). The nature and impact of changes in the home learning environment on development of language and academic skills of preschool children. Developmental Psychology, 46(5), 1103-1118. https://doi.org/10.1037/a0020065. Published, 09/01/2010.
  • Powell, D., Son, S., File, N., & San Juan, R. (2010). Parent-school relationships and children’s academic and social outcomes in public school pre-kindergarten. Journal of School Psychology, 48(4), 269-292. https://doi.org/10.1016/j.jsp.2010.03.002. Published, 09/01/2010.

Research Statement

Dr. Claire Son develops research-based information and provides policy-related supports in regard to the education of young children, including preschoolers and primary graders. Dr. Son's research focuses on early childhood development and education, especially early language and reading-related skills of at-risk children with social or economic disparities in Utah as well as across the United States. She is interested in the identification of important predictors of early literacy, including home and classroom learning environments, informal learning contents of community/library/museum, literacy learning using techologies, and related policy implications. 

Current projects include the evaluation of the community resources/programs on at-risk children's early literacy, identification of predictors of literacy interest and engagement, science vocabulary development, and supporting early reading development using technology. More information on the projects can be found at the webpage of the EARLY Lab (the Early Assistance of Reading and Literacy in Young Children Lab) 

Research Keywords

  • School Readiness; Kindergarten Readiness
  • Parenting and Parent Involvement in Education
  • Educational Evaluation and Policy Assessment
  • Early Literacy and Reading
  • Child Development
  • Early Childhood Education
  • Research and Analysis Methods

Grants, Contracts & Research Gifts

  • Story Structure Characteristics and Early Comprehension Skills. PI: Son. S. C. College of Education Faculty Research Grant Program, The University of Utah, 08/01/2016 - 07/31/2017. Total project budget to date: $3,600.00
  • Literacy Development for 21st Century Learners: Investigating the Impact of Book Apps. PI: Liang, L. Co-PI(s): Son, S. C., Butcher, K.. University Research Committee Faculty Research Grant, The University of Utah, 02/29/2016 - 02/28/2018. Total project budget to date: $6,000.00
  • New Neighborhood Library Experiment: Exploring Causal Connections between Community Book Access, the Extent and Quality of Reading, and Early Literacy. PI: Son, S. C. Larry H. & Gail Miller Foundation, 04/17/2015 - 12/31/2018. Total project budget to date: $10,000.00
  • Ensuring Early Literacy Opportunities for At-Risk Preschoolers: Evaluating Multiple Pathways of the Impact in Salt Lake City Public Library’s Outreach Storytime. PI: Son, S. C. American Educational Research Association Education Research Service Project, 07/01/2014 - 08/30/2015. Total project budget to date: $4,978.00
  • Early literacy for all: Developing an evaluative system of Salt Lake City Public Library’s Preschool Outreach Program. PI: Son, S. C. . University of Utah, Community-Based Research grant Program, 07/01/2014 - 07/31/2015. Total project budget to date: $10,000.00
  • Variation in Preschool Classroom Environments and Its Impact on Pre-Academic Skills of Low-Income Children. PI: Seung-Hee Son. University Research Committee Faculty Research Grant, The University of Utah, 07/2012 - 12/31/2014. Total project budget to date: $5,000.00
  • When Spanish Meets English: Improving Language and Literacy Skills of Low-Income Spanish-Speaking Preschoolers with Home Literacy. PI: Seung-Hee Son. Clifford Kinley Trust, 08/15/2009 - 08/15/2010. Total project budget to date: $20,000.00
  • Home Literacy Environment and Literacy Growth of Low-Income Children: A Longitudinal Study of Kindergarten Transition. PI: Seung-Hee Son. Purdue Agricultural Research Program Research Grant, 08/15/2008 - 08/15/2010. Total project budget to date: $34,000.00