Johana Chaparro-Moreno

Postdoctoral Research Associate

Dr. Johana Chaparro-Moreno is a postdoctoral research associate at the Center on the Ecology of Early Development (CEED) at Boston University Wheelock College of Education & Human Development. Her research integrates theories, advanced statistical methods, and technological advances from the fields of child development, literacy, and engineering to design culturally and linguistically sensitive methodologies to analyze children’s linguistic experiences in classrooms and to investigate how individual differences in these experiences lead to differences in their language development among children from racially minoritized groups.

Previously, Dr. Chaparro-Moreno was a graduate teaching associate in Dennis Learning Center at The Ohio State University (OSU), where she taught a class on self-regulated learning and was an academic coach for undergraduate and graduate students. She was also a graduate research associate at the OSU Crane Center for Early Childhood Research and Policy.

Education

PhD, Educational Psychology, with an Interdisciplinary Specialization in Quantitative Research Methods, Ohio State University
MA, Psychology, Universidad de los Andes, Colombia

Courses

Learning and Motivation Strategies for Success in College in in-person and online groups

Selected Publications

Chaparro-Moreno, L. J., Uanhoro, J. O., Curenton, S. M., & Justice, L. M. (2025). A 5-year longitudinal study of bilinguals’ vocabulary growth and the role of the prekindergarten home language and literacy environments. Journal of Educational Psychology, 117(3), 361–379. https://doi.org/10.1037/edu0000907

Soto, P., Strasser, K., Jiang, H., Chaparro-Moreno, L. J., & Justice, L. M. (2022). Home learning environment profiles and their contribution to child development in Chile. Journal of Applied Developmental Psychology. https://doi.org/10.1016/j.appdev.2022.101452

Chaparro-Moreno, L. J., Lin, T-J., Justice, L. M., Mills, A. K., & Uanhoro, J. O. (2022). The influence of context on the abstraction level of children’s conversations in the preschool classroom. Early Education and Development. Advance online publication. https://doi.org/10.1080/10409289.2022.2067429

Dore, R., Liu, X., Chaparro-Moreno, L. J., & Justice, L. M. (2022). Concurrent relations between child-directed speech and children’s language skills in low-income households. Journal of Early Childhood Research. Advance online publication. https://doi.org/10.1177/1476718X221098661

Gonzalez Villasanti, H., Justice, L. M., Chaparro-Moreno, L. J., Lin, T-J., & Purtell, K. M. (2020). Automatized analysis of children’s exposure to child-directed speech in preschool settings: Validation and application. Plos One. https://doi.org/10.1371/journal.pone.0242511

Chaparro-Moreno, L. J., Justice, L. M., Logan, J. A. R., Purtell, K. M., & Lin, T-J. (2019). The preschool classroom linguistic environment: Children’s first-person experiences. Plos One. https://doi.org/10.1371/journal.pone.0220227

Logan, J. A. R., Justice, L. M., Güneş, M., & Chaparro-Moreno, L. J. (2019). When children are not read to: The Million Word Gap. Journal of Developmental & Behavioral Pediatrics. doi: 10.1097/DBP.0000000000000657

Chaparro-Moreno, L. J., Reali, F., & Maldonado-Carreño, C. (2017). Wordless picture books boost preschoolers’ language production during shared reading. Early Childhood Research Quarterly, 40(3), 52-62. https://doi.org/10.1016/j.ecresq.2017.03.001

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