Maamuujav, U., Krishnan, J. A., & Collins, P. (2021, Winter). Beyond words: Info and graphic meshing. Communicator, 19-22.

Krishnan, J. A., Maamuujav, U., & Collins, P. (2021). Multiple utilities of infographics in undergraduate students’ process-based writing. Writing and Pedagogy. doi: 10.1558/wap.18814

Maamuujav, U., Krishnan, J. A., & Collins, P. (2019). The utility of infographics in L2 writing classes: A practical strategy to scaffold writing development. TESOL Journal. doi:10.1002/tesj.484

Collins, P., Tate, T., & Warschauer, M. (2019). Technology as a lever for adolescent writing. Policy Insights from the Behavioral and Brain Sciences. doi: 10.1177/2372732219836440

Korobkova, K., & Collins, P. (2019). Identities, interests, and investments: Learning ecologies in storysharing platforms. Journal of Adolescent and Adult Literacy, 62, 387-399. doi: 10.1002/jaal.909

Collins, P. R., Hwang, J. K., Zheng, B., Warschauer, M. J. (2013). Writing with laptops: A quasi-experimental study. Writing & Pedagogy, 25, 1747-1767. doi: 10.1558/wap.v5i2.203.

Tate, T., Collins, P., Xu, Y., Yau, J., Krishnan, J., Prado, Y., Farkas, G., & Warschauer, M. (2019). Visual-syntactic text format: Improving adolescent literacy. Scientific Studies of Reading. doi: 10.1080/10888438.2018.1561700

Park, Y., Xu, Y., Collins, P., Farkas, G., & Warschauer, M. (2018). Scaffolding learning of language structures with visual-syntactic text formatting. British Journal of Educational Technology. doi: 10.1111/bjet.12689

Park, Y., Warschauer, M., Collins, P., Hwang, J. K., Vogel, C. (2013). Building awareness of language structures with Visual-Syntactic Text Formatting. In Pytash, K. E., Ferdig, R. E. (Eds.) Exploring Technology for Writing and Writing Instruction (pp. 640-656). Hershey, PA: IGI Global.

Collins, P., Tate, T. P., Lee, J. W., Krishnan, J. A. & Warschauer, M. (2021). A multi-dimensional examination of adolescent writing: Considering the writer, genre and task demands. Reading and Writing: An Interdisciplinary Journal. doi: 10.1007/s11145-021-10140-x

Collins, P., & Ho, T. (2020). Bilingualism and biliteracy. In Oxford Research Encyclopedia of Education. Oxford University Press. doi: https://doi.org/10.1093/acrefore/9780190264093.013.876

Bigelow, M., & Collins, P. (2019). Childhood through adolescence. In De Houwer, A., & Ortega, L. (Eds.) The Cambridge Handbook of Bilingualism (pp. 36-58). Cambridge, UK: Cambridge University Press. doi: 10.1017/9781316831922.003

Hwang, J. K., Lawrence, J., Snow, C., & Collins, P. (2017). Vocabulary and reading performances of redesignated fluent English proficient students. TESOL Quarterly, 51, 757-786. doi: 10.1002/tesq.346

Lin, C. H., Collins, P. R. (2012). The effects of L1 and orthographic regularity and consistency in naming Chinese characters. Reading and Writing: An Interdisciplinary Journal, 25, 1747-1767.

Townsend, D., Filippini, A., Collins, P. R., Biancarosa, G. (2012). Evidence for the importance of academic word knowledge for the academic achievement of diverse middle school students. Elementary School Journal, 112, 497-518.

Townsend, D. R., Collins, P. R. (2009). Academic vocabulary and middle school English learners: An intervention study. Reading and Writing: An Interdisciplinary Journal, 22, 993-1019.

Townsend, D. R., Collins, P. R. (2008). English or Spanish? Assessing Latino/a children in English and in Spanish for risk of reading disabilities. Topics in Language Disorders, 28, 61-83.

Fischer, C., Nguyen, H., Estrella, G., & Collins, P. (2022). Examining lecture and inquiry-based laboratory performance for language minority students in science gateway courses. PLoS ONE, 17(4): e0267188. https://doi.org/10.1371/journal.pone.0267188.

Estrella, G., Au, J., Jaeggi, S., & Collins, P. (2018). Is inquiry science instruction effective for English language learners? A meta-analytic review. AERA Open, 4(2), 1-23. doi: 10.1177/2332858418767402

Zheng, B., Warschauer, M., Hwang, J. K, Collins, P. (2014). Laptop Use, Interactive Science Software, and Science Learning Among At-Risk Students. Journal of Science Education and Technology, 23(4), 591-603. doi: 10.1007/s10956-014-9489-5.

Xu, Y., Wang, D., Collins, P., Lee, H., & Warschauer, M. (2021). Same benefits, different communication patterns: Comparing children's reading with a conversational agent vs. a human partner. Computers & Education, 161. doi: 0.1016/j.compedu.2020.104059

Chiappe (Collins), P., Glaeser, B., Ferko, D. (2007). Speech perception, vocabulary and the development of reading skills in English among Korean- and English-speaking children. Journal of Educational Psychology, 99, 154-166

Chiappe (Collins), P., Siegel, L. S. (2006). A longitudinal study of reading development of Canadian children from diverse linguistic backgrounds. Elementary School Journal, 107, 135-152

Chiappe (Collins), P., Siegel, L. S., Wade-Woolley, L. (2002). Linguistic diversity and the development of reading skills: A longitudinal study. Scientific Studies of Reading, 6, 369-400.

Chiappe (Collins), P., Siegel, L. S., Gottardo, A. (2002). Reading-related skills of kindergartners from diverse linguistic backgrounds. Applied Psycholinguistics, 23, 95-116.

Chiappe (Collins), P., Siegel, L. S. (1999). Phonological awareness and reading acquisition in English and Punjabi-speaking Canadian children. Journal of Educational Psychology, 91, 20-28.