Clinton-Lisell, V., Strouse, G., Langowski, A.M., (2024). Children's engagement during shared reading of ebooks and paper books: A systematic review. International Journal of Child-Computer Interaction, 39, 100632. https://doi.org/10.1016/j.ijcci.2023.100632

Mourlam, D. J., DeCino, D. A., Chesnut, S. R., Strouse, G. A., Los, R., & Newland, L. A. (2023). It’s all relative: Changes in teachers’ knowledge and instruction during COVID-19. Journal of Digital Learning in Teacher Education, 39, 41-56. https://doi.org/10.1080/21532974.2022.2139309

Piper, D., Malik, S., Badger, A., Washington, C., Valle, B., Strouse, G.A., Myers, L. J., McClure, E., Troseth, G.L, Zosh, J., & Barr, R (2023). Sharing culture in a tech world: Grandparent-grandchild cultural exchanges over video chat. Translational Issues in Psychological Science, 9(3), 289-304. https://dx.doi.org/10.1037/tps0000358

Strouse, G. A., Troseth, G. L., & Stuckelman, Z. D. (2023). Page and screen: Storybook features that promote parent-child talk during shared reading. Journal of Applied Developmental Psychology, 86, 101522. https://doi.org/10.1016/j.appdev.2023.101522

Troseth, G. L. & Strouse, G. A. (2023). In modeling digital learning, remember pictorial competence. Journal of Applied Research in Memory and Cognition, 12(4), 491-496. https://doi.org/10.1037/mac0000150

Roche, E., Rocha-Hidalgo, J., Piper, D., Strouse, G. A., Neely, L., Ryu, J., Myers, L., McClure, E., Troseth, G. L., Zosh, J., & Barr, R. (2022). Presence at a distance: Video chat supports intergenerational sensitivity and positive infant affect during COVID-19. Infancy, 27, 1008-1031. Special Issue: The Impact of COVID-19 on Infant Development. https://doi.org/10.1111/infa.12491

Strouse, G. A., Chesnut, S. R., Newland, L. A., Mourlam, D. J., Hertel, D., & Nutting, B. (2022). Preschoolers’ electrodermal activity and story comprehension during print and digital shared reading. Computers and Education, 183, 104506. https://doi.org/10.1016/j.compedu.2022.104506

Stuckelman, Z. D., Troseth, G. L., & Strouse, G. A. (2022). Value added: Digital modeling of dialogic questioning promotes positive parenting during shared reading. Journal of Family Psychology, 36(6), 1010-1020. https://doi.org/10.1037/fam0000932

Zosh, J. M., Strouse, G. A., Myers, L. J., Xu, C., Stuckelman, Z. D., McClure, E., Troseth, G. L., & Barr, R. (2022). Virtual grandparenting: Identifying barriers to supportive video chat between grandparents and grandchildren. Human Behavior and Emerging Technologies, 2022, 9454654. https://doi.org/10.1155/2022/9454654

Strouse, G. A., & Ganea, P. A. (2021). Learning to learn from video? 30-month-olds benefit from continued use of supportive scaffolding.  Infant Behavior and Development, 64, 101574. Special Issue: Digital media and children under 3 years of age. https://doi.org/10.1016/j.infbeh.2021.101574

Strouse, G. A., & Ganea, P. A. (2021). The effect of object similarity and alignment of examples on children's learning and transfer from picture books. Journal of Experimental Child Psychology, 203, 10541. Special Issue on Children's Learning from Fictional Stories. https://doi.org/10.1016/j.jecp.2020.105041

Strouse, G. A., McClure, E., Myers, L. J., Zosh, J. M., Troseth, G. L., Blanchfield, O., Roche, E., Malik, S., & Barr, R. (2021). Zooming through development: Using video chat to support family connections. Human Behavior and Emerging Technologies, 3(4), 552-571. Special Issue: Children's understanding of emerging technologies. https://doi.org/10.1002/hbe2.268

Strouse, G. A., & Samson, J. (2021). Learning from video: A meta-analysis of the video deficit in children ages 0 to 6 years. Child Development, 92(1), e20-e38. https://doi.org/10.1111/cdev.13429 

Mourlam, D. J., DeCino, D., Newland, L. A., & Strouse, G. A. (2020). "It's fun!" Using students' voices to understand the impact of school digital technology on their well-being. Computers & Education, 159, Article 104003. https://doi.org/10.1016/j.compedu.2020.104003

Troseth, G. L., Strouse, G. A., Flores, I., Stuckelman, Z. D., Russo Johnson, C. (2020). An enhanced eBook facilitates parent-child talk during shared reading by families of low socioeconomic status. Early Childhood Research Quarterly, 50(1), 45-58. Special Issue: Intervention Research Addressing the Word Gap: Improving the Language-Learning Opportunities for Infants and Young Children. https://doi.org/10.1016/j.ecresq.2019.02.009 

Strouse, G. A., Newland, L. A., Mourlam, D. J. (2019). Educational and fun? Parent vs preschooler perceptions and co-use of digital and print media. AERA Open, 5(3). Special Issue: Screens, Apps, and Digital Books for Young Children: The Promise of Multimedia. https://doi.org/10.1177/2332858419861085 

Mourlam, D. J., Strouse, G. A., Newland, L. A., & Lin, H. (2019). Can they do it? A comparison of teacher candidates’ assumptions and preschoolers’ actual skills with digital technology and media. Computers & Education, 129, 82-91. https://doi.org/10.1016/j.compedu.2018.10.016

Rasmussen, E. E., Strouse, G. A., Colwell, M., Russo Johnson, C., Holiday, S., Brady, K., Flores, I., Wright, H., Densley, R., Norman, M., & Troseth, G. (2019). Promoting preschoolers’ emotional competence through prosocial TV and mobile app use. Media Psychology, 22(1), 1-22. https://doi.org/10.1080/15213269.2018.1476890 

Newland, L. A., Mourlam, D., & Strouse, G. A. (2018). A phenomenological exploration of the role of digital technology and media in children’s subjective well-being. Child Indicators Research, 11(5), 1563-1583. https://doi.org/10.1007/s12187-017-9498-z

Strouse, G. A., Nyhout, A., & Ganea, P. A. (2018). The role of book features in young children’s transfer of information from picture books to real-world contexts. Frontiers in Psychology, 9. https://doi.org/10.3389/fpsyg.2018.00050

Strouse, G. A., Troseth, G. L., O’Doherty, K. D., & Saylor, M. M. (2018). Coviewing supports word learning from contingent and non-contingent video. Journal of Experimental Child Psychology, 166, 310-326. https://doi.org/10.1016/j.jecp.2017.09.005

Troseth, G. L., Strouse, G. A., Verdine, B. N., & Saylor, M. M. (2018). Let’s chat: On-screen social responsiveness is not sufficient to support toddlers’ word learning from video. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2018.02195

Strouse, G. A., & Ganea, P. A. (2017). A print book preference: Caregivers report higher child enjoyment and more high-quality adult-child interactions when reading print than electronic books. International Journal of Child-Computer Interaction, 12, 8-15. Special Issue: E-reading with Children. http://dx.doi.org/10.1016/j.ijcci.2017.02.001

Strouse, G. A., & Ganea, P. A. (2017). Parent-toddler behavior and language differ when reading electronic and print picture books. Frontiers in Psychology, 8. Research Topic: Touch Screens Touching Children’s Lives https://doi.org/10.3389/fpsyg.2017.00677

Strouse, G. A., & Ganea, P. A. (2017). Toddlers’ word learning and transfer from electronic and print books. Journal of Experimental Child Psychology, 156, 129-142. http://dx.doi.org/10.1016/j.jecp.2016.12.001

Troseth, G. L., & Strouse, G. A. (2017). Designing and using digital books for learning: The informative case of young children and video. International Journal of Child-Computer Interaction, 12, 3-7. Special Issue: E-reading with Children. http://dx.doi.org/10.1016/j.ijcci.2016.12.002

Strouse, G. A., & Ganea, P. A. (2016) Are prompts provided by electronic books as effective for teaching preschoolers a biological concept as those provided by adults? Early Education and Development, 27(8), 1190-1204. Special Issue: Young Children’s Developing Understanding of the Biological World. http://dx.doi.org/10.1080/10409289.2016.1210457

Troseth, G. L., Russo, C. E., & Strouse, G. A. (2016). What’s next for research on young children’s interactive media? Journal of Children and Media, 10(1), 54-62. http://dx.doi.org/10.1080/17482798.2015.1123166

Neuman, S. B., Kaefer, T., Pinkham, A., & Strouse, G. (2014). Can babies learn to read? A randomized trial of baby media. Journal of Educational Psychology, 106(3), 815-830. http://dx.doi.org/10.1037/a0035937

Strouse, G. A., & Troseth, G. L. (2014). Supporting toddlers’ transfer of word learning from video. Cognitive Development, 30, 47-64. http://dx.doi.org/10.1016/j.cogdev.2014.01.002

Mol, S., E., Neuman, S. B., & Strouse, G. S. (2013). From ABCs to DVDs: Profiles of infants' home media environments in the first two years of life. Early Child Development and Care, 184(8), 1250-1266. http://dx.doi.org/10.1080/03004430.2013.862531

Strouse, G. A., O’Doherty, K. D., & Troseth, G. L. (2013). Effective co-viewing: Preschoolers’ learning from video after a dialogic questioning intervention. Developmental Psychology, 49(12), 2368-2382. http://dx.doi.org/10.1037/a0032463

DeLoache, J. S., Chiong, C., Vanderborght, M., Sherman, K., Islam, N., Troseth, G. L., Strouse, G. A., & O’Doherty, K. D. (2010). Do babies learn from baby media? Psychological Science, 21(11), 150-1574. http://dx.doi.org/10.1177/0956797610384145

Troseth, G. L., Strouse, G. A., Verdine, B. N., & O’Doherty, K. D. (2010). Do very young children learn from video? Revista Irice, Número Monográfico: Representaciones Externas (Special Issue: External Representations), 21, 13-26.

Calvert, S. L., Strouse, G. A., Strong, B. L., Huffaker, D. A., & Lai, S. (2009). Preadolescent girls’ and boys’ virtual MUD play. Journal of Applied Developmental Psychology, 30(3), 250-264.  http://dx.doi.org/10.1016/j.appdev.2008.12.005

Strouse, G. A., & Troseth, G. L. (2008). Don’t try this at home: Toddlers’ imitation of new skills from people on video. Journal of Experimental Child Psychology, 101(4), 262-280. http://dx.doi.org/10.1016/j.jecp.2008.05.010

Calvert, S. L., Strouse, G. A., & Murray, K. J. (2006). Empathy for adolescents’ role model selection and learning of DVD content. Journal of Applied Developmental Psychology, 27(5), 444-455. http://dx.doi.org/10.1016/j.appdev.2006.06.005

Calvert, S. L., Rideout, V. J., Woolard, J. L., Barr, R. F., & Strouse, G. A. (2005). Age, ethnicity, and socioeconomic patterns in early computer use: A national survey. American Behavioral Scientist, 48(5), 590-607. http://dx.doi.org/10.1177/0002764204271508

Tarasuik, J., Strouse, G., & Kaufman, J. (2018). Touchscreen tablets touching children’s lives. Lausanne: Frontiers Media. https://doi.org/10.3389/978-2-88945-417-4

Chesnut, S. R., Mourlam, D. J., Strouse, G. A., & Newland, L. (2020). An investigation into teacher candidate self-efficacy as a result of a STEM Professional Development School program. In M. N. Ochoa & D. Gibson (Eds.), Research Highlights in Technology and Teacher Education, 2020 (pp. 81-93). Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/primary/p/218487

Mourlam, D. J., Strouse, G. A., Kindle, K., Chesnut, S., & Newland, L. (2020). We came to see, then we saw: A reflection of one school’s experience using Seesaw for online and remote learning. In R. E. Ferdig, E. Baumgartner, R. Hartshorne, R. Kaplan-Rakowski, & C. Mouza (Eds.), Teaching, technology, and teacher education during the COVID-19 pandemic: Stories from the field (pp. 639-643). Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/p/216903/ 

Revelle, G. L., Strouse, G. A., Troseth, G. L, Rvachew, S., & Thompson Forrester, D. (2019). Technology support for adults and children reading together:  Questions answered and questions raised. To appear in J. E. Kim & B. Hassinger-Das (Eds.), Reading in the Digital Age: Young Children’s Experiences with E-books (pp. 103-132). Cham, Switzerland: Springer Nature.  https://doi.org/10.1007/978-3-030-20077-0_7 

Strouse, G. A. (2019). Using digital media to support early literacy. In J. Horst & J. von Koss Torkildsen (Eds.), International Handbook of Language Acquisition (pp. 485-503). New York, NY: Routledge. 

Strouse, G. A., & Ganea, P. A. (2017). Are prompts provided by electronic books as effective for teaching preschoolers a biological concept as those provided by adults?  In P. J. Marshall & K. Brenneman (Eds.), Young children's developing understanding of the biological world (pp. 485-503). London, UK: Routledge. 

Troseth, G. L., Strouse, G. A., & Russo, C. E. (2017). Early Digital Literacy: Learning to Watch, Watching to Learn. In F. Blumberg & P. Brooks (Eds.), Cognitive development in digital contexts (pp. 29-51). San Diego, CA: Academic Press. https://doi.org/10.1016/B978-0-12-809481-5.00002-X 

Troseth, G. L., Russo, C. E., and Strouse, G. A. (2016). What's next for research on young children's interactive media? In D. Lemish, A. Jordan, & V. Rideout (Eds.) Children, adolescents, and media: The future of research and action (pp. 54-62). New York, NY: Routledge.

Kakulla, B., Barr, R., Zosh, J., Strouse, G., Myers, L., Troseth, G., & McClure, E. (2021) Boomers and Zoomers: Grandparents using video chat to connect with young grandchildren during the pandemic. AARP Research. https://doi.org/10.26419/res.00468.001 

Barr, R., Blanchfield, O., McClure, E., Roche, E., Zosh, J., Strouse, G., Troseth, G., & Myers, L. (2020). Virtual family time: What we know about how families connect via video chat. Zero to Three, 41(2), 21-29.

Strouse, G. A., O’Doherty, K. D., & Troseth, G. A. (2016). Bear Snores On Comprehension Measure [Measurement Instrument]. https://doi.org/10.1037/t38556-000

Troseth, G. L., O’Doherty, K. D., & Strouse, G. A. (2013). Trusting the tube: Current information about an established technology. Zero to Three, 33(4), 25-31.

Newland, L. A., Mourlam, D. J., & Strouse, G. A. (2022). Rural children’s well-being in the context of the COVID-19 pandemic: Perspectives from children in the Midwestern United States. International Journal of Child Maltreatment, 2022. https://doi.org/10.1007/s42448-022-00133-w

Conaway, C., De Jong, D., Curtin, S., Strouse, G., & Degen, D. (2020). Class size: Perceptions of K-3 teachers, principals, and superintendents in a rural, Midwest state. Education Leadership Review, 21(1), 213-233.

Newland, L. A., Mourlam, D. J., Strouse, G. A., DeCino, D., & Hanson, C. (2019). A phenomenological exploration of children’s school life and well-being. Learning Environments Research, 22(3), 311-323. https://doi.org/10.1007/s10984-019-09285-y 

Newland, L.A., DeCino, D., Mourlam, D. J., & Strouse, G. A. (2019). School climate, emotions, and relationships: Children’s experiences of well-being in the Midwestern U.S. International Journal of Emotional Education, 11, 67-83. Special Issue: Qualitative Research on Children's Wellbeing Across National and Cultural Contexts. https://www.um.edu.mt/library/oar/handle/123456789/42647