Smolkin, L.B. (1986). Writing in the kindergarten - where to begin. Minnesota Reading Association Highlights, 9, 5-6. [Reprinted 1976 in Idaho Reading Report, 14 (3), 7-8.]
Smolkin, L. B., Conlon, A., & Yaden, D. B., Jr. (1988). Print-salient illustrations in children's picture books: The emergence of written language awareness. In J.E. Readance & R.S. Baldwin (Eds.), Dialogues in literacy research. Thirty-seventh yearbook of the National Reading Conference. (pp. 59-68). Chicago, IL: National Reading Conference.
Yaden, D. B., Jr., Smolkin, L. B., & Conlon, A. (1989). Preschoolers' questions about pictures, print conventions, and story text during reading aloud at home. Reading Research Quarterly, 24, 188-214.
Smolkin, L. B., & Yaden, D. B., Jr.. (1992). O is for mouse: first encounters with the alphabet book. Language Arts, 69, 432-441.
Smolkin, L. B., Yaden, D. B., Jr., Brown, L., & Hofius, B. (1992). The effects of genre, visual design choices and discourse structure on preschoolers' responses to picture books during parent-child read-alouds. In C. K. Kinzer & D. L. Leu, (Eds.). Literacy research, theory, and practice: Views from many perspectives. Forty-first yearbook of the National Reading Conference. (pp. 291-301). Chicago, IL: National Reading Conference.
Yaden, D. B., Jr., Smolkin, L. B., & Macgillivray, L. (1993). A Piagetian interpretation of the nature and development of children's spontaneous questions during alphabet book readings. Journal of Reading Behavior, 25, 43-68.
Smolkin, L. B. (1995). The literature of the theatre and aesthetic response: welcoming plays into the world of children's literature. The New Advocate, 8(2), 109-123.
Suina, J. H., & Smolkin, L. B. (1995). The multicultural worlds of Pueblo Indian children's celebrations. Journal of American Indian Education, 34(3), 18-27.
Werner, A. M., & Smolkin, L. B. (1995). An ESL/bilingual bicultural pre-collegiate program for Southeast Asian refugee high school students. Bilingual Research Journal: The Journal of the National Association for Bilingual Education, 19(3 & 4), 395-407.
Smolkin, L. B., & Suina, J.H. (1996). Lost in language and language lost: Considering native language in the classroom. Language Arts, 73, 8-14.
Naslund, J. C., & Smolkin, L. B. (1997). Automaticity and phonemic representations: Perceptual and cognitive building blocks for reading. Reading and Writing Quarterly, 13, 147-164.
Smolkin, L. B. (1997). Dealing with dialogue: Fifth graders responses to reading a play. Research in the Teaching of English, 31, 240-266.
Smolkin, L. B., & Suina, J. H. (1997). Artistic triumph or multicultural failure?: Multiple perspectives on a "multicultural" award-winning book. The New Advocate, 10, 307-322.
Smolkin, L. B., & Suina, J. H. (revised and submitted). Cross-cultural partnerships: Acknowledging the equal other in the Rural/Urban American Indian Teacher Education program. Teaching and Teacher Education.
Suina, J. H., & Smolkin, L. B. (1996). Rural-urban teacher education. On common ground: strengthening teaching through school-university partnerships, 7, 25-26.
Suina, J. H., & Smolkin, L. B. (1994). From natal culture to school culture to dominant society culture: Supporting transitions for Pueblo Indian students. In P. M. Greenfield & R. R. Cocking, Eds. (eds). Cross-cultural roots of minority child development (pp 115 - 130). Hillsdale, NJ: Lawrence Erlbaum.
Smolkin, L. B. (in press). The practice of effective transitions: Players who make a winning team. In R. Pianta and M. Kraft (Eds.), Transition to kindergarten: Research, policy, and practice. Baltimore: Paul Brooks.
Smolkin, L. B., & Suina, J. H. (1995). Rural reservation/urban cross-cultural teacher preparation program for American Indian and non-Indian teacher trainees. In D. McSwan & M. McShane (Eds.). Issues affecting rural communities (pp. 179-183). Townsville, Australia: James Cook University.