Education

  • Ph.D. 2016 – University of Maryland, Human Development and Quantitative Methodology
  • B.A. 2010 – Kenyon College, Psychology

Areas of Expertise

  • Human Development
  • Language and Literacy Development
  • Parenting
  • Early Childhood

Background

Kathryn Leech specializes in early childhood learning and development. Her work sits at the intersection of education and developmental psychology, and these perspectives inform her teaching and research, particularly in translating evidence-based practices into strategies that support family functioning and child development. She directs the Early Learning Lab within the UNC School of Education, where she leads a team of graduate and undergraduate researchers dedicated to studying how adult caregivers can best support young children’s language and cognitive development. Before joining UNC-Chapel Hill, Leech held postdoctoral positions at Harvard University and Boston University. She received her Ph.D. in Human Development and Quantitative Methodology from the University of Maryland and a B.A. in Psychology from Kenyon College.

Research

Leech’s research focuses on how everyday interactions, such as conversations between parents and children, shape language and cognitive development during early childhood. Specifically, she is interested in how conversations with adults help children learn language and acquire knowledge about their world. She employs a mix of quantitative methods and experimental designs, often leveraging naturalistic observations and interventions to explore the mechanisms through which language influences children’s learning. Her research is driven by a commitment to translate findings into practices that directly benefit children and families.

  • EDUC 405, Parenting and Family Life Education
  • EDUC 990, Supervised Research
  • EDUC 698, Internship in Human Development and Family Science
  • EDMX 762, Advanced Emergent and Early Literacy
  • EDUC 994, Doctoral Research and Dissertation
  • EDUC 881, Seminar in Human Development and Individual Differences

“CAREER: The role of picture books in promoting parent-child scientific conversation and learning”; National Science Foundation (NSF), $709,749. (February 1, 2024 – January 31, 2029).

“Measures for Early Success Initiative”; TeachFX, $55,121. (July 1, 2024 – September 30, 2025).

“Neural and environmental mechanisms of language development during the first three years of life”, Leech, K., Lead Principal Investigator; Mills-Koonce, W., Co-Principal Investigator; NIH National Institute of Child Health and Human Development (NICHD), $193,428. (September 10, 2022 – September 9, 2025).

“Seed Funding”; UNC-CH, $5,000. (July 1, 2019 – June 30, 2025).

“BCSER: Using Computational Language Processing Techniques to Determine if Parental STEM Language Varies By Child Gender “, Leech, K., Lead Principal Investigator; National Science Foundation (NSF), $335,948. (September 1, 2021 – August 31, 2024).

“Junior Faculty Development Award”, Leech, K., Lead Principal Investigator; UNC-CH, $10,000. (January 1, 2021 – December 31, 2021).

“ORD Publication Grant”, Leech, K., Lead Principal Investigator; UNC-CH, $1,000. (July 1, 2020 – June 30, 2021).

  • Phillip and Ruth Hettleman Prizes for Artistic and Scholarly Achievement, UNC-Chapel Hill. (May 2025).
  • American Educational Research Association. (2015 – Present).
  • International Association for the Study of Child Language. (2013 – Present).
  • Cognitive Development Society. (2011 – Present).
  • Society for Research in Child Development. (January 2011 – Present).

Journal Article

Leech, K., Lin, G., Dedushaj, D., Schoenfeld, I., & Gabrieli, J. (accepted). Integrating Digital Technologies in Shared Reading: Effects of Conversational Agents on Adult–Child Interaction and Children’s Language Learning. Developmental Psychology.

Pedonti, S., Leech, K., Bratsch-Hines, M., Soliday Hong, S., & Able, H. (2025). Disparities in identification between migrant and seasonal Head Start and Head Start programs. Journal of Early Intervention, 1–22.

Leech, K., & Lin, G. (2025). Evaluating the usability of a conversational agent to enhance parent-child shared reading interactions. Journal of Child-Computer Interaction, 43, 100720.

Leech, K. (2024). Family science capital moderates gender differences in parent-child scientific discourse. Journal of Experimental Child Psychology, 274, 106020.

Jang, W., & Leech, K. (2023). Contextual modulation of adult-child language interaction: Semantic network connectivity and children’s vocabulary development. Education Sciences, 13(11), 1084.

Leyva, D., Yeomans-Maldonado, G., Weiland, C., Shapiro, A., Leech, K., Pilot, I., & Wolf, S. (2023). Culturally relevant measures to assess Latino kindergarteners’ language and literacy skills. Journal of Literacy Research, 55(3), 250–274.

McNally, S., Leech, K., Corriveau, K., & Daly, M. (2023). Indirect effects of early shared reading and access to books on reading vocabulary in middle childhood. Reading Research Quarterly McNally and Leech Hold Joint First Authorship. Published.

Nicolopoulou, A., Hale, E., Leech, K., Weinraub, M., & Maurer, G. (2023). Read-alouds in a preschool classroom: Supporting narrative comprehension through inferential talk and text complexity. Early Childhood Education Journal. Published.

Leech, K., Chandler-Campbell, I., Alton, J., & Corriveau, K. (2023). What would happen if?: A comparison of fathers’ and mothers’ questions to children during a science activity. Frontiers in Educational Psychology, 14(1078994).

Leech, K., Wheat, D., Blatt, J., Rowe, M., & Dede, C. (2022). “Literacy is more than just books”: Using digital technology to broaden parental conceptions of the home literacy environment. Applied Developmental Science. Published. CB3500

Leyva, D., Weiland, C., Shapiro, A., Yeomans-Maldonado, G., & Leech, K. (2022). Positive impacts of a strengths-based family program on Latino kindergarteners’ narrative language abilities. Developmental Psychology, 58(5), 835–847.

Leech, K., McNally, S., Daly, M., & Corriveau, K. (2022). Unique effects of book-reading at 9-months on vocabulary development at 36-months: Insights from a nationally representative sample of Irish families. Early Childhood Research Quarterly, 58, 242–253. https://doi.org/10.1016/j.ecresq.2021.09.009

Leech, K., Herbert, K., Wang, T., & Rowe. (2021). Exploring opportunities for math learning during parent-child interactions during infancy. Infant and Child Development, e2271. https://doi.org/10.1002/icd.2271

Wang, T., Leech, K., & Harris, P. L. (2021). Missing persons: Young children’s talk about members of their social network. Mind and Language. Published. https://doi.org/10.1111/mila.12379

Haber, A., Leech, K., Benton, D., Dashoush, N., & Corriveau, K. (2021). Questions and explanations in the classroom: Examining variation in early childhood teachers’ responses to children’s scientific questions. Early Childhood Research Quarterly, 57, 121–132. https://doi.org/10.1016/j.ecresq.2021.05.008

Leech, K., & Rowe, M. (2021). An intervention to increase conversational turns between parents and young children. Journal of Child Language, 48, 399–412.

Kurkul, K., Eleanor, C., Leech, K., & Corriveau, K. (2021). How does a switch work? The relation between adult mechanistic language and children’s learning. Applied Developmental Psychology. Published.

Wei, R., Leech, K., & Rowe, M. (2020). Decontextualized language use during Chinese and American caregiver-child interactions. Applied Developmental Psychology, 71(101214).

Chandler-Campbell, I., Leech, K., & Corriveau, K. (2020). Investigating science together: Inquiry-based training promotes scientific conversations in parent-child interactions. Frontiers in Psychology, 11-1934, 1–12. 301N Peabody Hall

Shin, S. Y., Leech, K., & Rowe, M. (2020). Examining relations between parent-child narrative talk and children’s episodic foresight and theory of mind. Cognitive Development, 55(100910).

Leech, K., Haber, A. S., Jalkh, Y., & Corriveau, K. (2020). Embedding scientific explanations into storybooks impacts children’s scientific discourse and learning. Frontiers in Psychology, 11-1016, 1–12.

McLoughlin, N., Leech, K., Cherynak, N., Blake, P., & Corriveau, K. (2020). Conflicting perspectives mediate the relation between parents’ and preschoolers’ self‐referent mental state talk during collaboration. British Journal of Developmental Psychology, 38, 255–267. 301N Peabody Hall

Rowe, M. L., & Leech, K. (2019). A parent intervention with a growth mindset approach improves children’s early gesture and vocabulary development. DEVELOPMENTAL SCIENCE, 22(4). https://doi.org/10.1111/desc.12792

McLoughlin, N., Leech, K., Chernyak, N., Blake, P. R., & Corriveau, K. H. (2019). Conflicting perspectives mediate the relation between parents’ and preschoolers’ self-referent mental state talk during collaboration. BRITISH JOURNAL of DEVELOPMENTAL PSYCHOLOGY. Published. https://doi.org/10.1111/bjdp.12316

Leech, K., Leimgruber, K., Warneken, F., & Rowe, M. L. (2019). Conversation about the future self improves preschoolers’ prospection abilities. JOURNAL of EXPERIMENTAL CHILD PSYCHOLOGY, 181, 110–120. https://doi.org/10.1016/j.jecp.2018.12.008

Leech, K., Haber, A. S., Arunachalam, S., Kurkul, K., & Corriveau, K. H. (2019). On the malleability of selective trust. JOURNAL of EXPERIMENTAL CHILD PSYCHOLOGY, 183, 65–74. https://doi.org/10.1016/j.jecp.2019.01.013

Leech, K., Wei, R., Harring, J. R., & Rowe, M. L. (2018). A Brief Parent-Focused Intervention to Improve Preschoolers’ Conversational Skills and School Readiness. DEVELOPMENTAL PSYCHOLOGY, 54(1), 15–28. https://doi.org/10.1037/dev0000411

Choi, B., Leech, K. A., Tager-Flusberg, H., & Nelson, C. A. (2018). Development of fine motor skills is associated with expressive language outcomes in infants at high and low risk for autism spectrum disorder. JOURNAL of NEURODEVELOPMENTAL DISORDERS, 10. https://doi.org/10.1186/s11689-018-9231-3

Daubert, E. N., Ramani, G. B., Rowe, M. L., Eason, S. H., & Leech, K. A. (2018). SUm THInG TO TALK ABOUT: CAREGIVER-PRESCHOOLER mATH TALK In LOW-InCOmE FAmILIES FROm THE UnITED STATES. BORDON-REVISTA DE PEDAGOGIA, 70(3), 115–130. https://doi.org/10.13042/Bordon.2018.62452

Huang, Y. T., Leech, K., & Rowe, M. L. (2017). Exploring socioeconomic differences in syntactic development through the lens of real-time processing. COGNITION, 159, 61–75. https://doi.org/10.1016/j.cognition.2016.11.004

Rowe, M. L., Leech, K. A., & Cabrera, N. (2017). Going Beyond Input Quantity: Wh-Questions Matter for Toddlers’ Language and Cognitive Development. COGNITIVE SCIENCE, 41, 162–179. https://doi.org/10.1111/cogs.12349

Leech, K. A., Ratner, N. B., Brown, B., & Weber, C. M. (2017). Preliminary Evidence That Growth in Productive Language Differentiates Childhood Stuttering Persistence and Recovery. JOURNAL of SPEECH LANGUAGE and HEARING RESEARCH, 60(11), 3097–3109. https://doi.org/10.1044/2017_JSLHR-S-16-0371

Chernyak, N., Leech, K. A., & Rowe, M. L. (2017). Training Preschoolers’ Prospective Abilities Through Conversation About the Extended Self. DEVELOPMENTAL PSYCHOLOGY, 53(4), 652–661. https://doi.org/10.1037/dev0000283

Leech, K. A., Rowe, M. L., & Huang, Y. T. (2017). Variations in the recruitment of syntactic knowledge contribute to SES differences in syntactic development. JOURNAL of CHILD LANGUAGE, 44(4), 995–1009. https://doi.org/10.1017/S0305000916000210

Salo, V. C., Rowe, M. L., Leech, K. A., & Cabrera, N. J. (2016). Low-income fathers’ speech to toddlers during book reading versus toy play. JOURNAL of CHILD LANGUAGE, 43(6), 1385–1399. https://doi.org/10.1017/S0305000915000550

Ramani, G. B., Rowe, M. L., Eason, S. H., & Leech, K. A. (2015). Math talk during informal learning activities in Head Start families. COGNITIVE DEVELOPMENT, 35, 15–33. https://doi.org/10.1016/j.cogdev.2014.11.002

Leech, K. A., & Rowe, M. L. (2014). A comparison of preschool children’s discussions with parents during picture book and chapter book reading. FIRST LANGUAGE, 34(3), 205–226. https://doi.org/10.1177/0142723714534220

Leech, K. A., Salo, V. C., Rowe, M. L., & Cabrera, N. J. (2013). Father Input and Child Vocabulary Development: The Importance of Wh Questions and Clarification Requests. SEMINARS in SPEECH and LANGUAGE, 34(4), 249–259. https://doi.org/10.1055/s-0033-1353445

Book Chapter

Rowe, M., Romeo, R., & Leech, K. (2023). Early environmental influences on language. In Handbook on the Science of Early Literacy (pp. 23–31).

Conference Proceeding

Lin, G., Schoenfeld, I., Thompson, M., Uz-Bilgin, C., & Leech, K. (2023). “What color are the fish’s scales?” Exploring parents’ and children’s natural interactions with a child-friendly virtual agent during storybook reading.. 185–195.

Other

Leech, K., Ratner, N. B., Brown, B., & Weber, C. M. (2019). Language Growth Predicts Stuttering Persistence Over and Above Family History and Treatment Experience: Response to Marcotte. In JOURNAL OF SPEECH LANGUAGE AND HEARING RESEARCH: Vol. 62 (5th ed., pp. 1371–1372). https://doi.org/10.1044/2019_JSLHR-S-18-0318

Professional

  • Editorial Review Board Member, Journal of Applied Developmental Psychology. (August 2025 – December 2027).
  • Editorial Review Board Member, Developmental Psychology. (January 2022 – 2026).
  • Editorial Review Board Member, Journal of Education. (2021 – 2026).

University

  • Member, Student Appeals Committee. (October 2021 – December 2026).
  • Search Committee Member, Teacher Ed/Multilingual Learning Faculty Search. (November 2025 – May 2026).
  • Member, PhD in Education Working Group. (September 2025 – May 2026).
  • Faculty Advisor, STEP: Striving Toward Educational Prosperity. (August 2021 – May 2026).
  • Committee Member, FPC Technology and Data Science in Educator Incubator. (May 2025 – December 2025).
  • Representative, Faculty Executive Committee (FEC). (August 2022 – June 2025).
  • Committee Member, School of Education Dean Search. (September 2024 – May 2025).
  • Member, FPG Next Language & Literacy in Early Childhood Workgroup. (October 2023 – June 2024).
  • Search Committee Member, Director of undergraduate advising/engagement search. (August 2022 – December 2022).
  • Speaker, Human Development and Families Studies. (October 2021 – 2022).
  • Search Committee Member, Science of Reading faculty search. (August 2022 – November 2022).
  • Member, Faculty Search Committee: School Counseling Program Coordinator. (September 2021 – May 2022).

Public

  • Family Reading Partners of Orange County, Orange County, NC. (May 2022 – May 2024).
  • Guest Speaker, STEP student visit day, Chapel Hill, NC. (April 2022).
  • Guest Speaker, Contact for Grants, Chapel Hill, NC. (May 2021).
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