Tenured Scholars
Mendive, Susan
Associate Professor
Psychologist and PhD in Psychology from the University of Buenos Aires. She trains early childhood educators in child development and the promotion of oral and written language. She researches and trains researchers in family and educational processes related to the development of early oral and written language, as well as in the implementation and impact of interventions and educational apps to promote early childhood language development.
Main areas of study: Language and early literacy development in early childhood; Design, implementation, and evaluation of interventions to promote language and early literacy; Home and classroom environment in language development.
Education
| Job title | Institution that grants it | Year |
|---|---|---|
| PhD in Psychology | Pontifical Catholic University of Chile | 2009 |
| Psychologist | Pontifical Catholic University of Chile | 2000 |
| Degree in psychology | Pontifical Catholic University of Chile | 1999 |
Teaching and training of researchers
| Course name | Sigla |
|---|---|
| Oral language development and its teaching | EDU0710 |
| Didactics for the acquisition of oral language | EDU0448 |
| Teaching oral and written language | EDU0434 |
| Course name | Sigla |
|---|---|
| Thesis Project 2 (PhD) | EDU4225 |
| Directed studies and research practices |
| Year | Type | Name | Student |
|---|---|---|---|
| Projected for early 2026 | PhD in Education | Implementation and effects of an intervention based on a multi-tiered system of supports (MTSS) for oral inferential comprehension in pre-kindergartners | Francisca Well |
| Projected for early 2026 | - | Feasibility, acceptability, and effectiveness of a narrative intervention based on dialogic reading of a personalized digital storybook in low-income preschoolers' homes | Pamela Urra |
| Projected for 2026 | - | Learning environment focused on interaction strategies and practices with bilingual children of Haitian culture in early childhood education. | Camila Jaramillo |
| Projected for early 2027 | - | Engagement in repeated reading of personalized books: A longitudinal analysis of adult-child reciprocity | Catalina Lecaros |
| Projected for early 2027 | - | Cross-cutting developmental trajectories of oral narrative skills in children and adolescents with Down syndrome | Magdalena Muñoz |
| Projected for early 2027 | - | Use of praise and its relationship with children's classroom engagement at transition levels | Jimena Rozo |
| 2019 | Master in Educational Psychology UC | Change in the quality of pedagogical interactions in pre-kindergarten from a professional development program and its relationship with characteristics of educators and classrooms | Elisa torres |
| 2018 | Master in Educational Psychology UC | Interest in reading and literacy practices in children from Pre-Kinder to Kindergarten of the Chilean low SES: a longitudinal exploration of and between the constructs | Jose Pezoa |
| 2017 | PhD in Education | Vocabulary instruction practices of Chilean educators and their relationship with the vocabulary of pre-kindergarten children | paulina pizarro |
| 2016 | PhD in Education | Does educational accountability contribute to educational improvement? Implementation study of improvement plans of the SEP Law in Chile | Luis Felipe de la Vega |
Research Projects
| Year | Type | Name | Role |
|---|---|---|---|
| 2023-2026 | Fondecyt | Regular Fondecyt No. 1231550; Intervention based on reading a personalized digital book to promote narrative skills at home with low-income kindergarten children: Implementation and impact study | Responsible Investigator |
| 2019 | FONIDE | Evaluation of a Reading Promotion Intervention Based on Personalized Books | Responsible Investigator |
| 2016 | Fondecyt | Teaching To Develop Language Through Conversations In The Preschool Classroom: An Experimental Study In Educators In Training | co-investigator |
| 2014 | Fondecyt | How Family and Preschool Instruction Influence the Acquisition of Literacy in Children from Socioculturally Deprived Sectors From Pre Kindergarten to 4th Grade? | Principal Investigator |
| 2013 | FONIDE | Efficacy Study of a Low-Cost Intervention to Increase the Frequency and Quality of Language Directed to Children in the Preschool Classroom | co-investigator |
Publications
Recent
Author
Year
Title
Magazine
Volume
Pages
DOI
Jaramillo-López, C.*, Mendive, S., & Castro, D.C.
2025
Monolingual Early Childhood Educators Teaching Multilingual Children: A Scoping Review
Education Sciences
15 (7)
1–17
Aldoney, D., Mendive, SM, Zegers, M., Prieto, F., & Perez, C.
2024
Linguistic input of mothers and fathers and linguistic output in 3-year-old children during play
Ibero-American Journal of Psychology
17 (1)
57–70
Vidal, V., Mendive, S., Gómez Zaccarelli, F., Pozo-Tapia, F.*, Narea, M., Wachholtz, D., & Melo, C.
2024
Enriching cross-sector collaboration to foster inclusive cultures in schools: a Model to address the needs of diverse Chilean Students
Frontiers in Psychology
June 15
Mendive, S., Placencio-Castro, M., Strasser, K., Kucirkova, N., Pozo-Tapia, F.*, & Domínguez, P.
2023
Impacts of a personalized book giveaway intervention in low-SES households
Early Childhood Research Quarterly
63
169–180
Mendive, S., Aldoney, D., Mascareño, M., Pezoa, J.*, & Hoff, E.
2022
Home language and literacy environments at the age of four: determinants and their relationship to reading comprehension up to age nine
Journal for the Study of Education and Development
45 (2)
446–477
Torres, E.*, Narea, M., & Mendive, S.
2022
Change in early childhood classroom interaction quality after a professional development program
Journal for the Study of Education and Development
45 (1)
220–243
Strasser, K., Barra, G., & Mendive, S.
2021
The role of video analysis and deliberate rehearsal in the development of language stimulation skills in pre-service preschool teacher preparation: An experimental study
Teaching and teacher education
106
103459
Mendive, S., Mascareño Lara, M., Aldoney, D., Pérez, JC, & Pezoa, JP*
2020
Home Language and Literacy Environments and Early Literacy Trajectories of Low‐Socioeconomic Status Chilean Children
Child Development
91 (6)
2042–2062
Pezoa, JP*, Mendive, S., & Strasser, K.
2019
Reading interest and family literacy practices from prekindergarten to kindergarten: Contributions from a cross-lagged analysis
Early Childhood Research Quarterly
47
284-295
Mendive, S., Weiland, C., Yoshikawa, H., & Snow, C.
2016
Opening the black box: Intervention fidelity in a randomized trial of a preschool teacher professional development program
Journal of Educational Psychology
108 (1)
130–145
Books
Author
Year
Title
Editorial
DOI/Url
Mendive, S., Balladares, J., & Cox, P.
2025
Full Learning and Development. Contributions to the Training and Practice of Teachers and Educators
UC editions
Barra, Gabriela; Mendive, Susana and Ow, Maili
2018
Selection and use of books for beginning readers
JUNJI Editions
Book chapters
Author
Year
chapter title
Editors
Book Title
Pages
Editorial
DOI/Url
Mendive, S.; Cortez-Monroy, F; Müller, M; & Jaramillo, C.*
2025
Contributions of Case Simulation to develop competencies of preschool teachers in their communication with families
Mendive, S., Balladares, J., & Cox, P. (Eds.)
Full Learning and Development. Contributions to the Training and Practice of Teachers and Educators
192-223
UC editions
-
Mendive, S., Zegers, M., Ortiz, V., & Lecaros, C.*
2025
Home Language and Literacy Environment and Emergent Literacy in Low-SES Families in Latin America and the Caribbean
Georgiou, G., & Inoue, T.
Home Literacy Environment and Literacy Acquisition. Evidence from Different Languages and Contexts
239-255
Springer International Publishing
Lecaros, C.*, & Mendive, S.
2023
Towards user-tailored initial reading promotion interventions for the home: contributions from Person-Centered Design
Gubbins, V., & Santana, A.
Relationship between families and schools in a changing world. Approaches and intervention strategies
Finis Terrae University Editions
Mendive, S., Villalón, M.
2021
Essential practices for the initial training of preschool teachers in oral language
Rolla, A., Meneses, A., Concha S., Levy D., Castro, T.
How to teach language: essential practices for the initial training of early childhood educators
65, 71-76
UC editions
Meneses, A., Rodino, AM, & Mendive, S.
2017
Lessons from Costa Rica and Chile for early literacy in Spanish speaking Latin American countries
Kucirkova, N., Snow, C., Grover, V., & McBride, C. (Eds.)
The Routledge International Handbook of early Literacy Education
124-138
Routledge
Policy Briefs
Author
Year
Title
Editorial
DOI/Url
Mendive, S, & Weiland, C.
2014
Improvements in initial language and literacy instruction in NT1 and NT2
Opportunity Educational Foundation
Reports
Author
Year
Title
Editorial
DOI/Url
Mendive, S., Pozo-Tapia, F., & Gomez, F.
2024
From design to implementation: How to advance educational inclusion? - Proposals for Chile. 2023 Public Policy Competition.
Pontifical Catholic University of Chile
Commitment
Management Responsibilities at the Faculty or University
April 2025 – Present: Director of Postgraduate Studies, Faculty of Education, UC
2015-2019: Head of the Doctoral Program in Education
More about this academic
| Date | Information |
|---|---|
| co-director | Language, Literacy and Early Socio-affective Development Laboratory |
| best paper award | Learning and Instructional Processes area in 2022 Journal for the Study in Education and Development. |
| Dissemination material | Infographic: How to promote reading and language at home. See herelaunch |
| Dissemination material | Tips for promoting early interactive reading at home. See herelaunch |
| Dissemination material | How do we get girls and boys to benefit from vocational training courses? See herelaunch |
| 2022 to date | Associate editor of the Journal of the Study of Education and Development. |
| 2009 to date | Reviewer of journal articles: Parenting Science and Practice, Journal of Research in Childhood Education, Infant behavior and development, Psykhe, Scandinavian journal of educational research, Frontiers Education, Journal of Research in Reading. |
| 2020-2021 | "Design and development of a training proposal in reading stories for middle levels of the vtf classroom library program "león y leoncia"" requested by the Undersecretary of Early Childhood Education, which was implemented in August with the Professionals in charge of said program from all the Regions of Chile Teacher in the context of the "Building Shared Value Program" organized by the Association of Industrialists of Antofagasta. |
