Gonzales, W., & Moreno, G. (2022). Culturally Attuned Assessment and Identification Practices in the 21st Century. Bilingual Special Education for the 21st Century: A New Interface, 51-80.

Hughes, M. T., Magaña, S., Gonzales, W., Núñez, G., & Moreno-Angarita, M. (2022). Colombian parents of children with autism spectrum disorder: Perceptions, experiences, and expectations. Journal of International Special Needs Education, 25(1), 25-36.

Magaña, S., Tejero Hughes, M., Salkas, K., Gonzales, W., Núñez, G., Morales, M. & Moreno-Angarita, M. (2021). Implementing a parent education intervention in Colombia: Assessing parent outcomes and perceptions across delivery modes. Focus on Autism and Other Developmental Disabilities, 36(3), 165-175.

Gonzales, W., & Tejero Hughes, M. (2021). Leveraging a Spanish Literacy Intervention to Support Outcomes of English Learners. Reading Psychology, 42(4), 411-434.

Siker, J., & Gonzales, W. (2021, November). PREPARING PARAPROFESSIONALS FROM NON-DOMINANT BACKGROUNDS: AN INVESTIGATION OF EXPERIENCES IN GRADUATE SCHOOL. In TED 2021 Conference (p. 254).

Gonzales, W. (2019). English Learners Struggling with Literacy: Does A Spanish Literacy Intervention Enhance Outcomes? (Doctoral dissertation, University of Illinois at Chicago).

Gonzales, W., Núñez, G., Soria, M., & Hughes, M. T. (2018). Engaging in Literacy: Latino Families Speak Up. International Journal of Education, 10(2), 50. https://doi.org/10.5296/IJE.V10I2.12984

Meléndez, J. W., Radinsky, J., Vossoughi, S., Marin, A. M., Bang, M., Nolan, C. M., & Hall, R. (2018). Community-based design partnerships: Examples from a new generation of CHAT/DBR. International Society of the Learning Sciences, Inc.[ISLS].

Gonzales, W., & Tejero Hughes, M. (2018). Libros en mano: Phonological awareness intervention in children’s native languages. Education Sciences, 8(4), 175.