Academic Faculty


Restrepo, M. Adelaida, Ph.D., CCC-SLP

Professor & Chair 

Phone: 813.396.9123
Office: PCD 4021F

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Dr. M. Adelaida Restrepo a professor and chair in the Department of Communication Sciences and Disorders at the University of South Florida. She is the director of the Bilingual Language and Literacy Laboratory, whose main mission is to identify best language assessment and intervention practices for bilingual children at risk of academic difficulties. She specializes in oral language and emergent literacy development and in prevention of academic difficulties in bilingual children. She is a bilingual speech-language pathologist and conducts research on the characteristic of bilingual children with typical and atypical language, on improving assessment and interventions of oral language and literacy in children who speak Spanish as their native language or other underrepresented languages in the US. 

Ph.D Universitty of Arizona 1995
M.A. University of Massachussets 1985
B.A University of Florida 1983
AA/AS Gainesville Community College 1981



Book Chapters 

·         Restrepo, M.A. & Pierce, M. 2022). Professional development practices and content for professionals working with preschool dual language learners. In B. Goldstein (Ed). Bilingual Language Development and Disorders in Spanish-English Speakers. Baltimore: Brooks.

·         *Restrepo, M.A. & Castilla-Earls, A.P (2022). Grammatical impairments in Spanish-English speaking children. In B. Goldstein (Ed.). Language Development: A focus on the Spanish-English Speaker. Baltimore: Brooks.

·         *Restrepo, M.A. & Castilla-Earls, A.P. (2021). Language Learning and Language Disabilities: Equity Issues in the Assessment of Young Bilingual Learners. In Language, Learning, and Disability: Issues and Opportunities in the Education of Young Bilingual Children. Castro, D. & Artiles, A. (Eds). Multilingual Matters

·         *Restrepo, M.A., Adams, A. & Barragan, B. (2017). Bilingualism and Communication Disorders. In R. Heredia & J. Altarriba, (Eds). An Introduction to Bilingualism: Principles and Processes.

·         Martinez-Nieto, L., & Restrepo, M. A. (2017). Diferencias individuales en el antenimiento del español: un análisis de gramaticalidad. In C. Rojas-Nieto, & V. Oropeza-Gracia, Diferencias Individuales En La Adquisición Del Lenguaje. Instituto de Investigaciones Filológicas, Universidad Nacional Autónoma de México. México.

·         *Glenberg, A., Walker, E., & Restrepo, M.A. (2016) EMBRACING Dual Language Learners. In S. Crossley & D. McNamara (Eds). Educational Technologies (pp. 268-275). 


Journals Refereed 

·         LARRC, Lo, M., & Xu, M. (in press).  Impacts of the Let’s Know! curriculum on the language and comprehension-related skills of prekindergarten and kindergarten children. Journal of Educational Psychology.

·         Runnion, E., Pierce, M., Restrepo, M.A. (2022). Measuring English Narrative Microstructure in Preschool Dual Language Learners. Language Speech and Hearing Services in the Schools. https://doi.org/10.1044/2021_LSHSS-21-00107

·         Adams, A. Glenberg, A., Restrepo, M.A., Walker, E. (2022). A reading comprehension intervention for DLLs with weak language and reading skills. Journal of Speech, Language and Hearing Research.  https://doi.org/10.1044/2021_JSLHR-21-00266

·         Murphy, K.A., Springle, A.P., Sultani, M.J. McIllraith, & LARRC (2022). Predicting Language Performance from Narrative Language Samples. Journal of Speech Language and Hearing Research. https://doi.org/10.1044/2021_JSLHR-21-00262

o    Gómez, L. Restrepo, M. A., Glenberg A. M. & Walker, E. (2021) Enhancing Question-Asking during Shared Reading in Immigrant Latino Families, Journal of Latinos and Education.   DOI: 10.1080/15348431.2021.1971084 

o    Martinez-Nieto, L. & Restrepo, M. A. (2022). Production and comprehension of grammatical gender by Spanish- heritage speakers: Evidence from accusative clitic pronouns. International Journal of Bilingualism. pages 1-19. https:// /doi.org/10.1177/13670069211057318 

o    Yeomans-Maldonado, G., Mesa, C., & LARRC (2021). The association of the home literacy environment and parental reading beliefs with oral language growth trajectories of Spanish-English bilingual children. Journal of Early Childhood Research Quarterly. Volume 57, 2021, Pages 271-284,  https://doi.org/10.1016/j.ecresq.2021.07.001. 

o   Pierce, M. & Restrepo, M.A. (2021). A review of the Narrative Language Measure –Spanish version for Use with Spanish-speaking children. Revista de Logopedia, Volume 41, Pages 197-203. https://doi.org/10.1016/j.rlfa.2021.02.001

o   Lekshmi Narayanan, A. B, Gomez,  L., Nguyen, T., Lim, J. E., Restrepo, M. A., Blais, C., Glenberg, A., & Walker, E. (2021). Parent-EMBRACE: An Adaptive Dialogic Reading Intervention. AIED2021

o   Martinez Nieto, L. & Restrepo, M. A. (2021). Grammatical Gender in Spanish Child Heritage Speakers: Incomplete or Different Acquisition? Linguistic Approaches to Bilingualism. https://doi.org/10.1075/lab.20042.mar 

o     De Diego, B., Pittman, A., & Restrepo, M.A., (2021). Is Oral Bilingualism an Advantage for Word Learning in Children with Hearing Loss? Journal of Speech, Language, and Hearing Research.  (pp. 1-14) https://doi.org/10.1044/2020_JSLHR-20-00487

o   LARRC, Mesa, C., & Yeomans-Maldonado, G. (2021). Predictors of 3 Grade Reading Comprehension in Bilingual Children. Journal of Speech, Language, and Hearing Research. 64, pp 889- 908 https://doi.org/10.1044/2020_JSLHR-20-00379. Lead author 

o     Currie, N., Francey, G., Davies, R., Gray, S., Bridges, M.S., Restrepo, M.A., Thompson, M.S., Ciraolo, M.F, Hu, J., & Cain, K. (2021). The Process and Product of Coherence Monitoring in Young Readers: Effects of Reader and Text Characteristics, Scientific Studies of Reading, 25, 141-158 ,DOI: 10.1080/10888438.2020.1831503

o   Armon-Lotem, S., Restrepo, M.A., Lipner, M., Ahituv-Shlomo, P., & Altman, C. (2020). Vocabulary Gains in Bilingual Narrative Intervention (BINARI). Language Speech and Hearing Services in the Schools. 52, 436-448. https://doi.org/10.1044/2020_LSHSS-19-00117

o   De Diego-Lazaro, B., Winn, K., Restrepo, M. A. (2020). Cultural Competence and Self-Efficacy after Study Abroad Experiences. American Journal of Speech-Language Pathology, https://doi.org/10.1044/2020_AJSLP-19-00101. 

o   De Diego, B. & Restrepo, M.A. (2020). Auditory Intervention in Late-Identified Children with Hearing Loss. Communication Disorders Quarterly. https://doi.org/10.1177/1525740120915427 

o    De Diego, B. & Restrepo, M.A. (2020). Oral Expressive Outcomes in Late-Identified Children with Hearing Loss. Communication Disorders Quarterly. https://doi.org/10.1177/1525740120915429

o   Castilla-Earls, A., Fabiano-Smith, L., Rojas, R., Pruitt-Lord, S., Bedore, L., Restrepo, M.A., Peña, E. (2020).   Beyond Scores: Determining Eligibility for Dual Language Learners for Speech and Language Services. American Journal of Speech-Language Pathology. https://doi.org/10.1044/2020_AJSLP-19-00179

o   Spencer, T. D., Moran, M. K., Thompson, M. S., Petersen, D. B., & Restrepo, M. A. (2020). Early efficacy of multi-tiered dual language instruction: Promoting preschoolers’ language comprehension skills in Spanish and English. AERA Open, 6, 1, 1-16. https:/DOI:10.1177/2332858419897886

o   LARRC, Jiang, H., and Logan, J. (2019). Improving Reading Comprehension in the Primary Grades: Mediated Effects of a Language-Focused Classroom Intervention. Journal of Speech Language and Hearing Research, 62(8), 1-17. https://doi.org/10.1044/2019_JSLHR-L-19-0015

o   Castilla-Earls, A., Perez-Leroux, A. T., Nieto, L., Restrepo, M. A. & Barr, C. (2019). Vulnerability of Clitics and  Articles in Typically Developing Bilingual Children. Bilingualism, Language and Cognition. https://doi.org/10.1017/S1366728919000610

o   Adams, A. M., Glenberg, A., & Restrepo, M. A. (2019). Embodied reading in a transparent orthography. Learning and Instruction, 62, 27-36. https://doi.org/10.1016/j.learninstruc.2019.03.003

o   LARRC, Mesa, C. & Yeomands-Maldonado, G. (2019). The Role of Prek Spanish in Predicting First Grade English Decoding in a sample of Dual Language Learners. Journal of Speech, Language, and Hearing Research, 62(6), 1755-1774. https://doi.org/10.1044/2019_JSLHR-L-17-0146 

o   Mesa, C. & Restrepo, M. A. (2019). Effects of a Family Literacy Program for Latino Parents: Evidence from a Single Subject Design. Language Speech and Hearing Services in the Schools, 50(3), 356-372. https://doi.org/10.1044/2018_LSHSS-18-0035 

o   de Diego-Lázaro, B., Restrepo, M. A., Sedey, A. L., & Yoshinaga-Itano, C. (2019). Predictors of Vocabulary Outcomes in Children Who Are Deaf or Hard of Hearing from Spanish-Speaking Families. Language Speech Hearing Services in the Schools, 50(1) 113-125. https://doi.org/10.1044/2018_LSHSS-17-0148

o   LARRC & Muijselaar, M. M. L. (2018).  The dimensionality of inference making: Are local and global inferences distinguishable? Scientific Studies of Reading, 22, 117-136

o    LARRC, Jiang, H., Logan, J. A., & Jia, R. (2018). Modeling the Nature of Grammar and Vocabulary Trajectories from Prekindergarten to Third Grade. Journal of Speech Language and Hearing Research, 61(4), 910-923. https://doi.org/10.1044/2018_JSLHR-L-17-0090

o    Henderson, D., Restrepo, M.A., Aiken, L. (2018). Dynamic Assessment of Narratives Among Navajo Preschoolers.  Journal of Speech and Hearing Research, 61(10), 2547-2560. https://doi.org/10.1044/2018_JSLHR-L-17-0313

o   LARRC, Yeomands- Maldonado, G., Bengochea, A., Mesa, C. (2018). The Dimensionality of Oral Language in Kindergarten Spanish-English Dual Language Learners. Journal of Speech and Hearing Research, 61(11), 2779-2795. https://doi.org/10.1044/2018_JSLHR-L-17-0320

o   Spencer, T., Peterson, D., Thompson, M. & Restrepo, M.A. (2018). The Effect of Spanish and English Narrative Intervention on the Language Skills of Young Dual Language Learners. Topics of Early Childhood Special Education, 38(4), 204-219. https://doi.org/10.1177/0271121418779439 

o   Adams, A. M., Glenberg, A. M., & Restrepo, M. A. (2018). Moved by Reading in a Spanish-Speaking, Dual Language Learner Population. Language Speech Hearing Services in the Schools, 49(3), 582-594. https://doi.org/10.1044/2018_LSHSS-16-0032 

o   LARRC, Jiang, H., Logan, J. A., & Jia, R. (2018). Modeling the nature of grammar and vocabulary trajectories from pre-kindergarten to third grade. Journal of Speech, Language, and Hearing Research, 61, 910-923. doi: 10.1044/2018_JSLHR-L-17-0090. PubMed PMID: 29642241.

o   LARRC, Farquharson, K., & Jiang, H. (2018). Are memory and attention equally important for reading and listening comprehension? A developmental comparison. Reading and Writing. 31, 1449-1477.

o   Barragan, B., Martinez-Nieto, M. L, Castilla, A., Restrepo, M.A. & Gray, S. (2018). Performance of Low-Income Spanish-English Bilingual Children in English-only Schools on the CELF-4 edition Spanish. Language Speech and Hearing Services in the Schools, 49(2), 292-305. https://doi.org/10.1044/2017_LSHSS-17-0013

o   LARRC, Jiang, H., & Davis, D. (2017) Let's Know! Proximal Impacts on Prekindergarten through Grade 3 Students' Comprehension-Related Skills, The Elementary School Journal, 118(2), 117-206. http://www.journals.uchicago.edu/doi/abs/10.1086/694220

o   LARRC & Muijselaar, M. M. L. (2017). The dimensionality of inference making: Are local and global inferences distinguishable? Scientific Studies of Reading, 22(2), 117-136. https://doi.org/10.1080/10888438.2017.1371179

o   LARRC & Logan, J. (2017). Pressure points in reading comprehension: A quantile multiple regression analysis. Journal of Educational Psychology, 109(4), 451-464. http://dx.doi.org/10.1037/edu0000150

o   LARRC & Yeomans-Maldonado, G. (2017). Development of comprehension monitoring in beginner readers. Reading and Writing. doi:10.1007/s11145-017-9765-x LARRC (2017). Oral language and listening comprehension: Same or different constructs? Journal of Speech, Language, and Hearing Research, 60(5), 1273-1284. https://doi.org/10.1044/2017_JSLHR-L-16-0039

o   Walker, E., Wong, A., Fialko, S., Restrepo, M. A., & Glenberg, G. (2017). EMBRACE: Applying Cognitive Tutor Principles to Reading Comprehension. To appear in Proc. 18th International Conference on Artificial Intelligence in Education. 10331 LNAI, 578-581. http://doi.org/10.1007/978-3-319-61425-0_68 

o   Kapantzoglou, M., Fergadiotis, G., Restrepo, M.A. (2017). Language Sample Analysis and Elicitation-Technique Effects in Bilingual Children with and without Language Impairment. Journal of Speech and Hearing Research, 60(10), 2852-2864. https://doi.org/10.1044/2017_JSLHR-L-16-0335

o   Walker, E., Adams, A., Restrepo, M. A., Fialko, S., & Glenberg, A. M. (2017). When (and how) interacting with technology-enhanced storybooks helps dual language learners. Translational Issues in Psychological Science, 3(1), 66-79. http://dx.doi.org/10.1037/tps0000100