Faculty/Staff/PhD

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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