Dr. Sara Smith
Sara A. Smith, Ph.D., Assistant Professor
Office: EDU 302H
Phone: (813) 974-3533
Sara A. Smith received her Ph.D. in Applied Linguistics and Second Language Acquisition from the Department of Education at the University of Oxford, followed by postdoctoral research in the Brain.Experience.Education Lab at Harvard Graduate School of Education. In 2017, she joined University of South Florida in the Department of Teaching and Learning as Assistant Professor in Foreign Language/ESOL Education.
Her research interests include within-population variation among bilinguals, the role of formulaic language in reading and language comprehension for English Language Learners, and cognitive and educational implications of bilingualism.
Smith, S., Briggs, J., Pothier, H., Garcia, J. (2017). Mental workouts for couch potatoes: Executive function variation among Spanish-English bilingual young adults. Applied Linguistics. DOI: 10.1093/applin/amx038
Smith, S., Briggs, J. & Pothier, H. (2017). Exploring variation in reading comprehension among young adult Spanish-English bilinguals: The role of environmental language contact and attitudes toward reading. International Journal of Bilingualism. DOI: 10.1177/1367006917690913
Briggs, J., Smith, S. (2017). English Medium Instruction and Idiomaticity in English as a Lingua Franca. Iranian Journal of Language Teaching Research, 5(3), 27-44.
Leon Guerrero, S., Smith, S., Luk, G. (2016). Home language usage and cognitive control in bilingual preschoolers. The cognitive control and consequences of multiple languages in one mind: Bilingual Processing and Acquisition. J. Schwieter (Ed.). John Benjamins: Philadelphia.
Smith, S. (2016). Reading between the lines: Exploring relationships between multi-word vocabulary, transparency and literacy. Advancing the Field of Language Assessment: Papers from TIRF Doctoral Dissertation Grantees 2009 – 2013. M. Christison and N. Saville (Eds.). Cambridge Language Assessment: Cambridge.
Seitz, S. & Smith, S. (2016). Working toward neurodiversity: How organizations and leaders can accommodate for Autism Spectrum Disorder. Journal of Business and Management, 22(1), 135-152.
Smith, S. & Murphy, V. A. (2015). Measuring productive elements of multi-word phrase vocabulary knowledge among children with English as an additional or only language. Reading and Writing: An Interdisciplinary Journal, 28(3), 347-369. DOI: 10.1007/s11145-014-9527-y
Im, K., Raschle, N., Smith, S., Grant, P. E. & Gaab, N. (2015). Atypical sulcal patterns in parietal region in children with a familial risk for developmental dyslexia. Cerebral Cortex, 26(3), 1138-1148. DOI: 10.1093/cercor/bhu305
Raschle, N., Becker, B., Smith, S., Fehlbaum, L., Wang, Y. Gaab, N. (2015). Investigating the influences of early language delay and/or familial risk for dyslexia on brain structure in pre-school and kindergarten children. Cerebral Cortex, 27(1), 764-776.DOI: 10.1093/cercor/bhv267
Langer, N., Peysakhovich, B., Zuk, J., Drottar, M., Sliva, D., Smith, S., Becker, B., Grant, P. E., Gaab, N. (2015). White matter alterations in infants at risk for developmental dyslexia. Cerebral Cortex, 27(2), 1027-1036. DOI: 10.1093/cercor/bhv281
Raschle, N., Smith, S., Zuk, J., Figuccio, M. & Gaab, N. (2014). Investigating the neural correlates of voice or content directed information within human speech in pre-school children. PLoS one, 9(12), DOI:10.1371/journal.pone.0115549.
Smith, S. (2011). Researching Collocations in Another Language: Multiple Interpretations, Andy Barfield and Henrik Gyllstad (Eds). System, 39, 1, 118-120.