Publications

pubs

Journal Articles

Anaya, J.B., Peña, E.D., & Bedore, L.M. (2016). Where Spanish and English come together: A two dimensional bilingual approach to clinical decision making. Perspectives of the ASHA Special Interest Groups 1 (14), 3-16.

Bedore, L.M., Peña, E.D., Griffin, Z., & Hixon, J.G. (2016). Effects of age of acquisition, current use, and language on bilingual language performance. Journal of Child Language. 43(3), 687-706

Ruiz-Felter, R., Cooperson, S., Bedore, L.M., & Peña, E.D. (2016). The influence of language use and age of first exposure on phonological acquisition in bilingual Spanish-English speaking kindergarteners. International Journal of Language & Communication Disorders. 51(4), 368–383.

Peña, E.D., Bedore, L.M., & Kester, E.S. (2016). Assessment of Language Impairment in Bilingual Children using Semantic Tasks: Two Languages Classify Better than One. International Journal of Language and Communication Disorders. 51, 192-202.

Lugo-Neris, M., Peña, E.D., Bedore, L.M., & Gillam, R.B. (2015). Utility of a Language Screening Measure for Predicting Risk for Language Impairment in Bilinguals. American Journal of Speech-Language Pathology. 24, 426-437.

Mann, W., Peña, E. D., & Morgan, G. (2015). Child Modifiability as Predictor of Language Problems in Deaf Children who use American Sign Language. American Journal of Speech-Language Pathology. 24, 374-385.

Gibson, T., Summers, C., Peña, E. D., Bedore, L. M., Gillam, R. B., & Bohman, T. (2015).The role of language structure and experience in bilingual children’s nonword repetition performance. Bilingualism: Cognition and Language. 18, 551-560.

Lugo-Neris, M., Bedore, L.M., Peña, E.D. (2015). Dual language intervention for bilinguals at risk for language impairment. Seminars in Speech and Language. 36, 133-142.

Peña, E.D., Bedore, L.M., & Kester, E.S. (2015). Discriminant accuracy of a semantics measure with Latino English-speaking, Spanish speaking, and English-Spanish bilingual children. Journal of Communication Disorders, 53, 30-41.

Greene, K., Bedore, L.M., & Peña, E.D. (2014). Bilingual children’s use of lexical strategies in narrative dialogue and monologue conditions. Language and Sociocultural Theory. 1, 101-124

Gibson, T., Peña, E.D., & Bedore, L.M. (2014). The receptive-expressive gap in bilingual children with and without primary language impairment. American Journal of Speech-Language Pathology. 23, 655-667.

Peña, E.D., Gillam, R.B., & Bedore, L.M. (2014). Dynamic assessment accurately identifies language impairment in ELLs. Journal of Speech, Language, Hearing Research. 57, 2208-2220.

Mann, W., Peña, E. D., & Morgan, G. (2014). Exploring the use of dynamic assessment with deaf children: Two case studies. Journal of Communication Disorders. 52 (4), 16-30.

Squires, K.E., Lugo-Neris, M., Gillam, R.B., Peña, E.D., Bedore, L.M., & Bohman, T. (2014). Story retelling by bilingual children with language impairments. International Journal of Language & Communication Disorders. 49, 60-74.

Gibson, T., Peña, E.D., & Bedore, L.M. (2014). The relation between language experience and receptive-expressive semantic gaps in bilingual children. International Journal of Bilingualism and Bilingual Education. 17, 90-110.

Gillam, R., Peña, E.D., Bedore, L.M., Bohman, T., & Mendez-Perez, A. (2013). Identification of Specific Language Impairment in Bilingual Children, Part 1: Assessment in English. Journal of Speech, Language Hearing Research, 56, 1813-1823.

*Greene, K., Peña, E.D., & Bedore, L.M. (2013). Lexical choice and language selection in bilingual preschoolers. Child Language Teaching and Therapy. 29, 27-39.

*Peña, E.D., Bedore, L.M. & Sheng, L. (2013). Differentiating language difference versus language impairment in young dual language learners. Young Exceptional Children Monograph. 14. 54-65

*Sheng, L., Bedore, L.M., Peña, E.D. & Taliancich, C. (2013). Semantic Convergence in Spanish–English Bilingual Children with Primary Language Impairment.  Journal of Speech, Language Hearing Research. 56, 766-777.

Sheng, L., Bedore, L.M., Peña, E.D., & Fiestas, C.M. (2013). Semantic development in Spanish-English bilingual children: Effects of age and language experience. Child Development. 84, 1034-1045.

Taliancich-Klinger, C. L., Byrd, C. T., & Bedore, L. M. (2013). The disfluent speech of a Spanish-English bilingual child who stutters. Clinical linguistics & phonetics, 27(12), 888-904.

Bedore, L.M., Peña, E.D., Summers, C., Boerger, K., Resendiz, M., Greene, K., Bohman, T., & Gillam, R. (2012). The measure matters: Language dominance profiles across measures in Spanish/English bilingual children. Bilingualism: Language and Cognition. 15, 616-629.

Sheng, L., Peña, E.D., Bedore, L.M., & Fiestas, C. E. (2012). Semantic deficits in Spanish-English bilingual children with language impairment. Journal of Speech, Language Hearing Research. 55, 1-15.

*Bedore, L.M., Peña, E., Joyner, D., & Macken, C. (2011). Parent and teacher rating of language proficiency and concern: Accurate interpretation for different observations. International Journal of Bilingual Education and Bilingualism. 14, 489-511.

Peña, E. D., Gillam, R. B., Bedore, L.M., & Bohman, T. (2011). Risk for poor performance on a language screening measure for bilingual preschoolers and kindergarteners. American Journal of Speech Language Pathology. 20, 302-314. Abstract

Bedore, L., Peña, E., Joyner, D., & Macken, C. (2011). Parent and teacher rating of language proficiency and concern:  Accurate interpretations from different observations. International Journal of Bilingualism and Bilingual Education.14, 489-511. Abstract

Gorman, B., Fiestas, C., Peña, E.D., & Clark, M. (2011). Creative and stylistic devices employed by children during a storybook narrative task: A cross-cultural study. Speech, Language, Hearing Services in Schools, 42, 167-181. Abstract

Solorio, T., Sherman, M., Liu, Y., Bedore, L.M., Peña, E.D., & Iglesias, A. (2011). Analyzing language samples of Spanish-English bilingual children for the automated prediction of language dominance. Natural Language Engineering. 17, 367-395. Abstract

Peña, E. D. & Halle, T. (2011). Assessing preschool English learners: Traveling a multi-forked road. Child Development Perspectives. 5(1), 28-32.

Bedore, L.M., Peña, E.D., Gillam, R.B., & Ho, Tsunghan (2010). Language sample measures and language ability in Spanish English bilingual kindergarteners. Journal of Communication Disorders. 43(6):498-510. Abstract

Perez, A. M., Peña, E.D., Bedore, L.M. (2010). Cognates facilitate word recognition in young Spanish-English bilinguals’ test performance. Early Childhood Services Journal. 4, 55-67. Abstract

Summers, C., Bohman, T., Peña, E. D., Bedore, L. M., & Gillam, R. B. (2010). Relationships between bilingual children’s nonword repetition and language performance in English and Spanish. International Journal of Language & Communication Disorders. 45, 480-493. Abstract

Bohman, T., Bedore, L. M., Peña, E. D., Gillam, R. B., & Pérez, A. (2010). What they hear and what they say: Language performance in young Spanish-English Bilinguals. International Journal of Bilingualism and Bilingual Education. 13, 325-344. Abstract 

Peña, E. & Fiestas, C. (2009). Talking across cultures in early intervention:  Finding common ground to meet children’s communication needs. Perspectives on Language, Learning, and Education. 16, 79-85. Abstract

Lidz, C.S. & Peña, E.D. (2009). Response to intervention and dynamic assessment: Do we just appear to be speaking the same language? Seminars in Speech and Language, 30, 121-133. Abstract

Gildersleeve-Neumann, C., Peña, E., Davis, B., & Kester, E. (2009). Effects on L1 during early acquisition of L2: Speech changes in Spanish at first English contact. Bilingualism: Cognition and Language. 12, 259-272. Abstract

Peña, E. & Kiran, S. (2008). In defense of cookbooks: From novice to competent clinician. Topics in Language Disorders. 28, 242-258. Abstract

Gildersleeve-Neumann, C. Kester, E., Davis, B., & Peña, E. (2008). Speech development in 3- to 4-year-old children from bilingual Spanish/English environments. Speech, Language, Hearing Services in Schools. 39, 314-328. Abstract

Bedore, L. & Peña, E. (2008). Assessment of bilingual children for identification of language impairment: Current findings and implications for practice. International Journal of Bilingual Education and Bilingualism. 11, 1-29. Abstract

Peña, E., Resendiz, M., & Gillam, R. (2007). The role of clinical judgments of modifiability in the diagnosis of language impairment. Advances in Speech Language Pathology. 9, 332–345. Abstract

Peña, E. (2007). Lost in translation: Methodological considerations in cross-linguistic research. Child Development. 78, 1255–1264. Abstract

Peña, E. & Mendez-Perez, A. (2006). Individualistic and collectivistic approaches to language learning. Zero to Three. 27, 34-41.

Bedore, L., Fiestas, C., Peña, E., & Nagy, V. (2006). Maze use in narratives of bilingual and functionally monolingual children. Bilingualism: Cognition and Language. 9, 233-247. Abstract

Peña, E., Gillam, R., Malek, M., Ruiz-Felter, R., Resendiz, M., Fiestas, C., & Sabel, T. (2006). Dynamic assessment of children from culturally diverse backgrounds:  Applications to narrative assessment. Journal of Speech, Language, Hearing Research. 49, 1-21. Abstract

Peña, E., Spaulding, T., & Plante, E. (2006). The composition of normative groups in diagnostic decision making: Shooting ourselves in the foot. American Journal of Speech Language Pathology. 15, 247-254. Abstract

Lofranco, L., Peña, E., & Bedore, L. (2006). English language narratives of Filipino children. Speech, Language, Hearing Services in Schools. 37, 28-38. Abstract

Moore-Brown, B., Huerta, M., Uranga-Hernandez, Y., & Peña, E. (2006). Using dynamic assessment to evaluate children with suspected learning disabilities. Intervention in School and Clinic.41, 209-217. Abstract

Robinson-Zañartu, C., Peña, E., Cook-Morales, V., Peña, A., Afshani, R., & Nguyen, L. (2005). Academic crime and punishment: Faculty perceptions of and responses to plagiarism. School Psychology Quarterly. 20, 318-337. Abstract

Bedore, L., Peña, E., García, M., Cortez, C. (2005) Conceptual versus monolingual scoring:  When does it make a difference? Speech, Language, Hearing Services in Schools. 36, 188-200. Abstract

Woods, A., Peña, E., & Martin, F. (2004). Exploring possible socio-cultural bias on the SCAN-C. American Journal of Audiology. 13, 173-184. Abstract

Gillam, R. & Peña, E. (2004). Dynamic assessment of children from culturally diverse backgrounds. Perspectives on Language, Learning, and Education. 11(2), 3-6.

Fiestas, C. & Peña, E. (2004). Narrative discourse in bilingual children: Task and language effects. Speech-Language-Hearing Services in Schools. 35, 165-138. Abstract

Muñoz, M., Gillam, R., Peña, E., & Gulley, A. (2003). The development of language and episodic structure in the fictional narratives of preschool children enrolled in Head Start. Speech-Language-Hearing Services in Schools. 34, 332-342. Abstract

Peña, E. & Quinn, R. (2003).  Developing effective collaborative teams in speech language pathology.  Communication Disorders Quarterly. 24, 53-63. Abstract

Peña, E., Bedore, L., & Rappazzo, C. (2003). Comparison of Spanish, English and bilingual children’s performance across semantic types.  Speech-Language-Hearing Services in Schools, 34, 5-16. Abstract

Peña, E., Bedore, L., & Zlatic-Giuta, R. (2002). Use of a category generation task to assess vocabulary skills of Spanish-English bilinguals.  Journal of Speech, Language, Hearing Research, 46, 938-947. Abstract

Stubbe Kester, E., & Peña, E. (2002). Language ability assessment of Spanish-English bilinguals: Future directions.  Practical Assessment, Research & Evaluation, 8(4). Available online

Also published as:

Kester, E. S., & Pena, E. D. (2002). Limitations of current language testing: practices for bilinguals. College Park, MD: ERIC Clearinghouse on Assessment and Evaluation. (ERIC Document Reproduction Service No. ED470203)

von Hapsburg, D. & Peña, E. (2002). Understanding bilingualism and its impact on speech audiometry.  Journal of Speech, Language, Hearing Research. 45, 202-213. Abstract

Stubbe Kester, E., Peña, E., & Gillam, R. (2001).  Outcomes of dynamic assessment with culturally and linguistically diverse students:  A comparison of three teaching methods. Journal of Cognitive Education and Psychology. 2, 42-59. Abstract

Gutierrez-Clellen, V. F., & Peña, E. (2001). Dynamic assessment of diverse children: A tutorial.  Speech-Language-Hearing Services in Schools. 32(4), 212-224. Abstract

Peña, E., Iglesias, A., Lidz, C.S. (2001).  Reducing test bias through dynamic assessment of children’s word learning ability.  American Journal of Speech Language Pathology, 10, 138-154. Abstract

Peña, E. (2001).  Assessment of semantic knowledge: Use of feedback and clinical interviewing. Seminars in Speech and Language, 22, 51-64. Abstract

Gutiérrez-Clellen, V. F., Restrepo, A., Bedore, L., Peña, E., & Anderson, R. (2000). Language sample analysis in Spanish-speaking children: Methodological considerations.   Language, Speech and Hearing Services in Schools, 31, 88-98. Abstract

Peña, E., (2000). Measurement of modifiability in children from culturally and linguistically diverse backgrounds. Communication Disorders Quarterly, 21(2), 87-97. Abstract

Peña, E. Miller, L., & Gillam, R. (1999). Dynamic assessment of narratives in children from diverse backgrounds. California Speech-Language-Hearing Association Magazine, 28(2) 12-13, 18.

Gillam, R., Peña, E., & Miller, L. (1999).  Dynamic assessment of narrative and expository texts.  Topics in Language Disorders, 20(1) 15-29. Abstract

Peña, E. & Quinn, R. (1997). Task familiarity:  Effects on the test performance of Puerto Rican and African American children. Language, Speech and Hearing Services in Schools, 28, 323-332. Abstract

Peña, E. (1997). Classroom observation of second language learner: The SLP role. California Speech-Language-Hearing Association Newsletter, 25(5) 53-56.

Quinn, R., Goldstein, B. & Peña, E. (1996). Cultural/linguistic variation in the United States and its implications for assessment and intervention in speech-language pathology: An introduction. Language, Speech and Hearing Services in Schools, 27, 345-346. Abstract

Lidz, C.S., & Peña, E. (1996).  Dynamic assessment: The model, its relevance as a non-biased approach and its application to Latino-American preschool children. Language, Speech and Hearing Services in Schools, 27, 367-372. Abstract

Gutierrez-Clellen, V., Peña, E., & Quinn, R. (1995). Accommodating cultural differences in narrative styles: A multicultural perspective. Topics in Language Disorders, 15(4) 54-67.

Gillam, R., & Peña, E. (1995).  Clinical education: A social constructivist perspective.  The Supervisors’ Forum, 2, 24-29.

Peña, E., Quinn, R.  & Iglesias A.  (1992). Application of dynamic methods to language assessment: A non-biased procedure. Journal of Special Education, 26, 269-280. Abstract

Contributed Chapters

Peña, E.D., Bedore, L.M., & Baron, A. (in press). Child language disorders in bilingual contexts. In R. Schwartz (Ed.) Handbook of Child Language Disorders, 2nd Ed. New York: Psychology Press.

Peña, E.D., Bedore, L.M., & Fiestas, C.E. (2013). Development of Bilingual Semantic Norms: Can two be one? (pp. 103-124). In V. C. Mueller Gathercole (Ed.) Bilinguals and Assessment: State of the Art Guide to Issues and Solutions from Around the World, Bristol, UK: Multilingual Matters.

Bedore, L. M. , Cooperson, S., & Boerger, K. (2011). Morphosyntactic Development in Bilingual Children. In. B. Goldstein (Ed.). Bilingual Language Development and Disorders: in Spanish-English Speakers (2nd edition). Baltimore: Brookes

Bedore, L., Peña, E.D., & Boerger, K. (2010). Ways to words: Learning a second language vocabulary. In M. Shatz & L. Wilkinson (Eds.) Preparing to Educate English Language Learners. Guilford Press.

Peña, E. & Bedore, L. (2009). Child language disorders in bilingual contexts. In R. Schwartz (Ed.) Handbook of Child Language Disorders. New York: Psychology Press.

Peña, E., Summers, C. & Resendiz, M. (2007). Assessment and intervention of children from diverse cultural and linguistic backgrounds. (pp. 99-118). In A. Kamhi, K. Apel, & J. Masterson (Eds.) Clinical Decision Making in Developmental Language Disorders Baltimore: Brookes.

Peña, E., & Stubbe Kester, E. (2004). Semantic Development in Spanish-English Bilinguals:  Theory, Assessment, and Intervention (pp. 105-128). In B. Goldstein (Ed.). Bilingual Language Development and Disorders in Spanish-English Speakers. Baltimore: Brookes.

Peña, E. & Gillam, R. (2000).  Dynamic assessment of children referred for speech and language evaluations.  In C.S. Lidz & J. Elliott (Eds.) Dynamic Assessment: Prevailing Models and Applications, Vol. 6 (pp. 543-574). New York, NY:  Elsevier Inc.

Peña, E., & Davis, B. (2000). Language disorders in infants, toddlers, and preschoolers.  In R. Gillam, T. Marquardt, & F. Martin (Eds.)  Communication Sciences & Disorders: From Science to Clinical Practice.  San Diego, CA:  Singular.

Peña, E., & Jackson, J. (2000). The social and cultural bases of communication.  In R. Gillam, T. Marquardt, & F. Martin (Eds.)  Communication Sciences & Disorders: From Science to Clinical Practice.  San Diego, CA:  Singular.

Peña, E. (1996). Dynamic assessment: The model and language applications.  In K. Cole, P. Dale, and D. Thal (Eds.) Assessment of Communication and Language (pp. 281-307).  Baltimore, MD:  Brookes.

Peña, E. & Valles, L.  (1995)  Language assessment and instructional programming for linguistically different learners:  Proactive classroom processes.  In H. Kayser (Ed.)  Bilingual Speech-Language Pathology:  An Hispanic Focus (pp. 129-152). San Diego, CA:  Singular Press.

Book

Davis, B. & Bedore, L. M. (2013). Early phonetic and phonological acquisition.  Psychology Press.

Book Review

Book Review. Tzuriel, D. Dynamic Assessment of Young Children. New York: Plenum, 2001. In Journal of Psychoeducational Assessment. 22 (2004), 164-168.

Tests

Peña, E.D., Gutierrez-Clellen, V.F., Iglesias, A., Goldstein, B.A., & Bedore, L.M. (2014). Bilingual English-Spanish Assessment. San Rafael, CA: AR-Clinical Publications.

Peña, E., Bedore, L. Iglesias, A., Gutierrez-Clellen, V., & Goldstein, B., (in preparation). Bilingual English-Spanish Oral Screener.

Miller, L., Gillam, R., & Peña, E. (2001).  Dynamic assessment and intervention:  Improving children’s narrative abilities.  Austin, TX:  PRO-ED. Link to Test

Multimedia/Educational Materials

 Peña, E. (2005). Dynamic Assessment American Speech-Language-Hearing Association. Link to Video

Gillam, R., Hoffman, L., Peña, E., Thibodeau, L., & Eyer, J. (1999).  Case Studies in Communication Sciences and Disorders [CD-ROM]. San Diego: Singular Press.

Peña, E. & Goldstein, B. (undated). Language acquisition: Second language, language difference vs. language disorder. Rockville, MD:  American Speech-Language-Hearing Association.

Conference Proceedings

Gabani, K, Sherman, M., Liu, Y., Bedore, L.M., & Peña, E.D. (2009). A Corpus-Based Approach for the Prediction of Language Impairment in Monolingual English and Spanish-English Bilingual Children. Human Language Technologies: The 2009 Annual Conference of the North American Chapter of the Association for Computational Linguistics (pp. 46-55).

Fiestas, C., Bedore, L., Peña, E., & Nagy, V. (2005). Use of mazes in the narrative language samples of bilingual and monolingual 4- to 7- year old children. In J. Cohen, K. T. McAlister, K. Rolstad, and J. MacSwan  Proceedings of the 4th International Symposium on Bilingualism (pp. 730-740). Somerville, MA: Casadilla Press.

Iglesias, A., Baugh, J., Peña, E., Westby, C., & Sulzby, E. (1998). Language and communication. Proceedings of Head Start’s Fourth National Research Conference:  Children and Families in an Era of Rapid Change

Gillam, R., Peña, E., Davis, B., & Granof, D. (1996). Change is inevitable: Rethinking the form and function of university speech and hearing clinics.  Proceedings of the 1996 Conference on Clinical Supervision: Partnerships in Supervision

Peña, E. & Iglesias, A. (1994). Dynamic assessment: Language difference vs. language disorder.  Proceedings of the 1993 National Head Start Research Conference, Vienna, VA:  Ellsworth Associates.

Encyclopedia Entries

Peña, E.D. (in press). Cross-cultural factors in communicative development. In P. Brooks and V. Kempe (Eds.). Encyclopedia of Language Development.

Peña, E. D. & Bedore, L. M. (2010). Bilingualism. In C. S. Clauss-Ehlers (Ed.) Encyclopedia of Cross Cultural School Psychology. New York: Springer.

Bedore, L. M. & Peña, E. D. (2010). Language Disorder. In C. S. Clauss-Ehlers (Ed.) Encyclopedia of Cross Cultural School Psychology. New York: Springer.

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