Lisa M. Bedore

Professor
Chair
Communication Sciences and Disorders
Phone
215-204-4490
Office
Weiss Hall Rm 160

Biography

Lisa Bedore is chair and a professor in the Department of Communication Sciences and Disorders, where she directs the HABLA (Human Abilities in Bilingual Language Acquisition) Lab at Temple University. Bedore’s training is in the areas of communication disorders, child language acquisition, and Spanish linguistics. She is a clinically certified speech language pathologist.

The primary goal of Bedore’s research is to understand how children integrate information across linguistic domains to support language learning. Two windows into this question are bilingualism and developmental language disorders. Bilingual language learners are challenged because they have divided language experiences and they must integrate information across domains. One of Bedore’s key contributions in this area has been in her contribution to developing tools to understand children’s language experience and in the study of the relationship between patterns of language experience and language outcomes. Early in development, opportunities to hear and use each language account for a large amount of the variability in children‘s language knowledge. Over time, depth of experience comes to play a role in language outcomes. Children with developmental language disorders are inefficient language learners who do not take advantage of their language experiences to the same extent as their typically developing peers.

Bedore’s work with children with developmental language disorders has focused on documenting the patterns of grammatical difficulties across languages (Spanish, English, Mandarin) and identifying reliable clinical markers of impairment. Much of her theoretical and clinical research focuses on understanding the interface between bilingualism and developmental language disorders. Through her collaborative work in the HABLA lab she has contributed to an extensive database documenting children’s dual language skills in semantics, grammar and phonology as well as information about children’s language learning experiences. This is central to theoretical examination of predictors of bilingual language development, effective assessments developed specifically for US bilingual language learners (e.g., Bilingual English Spanish Assessment), and development of language interventions that support strong linguistic foundations for literacy.

Bedore’s research has been funded through the National Institutes of Health for over 20 years.

Education

  • PhD, Audiology and Speech Sciences, Purdue University
  • MA, Communicative Disorders, San Diego State University
  • BA, Speech Pathology and Audiology and Spanish, San Diego State University

Curriculum Vitae 

Google Scholar: Lisa Bedore's Google Scholar profile

Labs: HABLA

Courses Taught

Number

Name

Level

EPBI 8212

Grantsmanship in Health Research

Graduate

HRPR 3096

Cultural Competency in Health and Healthcare

Undergraduate

CSCD 4730

Do you Speak my Language: Language, Culture, and Health

Undergraduate

CSCD 8287

Basic Practicum in Therapy Processes

Graduate

CSCD 8723

Seminar in Speech Language Hearing

Graduate

Selected Publications

  • Wagley, N., Marks, R.A., Bedore, L.M., & Kovelman, I. (2022). Contributions of bilingual home environment and language proficiency on children's Spanish-English reading outcomes. Child Dev, 93(4), pp. 881-899. United States. doi: 10.1111/cdev.13748

  • Pratt, A.S., Anaya, J.B., Ramos, M.N., Pham, G., Muñoz, M., Bedore, L.M., & Peña, E.D. (2022). From a Distance: Comparison of In-Person and Virtual Assessments With Adult-Child Dyads From Linguistically Diverse Backgrounds. Lang Speech Hear Serv Sch, 53(2), pp. 360-375. United States. doi: 10.1044/2021_LSHSS-21-00070

  • Huang, B.H., Bedore, L.M., Ramírez, R., & Wicha, N. (2022). Contributions of Oral Narrative Skills to English Reading in Spanish-English Latino/a Dual Language Learners. J Speech Lang Hear Res, 65(2), pp. 653-671. United States. doi: 10.1044/2021_JSLHR-21-00105

  • Gibson, T.A., Peña, E.D., Bedore, L.M., & McCarter, K.S. (2022). A Longitudinal Investigation of the Semantic Receptive-Expressive Gap in Spanish-English Bilingual Children. Int J Biling Educ Biling, 25(3), pp. 819-833. England. doi: 10.1080/13670050.2020.1721427

  • Gatlin-Nash, B., Peña, E.D., Bedore, L.M., Simon-Cereijido, G., & Iglesias, A. (2021). English BESA Morphosyntax Performance Among Spanish-English Bilinguals Who Use African American English. J Speech Lang Hear Res, 64(10), pp. 3826-3842. United States. doi: 10.1044/2021_JSLHR-20-00737

  • Hao, Y., Bedore, L., Sheng, L., Zhou, P., & Zheng, L. (2021). Exploring influential factors of shape classifier comprehension and production in Mandarin-speaking children. First Language, 41(5), pp. 573-604. doi: 10.1177/01427237211026435

  • Peña, E.D., Bedore, L.M., & Torres, J. (2021). Assessment of language proficiency and dominance in monolinguals and bilinguals. In Bilingualism Across the Lifespan: Opportunities and Challenges for Cognitive Research in a Global Society (pp. 88-105).

  • Wood, T., Pratt, A.S., Durant, K., McMillen, S., Peña, E.D., & Bedore, L.M. (2021). Contribution of nonverbal cognitive skills on bilingual children’s grammatical performance: Influence of exposure, task type, and language of assessment. Languages, 6(1), pp. 1-21. doi: 10.3390/languages6010036

  • Pratt, A.S., Peña, E.D., & Bedore, L.M. (2021). Sentence repetition with bilinguals with and without DLD: Differential effects of memory, vocabulary, and exposure. Bilingualism, 24(2), pp. 305-318. doi: 10.1017/S1366728920000498

  • Huang, B.H., Bedore, L.M., Niu, L., Wang, Y., & Wicha, N. (2021). The contributions of oral language to English reading outcomes among young bilingual students in the United States. International Journal of Bilingualism, 25(1), pp. 40-57. doi: 10.1177/1367006920938136

  • Irizarry-Pérez, D.r.C.D., Peña, E.D., & Bedore, L.M. (2021). Phonological predictors of nonword repetition performance in bilingual children. J Commun Disord, 94, p. 106156. United States. doi: 10.1016/j.jcomdis.2021.106156

  • Fiestas, C.E., Lugo-Neris, M.J., Pratt, A.S., Pena, E.D., & Bedore, L.M. (2021). Spanish Language and Literacy Intervention for Bilingual Children at Risk for Developmental Language Disorder A Pilot Study. TOPICS in LANGUAGE DISORDERS, 41(4), pp. 309-321. doi: 10.1097/TLD.0000000000000263

  • Simon-Cereijido, G., Bedore, L.M., Peña, E.D., & Iglesias, A. (2020). Insights Into Category Sorting Flexibility in Bilingual Children: Results of a Cognitive Lab Study. Am J Speech Lang Pathol, 29(3), pp. 1152-1161. United States. doi: 10.1044/2019_AJSLP-19-00008

  • Castilla-Earls, A., Bedore, L., Rojas, R., Fabiano-Smith, L., Pruitt-Lord, S., Restrepo, M.A., & Peña, E. (2020). Beyond Scores: Using Converging Evidence to Determine Speech and Language Services Eligibility for Dual Language Learners. Am J Speech Lang Pathol, 29(3), pp. 1116-1132. United States. doi: 10.1044/2020_AJSLP-19-00179

  • Oppenheim, G.M., Griffin, Z., Peña, E.D., & Bedore, L.M. (2020). Longitudinal evidence for simultaneous bilingual language development with shifting language dominance, and how to explain it. Lang Learn, 70(Suppl 2), pp. 20-44. England. doi: 10.1111/lang.12398

  • Jasso, J., McMillen, S., Anaya, J.B., Bedore, L.M., & Peña, E.D. (2020). The Utility of an English Semantics Measure for Identifying Developmental Language Disorder in Spanish-English Bilinguals. Am J Speech Lang Pathol, 29(2), pp. 776-788. United States. doi: 10.1044/2020_AJSLP-19-00202

  • McMillen, S., Griffin, Z.M., Peña, E.D., Bedore, L.M., & Oppenheim, G.M. (2020). "Did I Say Cherry?" Error Patterns on a Blocked Cyclic Naming Task for Bilingual Children With and Without Developmental Language Disorder. J Speech Lang Hear Res, 63(4), pp. 1148-1164. United States. doi: 10.1044/2019_JSLHR-19-00041

  • Bedore, L.M., Peña, E.D., Fiestas, C., & Lugo-Neris, M.J. (2020). Language and Literacy Together: Supporting Grammatical Development in Dual Language Learners With Risk for Language and Learning Difficulties. Lang Speech Hear Serv Sch, 51(2), pp. 282-297. United States. doi: 10.1044/2020_LSHSS-19-00055

  • Peña, E.D., Bedore, L.M., Shivabasappa, P., & Niu, L. (2020). Effects of divided input on bilingual children with language impairment. International Journal of Bilingualism, 24(1), pp. 62-78. doi: 10.1177/1367006918768367

  • McMillen, S., Anaya, J.B., Peña, E.D., Bedore, L.M., & Barquin, E. (2020). That’s hard! Item difficulty and word characteristics for bilinguals with and without developmental language disorder. International Journal of Bilingual Education and Bilingualism. doi: 10.1080/13670050.2020.1832039

  • Pratt, A.S., Adams, A.M., Peña, E.D., & Bedore, L.M. (2020). Exploring the Use of Parent and Teacher Questionnaires to Screen for Language Disorders in Bilingual Children. Topics in Early Childhood Special Education. doi: 10.1177/0271121420942308

  • Peña, E.D., Bedore, L.M., Lugo-Neris, M.J., & Albudoor, N. (2020). Identifying Developmental Language Disorder in School age Bilinguals: Semantics, Grammar, and Narratives. Lang Assess Q, 17(5), pp. 541-558. United States. doi: 10.1080/15434303.2020.1827258

  • Durant, K., Peña, E., Peña, A., Bedore, L.M., & Muñoz, M.R. (2019). Not All Nonverbal Tasks Are Equally Nonverbal: Comparing Two Tasks in Bilingual Kindergartners With and Without Developmental Language Disorder. J Speech Lang Hear Res, 62(9), pp. 3462-3469. United States. doi: 10.1044/2019_JSLHR-L-18-0331

  • Hao, Y., Bedore, L.M., Sheng, L.i., & Peña, E.D. (2019). Narrative skills in two languages of Mandarin-English bilingual children. Int J Speech Lang Pathol, 21(4), pp. 325-335. England. doi: 10.1080/17549507.2018.1444092

  • Shivabasappa, P., Peña, E.D., & Bedore, L.M. (2019). Semantic Category Convergence in Spanish-English Bilingual Children With and Without Developmental Language Disorder. J Speech Lang Hear Res, 62(7), pp. 2361-2371. United States. doi: 10.1044/2019_JSLHR-L-17-0427

  • Kastenbaum, J.G., Bedore, L.M., Peña, E.D., Sheng, L.i., Mavis, I., Sebastian-Vaytadden, R., Rangamani, G., Vallila-Rohter, S., & Kiran, S. (2019). The influence of proficiency and language combination on bilingual lexical access. Biling (Camb Engl), 22(2), pp. 300-330. England. doi: 10.1017/S1366728918000366

  • Taliancich-Klinger, C.L. & Bedore, L.M. (2019). Frequency of mazes in an experimental narrative task in monolingual English and Spanish-English bilingual children. Clin Linguist Phon, 33(6), pp. 547-569. England. doi: 10.1080/02699206.2018.1563215