Lisa M. Bedore

Professor
Chair
Communication Sciences and Disorders
Phone
215-204-4490
Office
1701 N. 13th Street

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

CSCD 4730

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

Undergraduate

CSCD 9387

Advanced Field Practicum in Speech Language Pathology - Child

Graduate

EPBI 8212

Grantsmanship in Health Research

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).

  • 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

  • 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

  • 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. Language Learning, 70, pp. 20-44. 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

  • 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

  • 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

  • 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

  • Shivabasappa, P., Peña, E.D., & Bedore, L.M. (2018). Core vocabulary in the narratives of bilingual children with and without language impairment. Int J Speech Lang Pathol, 20(7), pp. 790-801. England. doi: 10.1080/17549507.2017.1374462

  • Baron, A., Bedore, L.M., Peña, E.D., Lovgren-Uribe, S.D., López, A.A., & Villagran, E. (2018). Production of Spanish Grammatical Forms in U.S. Bilingual Children. Am J Speech Lang Pathol, 27(3), pp. 975-987. United States. doi: 10.1044/2018_AJSLP-17-0074

  • Gibson, T.A., Peña, E.D., & Bedore, L.M. (2018). The Receptive-Expressive Gap in English Narratives of Spanish-English Bilingual Children With and Without Language Impairment. J Speech Lang Hear Res, 61(6), pp. 1381-1392. United States. doi: 10.1044/2018_JSLHR-L-16-0432

  • Bedore, L.M., Peña, E.D., Anaya, J.B., Nieto, R., Lugo-Neris, M.J., & Baron, A. (2018). Understanding Disorder Within Variation: Production of English Grammatical Forms by English Language Learners. Lang Speech Hear Serv Sch, 49(2), pp. 277-291. United States. doi: 10.1044/2017_LSHSS-17-0027

  • Grasso, S.M., Peña, E.D., Bedore, L.M., Hixon, J.G., & Griffin, Z.M. (2018). Cross-Linguistic Cognate Production in Spanish-English Bilingual Children With and Without Specific Language Impairment. J Speech Lang Hear Res, 61(3), pp. 619-633. United States. doi: 10.1044/2017_JSLHR-L-16-0421

  • Anaya, J.B., Peña, E.D., & Bedore, L.M. (2018). Conceptual Scoring and Classification Accuracy of Vocabulary Testing in Bilingual Children. Lang Speech Hear Serv Sch, 49(1), pp. 85-97. United States. doi: 10.1044/2017_LSHSS-16-0081

  • Taliancich-Klinger, C.L., Bedore, L.M., & Peña, E.D. (2018). Preposition accuracy on a sentence repetition task in school age Spanish-English bilinguals. J Child Lang, 45(1), pp. 97-119. England. doi: 10.1017/S0305000917000125

  • Shivabasappa, P., Peña, E.D., & Bedore, L.M. (2017). Typicality Effect and Category Structure in Spanish-English Bilingual Children and Adults. J Speech Lang Hear Res, 60(6), pp. 1577-1589. United States. doi: 10.1044/2016_JSLHR-L-15-0377

  • Peña, E.D., Bedore, L.M., & Baron, A. (2017). Bilingualism and child language disorders. In Handbook of Child Language Disorders: 2nd Edition (pp. 297-327). doi: 10.4324/9781315283531

  • Gkalitsiou, Z., Byrd, C.T., Bedore, L.M., & Taliancich-Klinger, C.L. (2017). Stuttering on function words in bilingual children who stutter: A preliminary study. Clin Linguist Phon, 31(10), pp. 791-805. England. doi: 10.1080/02699206.2017.1324917

  • Ruiz-Felter, R., Cooperson, S.J., Bedore, L.M., & Peña, E.D. (2016). Influence of current input-output and age of first exposure on phonological acquisition in early bilingual Spanish-English-speaking kindergarteners. Int J Lang Commun Disord, 51(4), pp. 368-383. United States. doi: 10.1111/1460-6984.12214

  • Bedore, L.M., Peña, E.D., Griffin, Z.M., & Hixon, J.G. (2016). Effects of Age of English Exposure, Current Input/Output, and grade on bilingual language performance. J Child Lang, 43(3), pp. 687-706. England. doi: 10.1017/S0305000915000811

  • 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. Perspect ASHA Spec Interest Groups, 1(14), pp. 3-16. United States. doi: 10.1044/persp1.SIG14.3

  • 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. Int J Lang Commun Disord, 51(2), pp. 192-202. United States. doi: 10.1111/1460-6984.12199

  • Lugo-Neris, M.J., Peña, E.D., Bedore, L.M., & Gillam, R.B. (2015). Utility of a Language Screening Measure for Predicting Risk for Language Impairment in Bilinguals. Am J Speech Lang Pathol, 24(3), pp. 426-437. United States. doi: 10.1044/2015_AJSLP-14-0061

  • Gibson, T.A., Summers, C., Peña, E.D., Bedore, L.M., Gillam, R.B., & Bohman, T.M. (2015). The role of phonological structure and experience in bilingual children's nonword repetition performance. Bilingualism, 18(3), pp. 551-560. doi: 10.1017/S1366728914000248

  • Lugo-Neris, M.J., Bedore, L.M., & Peña, E.D. (2015). Dual language intervention for bilinguals at risk for language impairment. Semin Speech Lang, 36(2), pp. 133-142. United States. doi: 10.1055/s-0035-1549108

  • 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. J Commun Disord, 53, pp. 30-41. United States. doi: 10.1016/j.jcomdis.2014.11.001

  • Byrd, C.T., Bedore, L.M., & Ramos, D. (2015). The disfluent speech of bilingual spanish-english children: considerations for differential diagnosis of stuttering. Lang Speech Hear Serv Sch, 46(1), pp. 30-43. United States. doi: 10.1044/2014_LSHSS-14-0010

  • Peña, E.D., Gillam, R.B., & Bedore, L.M. (2014). Dynamic assessment of narrative ability in English accurately identifies language impairment in English language learners. J Speech Lang Hear Res, 57(6), pp. 2208-2220. United States. doi: 10.1044/2014_JSLHR-L-13-0151

  • Gibson, T.A., Peña, E.D., & Bedore, L.M. (2014). The receptive-expressive gap in bilingual children with and without primary language impairment. Am J Speech Lang Pathol, 23(4), pp. 655-667. United States. doi: 10.1044/2014_AJSLP-12-0119

  • Greene, K.J., Bedore, L.M., & Peña, E.D. (2014). Bilingual children's use of lexical strategies under narrative monologue and dialogue conditions. Lang Sociocult Theory, 1(2), pp. 101-124. England. doi: 10.1558/lst.v1i2.101

  • Squires, K.E., Lugo-Neris, M.J., Peña, E.D., Bedore, L.M., Bohman, T.M., & Gillam, R.B. (2014). Story retelling by bilingual children with language impairments and typically developing controls. Int J Lang Commun Disord, 49(1), pp. 60-74. United States. doi: 10.1111/1460-6984.12044

  • Gibson, T.A., Peña, E.D., & Bedore, L.M. (2014). The relation between language experience and receptive-expressive semantic gaps in bilingual children. Int J Biling Educ Biling, 17(1), pp. 90-110. England. doi: 10.1080/13670050.2012.743960

  • Gillam, R.B., Peña, E.D., Bedore, L.M., Bohman, T.M., & Mendez-Perez, A. (2013). Identification of specific language impairment in bilingual children: I. Assessment in English. J Speech Lang Hear Res, 56(6), pp. 1813-1823. United States. doi: 10.1044/1092-4388(2013/12-0056)

  • Taliancich-Klinger, C.L., Byrd, C.T., & Bedore, L.M. (2013). The disfluent speech of a Spanish-English bilingual child who stutters. Clin Linguist Phon, 27(12), pp. 888-904. England. doi: 10.3109/02699206.2013.813076

  • Cooperson, S.J., Bedore, L.M., & Peña, E.D. (2013). The relationship of phonological skills to language skills in Spanish-English-speaking bilingual children. Clin Linguist Phon, 27(5), pp. 371-389. England. doi: 10.3109/02699206.2013.782568

  • Sheng, L.i., Bedore, L.M., Peãa, E.D., & Taliancich-Klinger, C. (2013). Semantic convergence in Spanish-English bilingual children with primary language impairment. J Speech Lang Hear Res, 56(2), pp. 766-777. United States. doi: 10.1044/1092-4388(2012/11-0271)

  • Greene, K.J., Peña, E.D., & Bedore, L.M. (2013). Lexical choice and language selection in bilingual preschoolers. Child Language Teaching and Therapy, 29(1), pp. 27-39. doi: 10.1177/0265659012459743

  • Peña, E.D. & Bedore, L.M. (2013). Development of bilingual semantic norms: Can two be one? In Solutions for the Assessment of Bilinguals (pp. 103-124).

  • Davis, B.L. & Bedore, L.M. (2013). An emergence approach to speech acquisition: Doing and knowing. (pp. 1-224). doi: 10.4324/9780203375303

  • Sheng, L.i., Bedore, L.M., Peña, E.D., & Fiestas, C. (2013). Semantic development in Spanish-English bilingual children: effects of age and language experience. Child Dev, 84(3), pp. 1034-1045. United States. doi: 10.1111/cdev.12015

  • Bedore, L.M., Peña, E.D., Summers, C.L., Boerger, K.M., Resendiz, M.D., Greene, K., Bohman, T.M., & Gillam, R.B. (2012). The measure matters: Language dominance profiles across measures in Spanish-English bilingual children. Biling (Camb Engl), 15(3), pp. 616-629. England. doi: 10.1017/S1366728912000090

  • Sheng, L.i., Peña, E.D., Bedore, L.M., & Fiestas, C.E. (2012). Semantic deficits in Spanish-English bilingual children with language impairment. J Speech Lang Hear Res, 55(1), pp. 1-15. United States. doi: 10.1044/1092-4388(2011/10-0254)

  • Ramirez-De-La-Rosa, G., Solorio, T., Liu, Y., Bedore, L., Montes-Y-Gómez, M., Iglesias, A., & Peña, E. (2011). Language dominance prediction in spanish-english bilingual children using syntactic information: A first approximation. CEUR Workshop Proceedings, 824, pp. 64-69.

  • Peña, E.D., Gillam, R.B., Bedore, L.M., & Bohman, T.M. (2011). Risk for poor performance on a language screening measure for bilingual preschoolers and kindergarteners. Am J Speech Lang Pathol, 20(4), pp. 302-314. United States. doi: 10.1044/1058-0360(2011/10-0020)

  • Bedore, L.M., Peña, E.D., Joyner, D., & Macken, C. (2011). Parent and teacher rating of bilingual language proficiency and language development concerns. Int J Biling Educ Biling, 14(5), pp. 489-511. England. doi: 10.1080/13670050.2010.529102

  • 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(3), pp. 367-395. doi: 10.1017/S1351324910000252

  • Peña, E.D. & Bedore, L.M. (2011). It takes two: Improving assessment accuracy in Bilingual Children. ASHA Leader, 16(13). doi: 10.1044/leader.ftr3.16132011.20

  • Bohman, T.M., Bedore, L.M., Peña, E.D., Perez, A.M., & Gillam, R.B. (2010). Erratum to What you hear and what you say: Language performance in Spanish-English bilinguals (International Journal of Bilingual Education and Bilingualism, (2010), 13(3), (325-344), 10.1080/13670050903342019). International Journal of Bilingual Education and Bilingualism, 13(4), p. 479. doi: 10.1080/13670050.2010.491231

  • Summers, C., Bohman, T.M., Gillam, R.B., Peña, E.D., & Bedore, L.M. (2010). Bilingual performance on nonword repetition in Spanish and English. Int J Lang Commun Disord, 45(4), pp. 480-493. United States. doi: 10.3109/13682820903198058

  • Bohman, T.M., Bedore, L.M., Peña, E.D., Mendez-Perez, A., & Gillam, R.B. (2010). What You Hear and What You Say: Language Performance in Spanish English Bilinguals. Int J Biling Educ Biling, 13(3), pp. 325-344. England. doi: 10.1080/13670050903342019

  • Bedore, L.M., Peña, E.D., Gillam, R.B., & Ho, T. (2010). Language sample measures and language ability in Spanish-English bilingual kindergarteners. J Commun Disord, 43(6), pp. 498-510. United States. doi: 10.1016/j.jcomdis.2010.05.002

  • Pérez, A.M., Peña, E.D., & Bedore, L.M. (2010). Cognates Facilitate Word Recognition in Young Spanish-English Bilinguals' Test Performance. Early Child Serv (San Diego), 4(1), pp. 55-67. United States. Retrieved from https://www.ncbi.nlm.nih.gov/

  • Gabani, K., Sherman, M., Solorio, T., 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. NAACL HLT 2009 - Human Language Technologies: the 2009 Annual Conference of the North American Chapter of the Association for Computational Linguistics, Proceedings of the Conference, pp. 46-55. doi: 10.3115/1620754.1620762

  • Bedore, L.M., Pérez, A.M., & White, M.D. (2008). Collaborative script-based experiences for bilingual speech-language pathology trainees. Topics in Language Disorders, 28(3), pp. 259-273. doi: 10.1097/01.TLD.0000333600.30468.c8

  • Bedore, L.M. & Peña, E.D. (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), pp. 1-29. doi: 10.2167/beb392.0

  • Bedore, L.M., Fiestas, C.E., Peña, E.D., & Nagy, V.J. (2006). Cross-language comparisons of maze use in Spanish and English in functionally monolingual and bilingual children. Bilingualism, 9(3), pp. 233-247. doi: 10.1017/S1366728906002604

  • Lofranco, L.A.L., A, E.D.P., & Bedore, L.M. (2006). English Language Narratives of Filipino Children. Lang Speech Hear Serv Sch, 37(1), pp. 28-38. United States. doi: 10.1044/0161-1461(2006/004)

  • Bedore, L.M., A, E.D.P., A, M.G., & Cortez, C. (2005). Conceptual Versus Monolingual Scoring: When Does It Make a Difference? Lang Speech Hear Serv Sch, 36(3), pp. 188-200. United States. doi: 10.1044/0161-1461(2005/020)

  • Bedore, L.M. & Leonard, L.B. (2005). Verb inflections and noun phrase morphology in the spontaneous speech of Spanish-speaking children with specific language impairment. Applied Psycholinguistics, 26(2), pp. 195-225. doi: 10.1017/s0142716405050149

  • A, E.P., Bedore, L.M., & Rappazzo, C. (2003). Comparison of Spanish, English, and Bilingual Children's Performance Across Semantic Tasks. Lang Speech Hear Serv Sch, 34(1), pp. 5-16. United States. doi: 10.1044/0161-1461(2003/001)

  • Peña, E.D., Bedore, L.M., & Zlatic-Giunta, R. (2002). Category-generation performance of bilingual children: the influence of condition, category, and language. J Speech Lang Hear Res, 45(5), pp. 938-947. United States. doi: 10.1044/1092-4388(2002/076)

  • Bedore, L.M. & Leonard, L.B. (2002). Erratum: Grammatical morphology deficits in Spanish-speaking children with SLI (Journal of Speech, Language, and Hearing Research (August 2001) 44:4 (914)). Journal of Speech, Language, and Hearing Research, 45(5), p. 1015. doi: 10.1044/1092-4388(2002/er02)

  • Eyer, J.A., Leonard, L.B., Bedore, L.M., McGregor, K.K., Anderson, B., & Viescas, R. (2002). Fast mapping of verbs by children with specific language impairment. Clin Linguist Phon, 16(1), pp. 59-77. England. doi: 10.1080/02699200110102269

  • Bedore, L.M. & Leonard, L.B. (2001). Grammatical morphology deficits in Spanish-speaking children with specific language impairment. J Speech Lang Hear Res, 44(4), pp. 905-924. United States. doi: 10.1044/1092-4388(2001/072)

  • Bedore, L.M. (2001). Assessing morphosyntax in Spanish-speaking children. Semin Speech Lang, 22(1), pp. 65-76. United States. doi: 10.1055/s-2001-13866

  • Bedore, L.M. & Leonard, L.B. (2000). The effects of inflectional variation on fast mapping of verbs in English and Spanish. J Speech Lang Hear Res, 43(1), pp. 21-33. United States. doi: 10.1044/jslhr.4301.21

  • Rrez-Clellen, V.F.G., Restrepo, M.A., Bedore, L., A, E.P., & Anderson, R. (2000). Language Sample Analysis in Spanish-Speaking Children: Methodological Considerations. Lang Speech Hear Serv Sch, 31(1), pp. 88-98. United States. doi: 10.1044/0161-1461.3101.88

  • Bedore, L.M. & Leonard, L.B. (1998). Specific language impairment and grammatical morphology: a discriminant function analysis. J Speech Lang Hear Res, 41(5), pp. 1185-1192. United States. doi: 10.1044/jslhr.4105.1185

  • Leonard, L.B., Eyer, J.A., Bedore, L.M., & Grela, B.G. (1997). Three accounts of the grammatical morpheme difficulties of English-speaking children with specific language impairment. J Speech Lang Hear Res, 40(4), pp. 741-753. United States. doi: 10.1044/jslhr.4004.741

  • Bedore, L.M. & Leonard, L.B. (1995). Prosodic and Syntactic Bootstrapping and Their Clinical ApplicationsA Tutorial. American Journal of Speech-Language Pathology, 4(1), pp. 66-72. doi: 10.1044/1058-0360.0401.66

  • Martinez, A., Bedore, L.M., & Ludwig, J.L. (1994). On cultural sensitivity in assessing cross-cultural attitudes: comments on Bebout and Arthur (1992). J Speech Hear Res, 37(2), pp. 341-343. United States. doi: 10.1044/jshr.3702.341

  • Bedore, L.M., Leonard, L.B., & Gandour, J. (1994). The substitution of a click for sibilants: a case study. Clin Linguist Phon, 8(4), pp. 283-293. England. doi: 10.3109/02699209408985313