Rebecca Alper

Assistant Professor
Communication Sciences and Disorders
1801 N. Broad St.


Dr. Alper is a licensed speech-language pathologist and an Assistant Professor in the Department of Communication Sciences and Disorders within the College of Public Health at Temple University. Dr. Alper completed her MA, PhD, and a Graduate Certificate in biostatistics at the University of Iowa, where she was a Presidential Fellow under the co-mentorship of Drs. Karla McGregor and Richard Hurtig. She also completed a postdoctoral fellowship in the Temple Infant and Child Lab with Dr. Kathy Hirsh-Pasek. Dr. Alper’s research focuses on understanding and improving language and academic outcomes for children who are at-risk as a result of learning environment, communication disorder status, or both. This work includes clinical behavioral assessment research, as well as research on the development, implementation, and evaluation of clinician and caregiver-mediated early language and literacy interventions. Additionally, Dr. Alper is interested in research methodology and data analysis for speech-language research.


  • PhD, Speech and Hearing Science, University of Iowa
  • MA, Speech Pathology and Audiology, University of Iowa
  • BS, Speech, Language, and Hearing Sciences, Purdue University

Curriculum Vitae 

Courses Taught




CSCD 4979

Honors in Communication Sciences


CSCD 5521

Foundations in Child Language Disorders


Selected Publications

  • Beiting, M., Alper, R.M., Luo, R., & Hirsh-Pasek, K. (2022). Keep the Ball Rolling: Sustained Multiturn Conversational Episodes Are Associated With Child Language Ability. Am J Speech Lang Pathol, 31(5), pp. 2186-2194. United States. doi: 10.1044/2022_AJSLP-21-00333

  • O'Fallon, M.K., Alper, R.M., Beiting, M., & Luo, R. (2022). Assessing Shared Reading in Families at Risk: Does Quantity Predict Quality? Am J Speech Lang Pathol, 31(5), pp. 2108-2122. United States. doi: 10.1044/2022_AJSLP-22-00013

  • Luo, R., Masek, L.R., Alper, R.M., & Hirsh-Pasek, K. (2022). Maternal question use and child language outcomes: The moderating role of children's vocabulary skills and socioeconomic status. Early Childhood Research Quarterly, 59, pp. 109-120. doi: 10.1016/j.ecresq.2021.11.007

  • Rumper, B.M., Alper, R.M., Jaen, J.C., Masek, L.R., Luo, R., Blinkoff, E., Mogul, M., Golinkoff, R.M., & Hirsh-Pasek, K. (2021). Beyond Translation: Caregiver Collaboration in Adapting an Early Language Intervention. Frontiers in Education, 6. doi: 10.3389/feduc.2021.660166

  • Alper, R.M., Beiting, M., Luo, R., Jaen, J., Peel, M., Levi, O., Robinson, C., & Hirsh-Pasek, K. (2021). Change the Things You Can: Modifiable Parent Characteristics Predict High-Quality Early Language Interaction Within Socioeconomic Status. J Speech Lang Hear Res, 64(6), pp. 1992-2004. United States. doi: 10.1044/2021_JSLHR-20-00412

  • Alper, R.M., Hurtig, R.R., & McGregor, K.K. (2020). The role of maternal psychosocial perceptions in parent-training programs: a preliminary randomized controlled trial. J Child Lang, 47(2), pp. 358-381. England. doi: 10.1017/S0305000919000138

  • Pace, A., Alper, R., Burchinal, M.R., Golinkoff, R.M., & Hirsh-Pasek, K. (2019). Measuring success: Within and cross-domain predictors of academic and social trajectories in elementary school. Early Childhood Research Quarterly, 46, pp. 112-125. doi: 10.1016/j.ecresq.2018.04.001

  • Luo, R., Alper, R.M., Hirsh-Pasek, K., Mogul, M., Chen, Y.u., Masek, L.R., Paterson, S., Pace, A., Adamson, L.B., Bakeman, R., Golinkoff, R.M., & Owen, M.T. (2019). Community-Based, Caregiver-Implemented Early Language Intervention in High-Risk Families: Lessons Learned. Prog Community Health Partnersh, 13(3), pp. 283-291. United States. doi: 10.1353/cpr.2019.0056

  • Hirsh-Pasek, K., Alper, R.M., & Golinkoff, R.M. (2018). Living in Pasteur’s Quadrant: How Conversational Duets Spark Language at Home and in the Community. Discourse Processes, 55(4), pp. 338-345. doi: 10.1080/0163853X.2018.1442114

  • Hurtig, R.R., Alper, R.M., & Berkowitz, B. (2018). The cost of not addressing the communication barriers faced by hospitalized patients. Perspect ASHA Spec Interest Groups, 3(12), pp. 99-112. United States. doi: 10.1044/persp3.SIG12.99

  • Alper, R., Masek, L.R., Hirsch-Pasek, K., & Golinkoff, R. (2018). “Languagizing” the early childhood classroom: Supporting children’s language development. In What teachers need to know about language (2nd Edition).

  • Plakans, L., Alper, R., Colvin, C., Aquilino, M., Louko, L.J., Zebrowski, P., & Ali, S.R. (2016). Socialization in the institution: A working group's journey to bring public engagement into focus on campus. Journal of Higher Education Outreach and Engagement, 20(3), pp. 122-139.

  • Alper, R.M. & McGregor, K.K. (2015). Agency as a construct for guiding the establishment of communication-friendly classrooms. Child Language Teaching and Therapy, 31(3), pp. 337-346. doi: 10.1177/0265659015589120

  • McGregor, K.K. & Alper, R.M. (2015). Sleep Disorders as a Risk to Language Learning and Use. EBP Briefs, 10(1), pp. 1-21. United States. Retrieved from

  • Alper, R., Fu, X., Erickson-Levendoski, E., Zheng, W., & Sivasankar, M. (2011). Acute stress to excised vocal fold epithelium from reactive oxygen species. Laryngoscope, 121(10), pp. 2180-2184. United States. doi: 10.1002/lary.22157