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
Google Scholar: Lisa Bedore's Google Scholar profile
Labs: HABLA
Courses Taught
Number | Name | Level |
|---|---|---|
CSCD 1107 | Introduction to Communication Disorders | Undergraduate |
CSCD 3305 | Teaching and Learning: The Preceptor Experience | Undergraduate |
CSCD 4730 | Do you Speak my Language: Language, Culture, and Health | Undergraduate |
CSCD 4979 | Honors in Communication Sciences | Undergraduate |
HRPR 3096 | Cultural Competency in Health and Healthcare | Undergraduate |
CSCD 8287 | Basic Practicum in Therapy Processes | Graduate |
CSCD 8723 | Seminar in Speech Language Hearing | Graduate |
EPBI 8212 | Grantsmanship in Health Research | Graduate |
Selected Publications
Recent
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), 881-899. United States. 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), 360-375. United States. 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), 653-671. United States. 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), 819-833. England. 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), 3826-3842. United States. 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), 573-604. doi: 10.1177/01427237211026435.
Peña, E., Bedore, L., & 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., Peña, E., & Bedore, L. (2021). Sentence repetition with bilinguals with and without DLD: Differential effects of memory, vocabulary, and exposure. Bilingualism, 24(2), 305-318. doi: 10.1017/S1366728920000498.
Wood, T., Pratt, A., Durant, K., McMillen, S., Peña, E., & Bedore, L. (2021). Contribution of nonverbal cognitive skills on bilingual children’s grammatical performance: Influence of exposure, task type, and language of assessment. Languages, 6(1), 1-21. doi: 10.3390/languages6010036.
Huang, B., Bedore, L., 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), 40-57. doi: 10.1177/1367006920938136.
Irizarry-Pérez, D.C.D., Peña, E.D., & Bedore, L.M. (2021). Phonological predictors of nonword repetition performance in bilingual children. J Commun Disord, 94, 106156. United States. 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), 309-321. 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), 1152-1161. United States. 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), 1116-1132. United States. 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), 20-44. England. 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), 776-788. United States. 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), 1148-1164. United States. 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), 282-297. United States. 10.1044/2020_LSHSS-19-00055
Peña, E., Bedore, L., Shivabasappa, P., & Niu, L. (2020). Effects of divided input on bilingual children with language impairment. International Journal of Bilingualism, 24(1), 62-78. doi: 10.1177/1367006918768367.
Pratt, A., Adams, A., Peña, E., & Bedore, L. (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), 541-558. United States. 10.1080/15434303.2020.1827258
McMillen, S., Anaya, J., Peña, E., Bedore, L., & 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), 3462-3469. United States. 10.1044/2019_JSLHR-L-18-0331
Hao, Y., Bedore, L.M., Sheng, L., & Peña, E.D. (2019). Narrative skills in two languages of Mandarin-English bilingual children. Int J Speech Lang Pathol, 21(4), 325-335. England. 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), 2361-2371. United States. 10.1044/2019_JSLHR-L-17-0427
Kastenbaum, J.G., Bedore, L.M., Peña, E.D., Sheng, L., 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), 300-330. England. 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), 547-569. England. 10.1080/02699206.2018.1563215