Research Outcomes

Publications

Rollins, P. R.*, Rangel-Uribe, C., Rojas R., & Brantley, S. (2023). Examining cultural and linguistic sensitivity of Pathways early autism intervention with Hispanic families. Journal of Autism and Developmental Disorders. https://doi.org/10.1007/s10803-023-06003-9. 

Rojas, R.*, Irani, F., Gusewski, S., & Camacho, N.+ (2023). A cross-sectional investigation of disfluencies in typically developing Spanish-English bilingual children. Journal of Fluency Disorders, 77, 1-10. https://doi.org/10.1016/j.jfludis.2023.105988.  

Su, P. L.*, Rojas, R., de Villiers, J., Gollinkoff, R., & Iglesias, A. (2023, Advance Online). Receptive dual language profiles in Spanish-English bilingual preschoolers. Journal of Educational Psychology. https://doi.org/10.1037/edu0000816.  

Farzan, I.*, & Rojas, R. (2022). Intensive stuttering therapy with telepractice follow-up: Longitudinal outcomes. Folia Phoniatrica et Logopaedica, 74, 254-270. https://doi.org/10.1159/000519866.  

Moustafa, R.*+, & Rojas, R. (2022). Article production accuracy of an Arabic-English bilingual child: A case study. Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse Populations, 7, 1520-1528. https://doi.org/10.1044/2022_PERSP-21-00336.  

O’Brien Caughy, M.*, Brinkley, D. Y., Pacheco, D., Rojas, R., Miao, A., Contreras, M. M., Owen, M. T., Easterbrooks, M. A., & McClelland, M. (2022). Self-regulation development among young Spanish-English dual language learners. Early Childhood Research Quarterly, 60, 226-236. https://doi.org/10.1016/j.ecresq.2022.02.004.   

Pace, A., Rojas, R., Bakeman, R., Adamson, L. B., Tamis-LeMonda, C. S., O’Brien Caughy, M., Owen, M. T., & Suma, K. (2022). A longitudinal study of language use during early mother-child interactions in Spanish-speaking families experiencing low income. Journal of Speech-Language-Hearing Research, 65(1), 303-319. https://doi.org/10.1044/2021_JSLHR-21-00329.  

Su, P. L.*, Rojas, R., & Iglesias, A. (2022). Dual language profiles in Spanish-speaking English learners. Journal of Speech-Language-Hearing Research, 65(7), 2608-2628. https://doi.org/10.1044/2022_JSLHR-21-00447.  

Adamson, L. B.*, O’Brien Caughy, M., Bakeman, R., Rojas, R., Owen, M. T., Tamis-LeMonda, C. S., Pacheco, D., Pace, A., & Suma, K. (2021). The quality of mother-toddler communication predicts language and early literacy in Mexican-American children from low-income households. Early Childhood Research Quarterly, 65, 167-179. https://doi.org/10.1016/j.ecresq.2021.03.006.   

Hiebert, L.*+, & Rojas, R. (2021). A longitudinal study of Spanish language growth and loss in young Spanish-English bilingual children. Journal of Communication Disorders, 92, 1-15. https://doi.org/10.1016/j.jcomdis.2021.106110.  

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 eligibility for dual language learners. American Journal of Speech-Language Pathology, 29(3), 1116-1132. https://doi.org/10.1044/2020_AJSLP-19-00179.   

Jenkins, K.*+, & Rojas, R. (2020). Developing cultural competence from a funds of knowledge framework: Interviewing revisited. Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse Populations, 5, 1683-1686. https://doi.org/10.1044/2020_PERSP-20-00081.  

Rojas, R.*, & Irani, F. (2020). Classifying disfluencies in preschool and school age Spanish-English bilinguals who do not stutter: An exploratory study. Perspectives on Fluency and Fluency Disorders, 5, 119-130. https://doi.org/10.1044/2019_PERSP-19-00164.  

Tamis-LeMonda, C. S.*, O’Brien Caughy, M., Rojas, R., Bakeman, R., Adamson, L. B., Pacheco, D., Owen, M. T., Suma, K., & Pace, A. (2020). Culture, parenting, and language: Respeto in Latine mother-child interactions. Social Development, 29(3), 689-712. https://doi.org/10.1111/sode.12430.  

Francis, D. J., Rojas, R., Gusewski, S., Santi, K. L., Khalaf, S., Hiebert, L., & Bunta, F. (2019). Speaking and reading in two languages: On the identification of reading and language disabilities in Spanish-speaking English learners. New Directions for Child and Adolescent Development, 166,15- 41.

Rojas, R., Hiebert, L., Gusewski, S., & Francis, D. J. (2019). Moving forward by looking back: Understanding why some Spanish-speaking English learners fall behind. New Directions for Child and Adolescent Development, 166, 43- 77.

Santi, K. L., Khalaf, S., Bunta, F., Rojas, R., & Francis, D. J. (2019). IQ-achievement discrepancy for identification of disabilities in Spanish-speaking English learners. New Directions for Child and Adolescent Development, 166, 111-143.

Rojas, R., & Iglesias, A. (2019). Assessing the bilingual (Spanish/English) population. In J. F. Miller, K. Andriacchi, & A. Nockerts (Eds.), Assessing language production using SALT software: A clinician’s guide to language sample analysis, 3nd Edition (pp. 115-127). Middleton, WI: SALT Software, LLC.

Gusewski, S., & Rojas, R. (2017). Tense marking in the English narrative retells of dual language preschoolers. Language, Speech, and Hearing Services in Schools, 48, 183-196.

Heilmann, J. J., Rojas, R., Iglesias, A., & Miller, J. F. (2016). Clinical impact of wordless picture storybooks on bilingual narrative language production: A comparison of the ‘Frog’ stories. International Journal of Language & Communication Disorders, 51, 339-345.

Rojas, R., Iglesias, A., Bunta, F., Goldstein, B., Goldenberg, C., & Reese, L. (2016). Interlocutor differential effects on the expressive language skills of Spanish-speaking English learners. International Journal of Speech-Language Pathology, 18, 166-177.

Peredo, T. N., Owen, M. T., Rojas, R., & Caughy, M. O. (2015). Child vocabulary, maternal behavior, and inhibitory control development among Spanish-speaking children. Early Education and Development, 26, 749-769.

Rojas, R., & Iglesias A. (2013). The language growth of Spanish-speaking English language learners. Child Development, 84, 630-646.

Iglesias, A., & Rojas, R. (2012). Bilingual language development of English Language Learners: Modeling the growth of two languages. In B.A. Goldstein (Ed.), Bilingual language development & disorders in Spanish-English speakers, 2nd Edition (pp. 3-30). Baltimore, MD: Brookes Publishing Co.

Prezas, R. F., & Rojas, R. (2012). Translation to practice: Assessment of the speech of Spanish-English bilingual children in the United States of America. In S. McLeod & B.A. Goldstein (Eds.), Multilingual aspects of speech-sound disorders in children (pp. 161-164). Bristol, UK: Multilingual Matters.

Rojas, R., & Iglesias, A. (2011). Assessing the bilingual (Spanish/English) population. In J.F. Miller, K. Andriacchi, & A. Nockerts (Eds.), Assessing language production using SALT software: A clinician’s guide to language sample analysis (pp. 99-111). Middleton, WI: SALT Software, LLC.

Rojas, R., & Iglesias, A. (2010). Using language sampling to measure language growth. Perspectives on Language Learning and Education, 17, 24-31.

Rojas, R., & Iglesias, A. (2009, March 3). Making a case for language sampling: Assessment and intervention with (Spanish-English) second-language learners. The ASHA Leader, 14, 10-13.

Rojas, R., & Iglesias, A. (2006). Bilingual (Spanish-English) narrative language analyses: Why and how? Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse Populations, 13, 3-8.

Rojas, R. (2006). School-based assessment of bilingual speakers in 2006: Clinical practice and federal law. CSHA Magazine, 36, 8-10.

Bauer, C.A., Brozoski, T. J., Rojas, R., Boley, J., & Wyder, M. (1999). Behavioral model of chronic tinnitus in rats. Otolaryngology — Head and Neck Surgery, 121, 457-462.

Translations Of Clinical Tools

McLeod, S., Harrison, L. J., & McCormack J. (2012). Escala de Inteligibilidad en Contexto [Intelligibility in Context Scale: Spanish]. (R Prezas, R. Rojas, & B.A. Goldstein, Trans.). Bathurst, NSW, Australia: Charles Sturt University.

Marian, V., Blumenfeld, H.K., Kaushanskaya, M., Rojas, R., & Iglesias, A. (2007). Cuestionario de experiencia y competencia lingüística. [The language experience and proficiency questionnaire (LEAP-Q): Assessing language profiles in bilinguals and multilinguals]. Journal of Speech, Language, and Hearing Research 50: 940-967.