Faculty/Staff/PhD

Academic Faculty

restrepo

Restrepo, M. Adelaida, Ph.D., CCC-SLP

Professor & Chair 

Phone: 813.396.9123
Office: PCD 4021F

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Dr. M. Adelaida Restrepo a professor and chair in the Department of Communication Sciences and Disorders at the 新澳门六合彩内幕信息. She is the director of the Bilingual Language and Literacy Laboratory, whose main mission is to identify best language assessment and intervention practices for bilingual children at risk of academic difficulties. She specializes in oral language and emergent literacy development and in prevention of academic difficulties in bilingual children. She is a bilingual speech-language pathologist and conducts research on the characteristic of bilingual children with typical and atypical language, on improving assessment and interventions of oral language and literacy in children who speak Spanish as their native language or other underrepresented languages in the US. 

Education
Ph.D University of Arizona 1995
M.A. University of Massachussets 1985
B.A University of Florida 1983
AA/AS Gainesville Community College 1981

Recent Scholarly Activity

Books and Chapters

  • Restrepo, M.A. & Pierce, M. 2022). Professional development practices and content for professionals working with preschool dual language learners. In B. Goldstein (Ed). Bilingual Language Development and Disorders in Spanish-English Speakers. Baltimore: Brooks.
  • *Restrepo, M.A. & Castilla-Earls, A.P (2022). Grammatical impairments in Spanish-English speaking children. In B. Goldstein (Ed.). Language Development: A focus on the Spanish-English Speaker. Baltimore: Brooks.
  • *Restrepo, M.A. & Castilla-Earls, A.P. (2021). Language Learning and Language Disabilities: Equity Issues in the Assessment of Young Bilingual Learners. In Language, Learning, and Disability: Issues and Opportunities in the Education of Young Bilingual Children. Castro, D. & Artiles, A. (Eds). Multilingual Matters
  • Restrepo, M.A., Adams, A. & Barragan, B. (2017). Bilingualism and Communication Disorders. In R. Heredia & J. Altarriba, (Eds). An Introduction to Bilingualism: Principles and Processes.
  • Martinez-Nieto, L., & Restrepo, M. A. (2017). Diferencias individuales en el antenimiento del espa帽ol: un an谩lisis de gramaticalidad. In C. Rojas-Nieto, & V. Oropeza-Gracia, Diferencias Individuales En La Adquisici贸n Del Lenguaje. Instituto de Investigaciones Filol贸gicas, Universidad Nacional Aut贸noma de M茅xico. M茅xico.
  • *Glenberg, A., Walker, E., & Restrepo, M.A. (2016) EMBRACING Dual Language Learners. In S. Crossley & D. McNamara (Eds). Educational Technologies (pp. 268-275). 

Journals Referred

  • LARRC, Lo, M., & Xu, M. (in press).  Impacts of the Let鈥檚 Know! curriculum on the language and comprehension-related skills of prekindergarten and kindergarten children. Journal of Educational Psychology.
  • Runnion, E., Pierce, M., Restrepo, M.A. (2022). Measuring English Narrative Microstructure in Preschool Dual Language Learners. Language Speech and Hearing Services in the Schools.
  • Adams, A. Glenberg, A., Restrepo, M.A., Walker, E. (2022). A reading comprehension intervention for DLLs with weak language and reading skills. Journal of Speech, Language and Hearing Research.   
  • Murphy, K.A., Springle, A.P., Sultani, M.J. McIllraith, & LARRC (2022). Predicting Language Performance from Narrative Language Samples. Journal of Speech Language and Hearing Research.
  • Martinez-Nieto, L. & Restrepo, M. A. (2022). Production and comprehension of grammatical gender by Spanish- heritage speakers: Evidence from accusative clitic pronouns. International Journal of Bilingualism. pages 1-19. https:///doi.org/10.1177/13670069211057318  
  • Yeomans-Maldonado, G., Mesa, C., & LARRC (2021). The association of the home literacy environment and parental reading beliefs with oral language growth trajectories of Spanish-English bilingual children. Journal of Early Childhood Research Quarterly. Volume 57, 2021, Pages 271-284,  
  • Pierce, M. & Restrepo, M.A. (2021). A review of the Narrative Language Measure 鈥揝panish version for Use with Spanish-speaking children. Revista de Logopedia, Volume 41, Pages 197-203.  
  • Lekshmi Narayanan, A. B, Gomez,  L., Nguyen, T., Lim, J. E., Restrepo, M. A., Blais, C., Glenberg, A., & Walker, E. (2021). Parent-EMBRACE: An Adaptive Dialogic Reading Intervention. AIED2021 
  • Martinez Nieto, L. & Restrepo, M. A. (2021). Grammatical Gender in Spanish Child Heritage Speakers: Incomplete or Different Acquisition? Linguistic Approaches to Bilingualism.  
  • De Diego, B., Pittman, A., & Restrepo, M.A., (2021). Is Oral Bilingualism an Advantage for Word Learning in Children with Hearing Loss? Journal of Speech, Language, and Hearing Research.  (pp. 1-14)  
  • LARRC, Mesa, C., & Yeomans-Maldonado, G. (2021). Predictors of 3 Grade Reading Comprehension in Bilingual Children. Journal of Speech, Language, and Hearing Research. 64, pp 889- 908 . Lead author 
  • Currie, N., Francey, G., Davies, R., Gray, S., Bridges, M.S., Restrepo, M.A., Thompson, M.S., Ciraolo, M.F, Hu, J., & Cain, K. (2021). The Process and Product of Coherence Monitoring in Young Readers: Effects of Reader and Text Characteristics, Scientific Studies of Reading, 25, 141-158 ,DOI: 10.1080/10888438.2020.1831503  
  • Armon-Lotem, S., Restrepo, M.A., Lipner, M., Ahituv-Shlomo, P., & Altman, C. (2020). Vocabulary Gains in Bilingual Narrative Intervention (BINARI). Language Speech and Hearing Services in the Schools. 52, 436-448.  
  • De Diego-Lazaro, B., Winn, K., Restrepo, M. A. (2020). Cultural Competence and Self-Efficacy after Study Abroad Experiences. American Journal of Speech-Language Pathology,  
  • De Diego, B. & Restrepo, M.A. (2020). Auditory Intervention in Late-Identified Children with Hearing Loss. Communication Disorders Quarterly.   
  • De Diego, B. & Restrepo, M.A. (2020). Oral Expressive Outcomes in Late-Identified Children with Hearing Loss. Communication Disorders Quarterly.  
  • Castilla-Earls, A., Fabiano-Smith, L., Rojas, R., Pruitt-Lord, S., Bedore, L., Restrepo, M.A., Pe帽a, E. (2020).   Beyond Scores: Determining Eligibility for Dual Language Learners for Speech and Language Services. American Journal of Speech-Language Pathology.  
  • Spencer, T. D., Moran, M. K., Thompson, M. S., Petersen, D. B., & Restrepo, M. A. (2020). Early efficacy of multi-tiered dual language instruction: Promoting preschoolers鈥� language comprehension skills in Spanish and English. AERA Open, 6, 1, 1-16.   
  • LARRC, Jiang, H., and Logan, J. (2019). Improving Reading Comprehension in the Primary Grades: Mediated Effects of a Language-Focused Classroom Intervention. Journal of Speech Language and Hearing Research, 62(8), 1-17.  
  • Castilla-Earls, A., Perez-Leroux, A. T., Nieto, L., Restrepo, M. A. & Barr, C. (2019). Vulnerability of Clitics and  Articles in Typically Developing Bilingual Children. Bilingualism, Language and Cognition.  
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