Contact us if you want any of these publications.
Some posters and presentations are available here.
de Diego-Lázaro, B. (2021). Language dominance and multilingual word learning. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2021.1933892
Salwey, A. & de Diego-Lázaro, B. (2021). Does language make a difference? A study of language dominance and inhibitory control. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2021.648100
Pittman, A. & de Diego-Lázaro, B. (in press). What can a child do with one normally-hearing ear? Auditory perception and learning in children with unilateral and bilateral hearing losses relative to peers with normal hearing. Ear and Hearing.
de Diego-Lázaro, 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. https://doi.org/10.1044/2020_JSLHR-20-00487
de Diego-Lázaro, B., Winn, K.,& Restrepo, M.A. (2020). Cultural competence and self-efficacy after study abroad experiences. American Journal of Speech-Language Pathology. https://doi.org/10.1044/2020_AJSLP-19-00101
Open access: https://pubs.asha.org/doi/10.1044/2020_AJSLP-19-00101
de Diego-Lázaro, B. & Restrepo, M.A. (2020). Auditory intervention in late-identified children with hearing loss. Communications Disorders Quarterly. https://doi.org/10.1177/1525740120915427
de Diego-Lázaro, B. & Restrepo, M.A. (2020). Oral expressive outcomes in late-identified children with hearing loss. Communications Disorders Quarterly. https://doi.org/10.1177/1525740120915429
de Diego-Lázaro, B.,Restrepo, M. A., Sedey, A., & Yoshinaga-Itano, C. (2018). Predictors of vocabulary outcomes in Spanish-speaking children who are deaf or hard of hearing. Language, Speech, and Hearing Services in Schools.1-13. https://doi.org/ 10.1044/2018_LSHSS-17-0148
de Diego-Lázaro, B.(2018). A study abroad to Nicaragua: Measuring cultural competence in speech and language pathology students. Perspectives of the ASHA Special Interest Groups. 3(17), 38-48. https://doi.org/10.1044/persp3.SIG17.38