Stephanie De Anda
Biography
Dr. De Anda will be accepting new PhD students in Communication Disorders and Sciences for the 2025-2026 academic year.
Stephanie De Anda (she/her/hers), PhD CCC-SLP, is an expert in bilingual language acquisition and development, with a focus on Spanish-English bilingual children and Latinx families. Since 2017, De Anda has served as Assistant Professor of Communication Disorders and Sciences in the department of Special Education and Clinical Sciences at UO. De Anda’s work describes language learning through the development of measures that are culturally and linguistically responsive to the multilingual experience. As a licensed speech-language pathologist, her studies include children with communication disorders to support accurate diagnosis and effective intervention from an interdisciplinary perspective. De Anda’s research is funded by the National Institutes of Health (NIH) and is conducted at the Early Dual Language Development Lab made up of a cross-disciplinary group of undergraduate and graduate students. As a Latina scholar, De Anda is committed to prioritizing collaborations with community partners to meaningfully support underserved families.
Lab website: blogs.uoregon.edu/edldlab
Education
2017 - Ph.D., Language and Communicative Disorders
San Diego State University & University of California, San Diego
2011 - B.S., Cognitive Science, specialization in Human Cognition, Cum Laude
University of California, San Diego
Honors and Awards
Oregon Speech-Language and Hearing Association Outstanding Research Award, 2023
International Congress for Infant Studies, Outstanding Dissertation of the Year, 2018
American Speech-Language and Hearing Associations Lessons for Success Selected Attendee, 2018
Publications
Selected Publications
De Anda, S., Cycyk, L., Durán, L., Biancarosa, G., & McIntyre, L. (2023). Sentence diversity in Spanish-English bilingual toddlers. American Journal of Speech-Language Pathology,32(2), 576–591. https://doi.org/10.1044/2022_AJSLP-22-00149
De Anda, S., Budd, E.L., Halvorson, S., Mauricio, A.M., McWhirter, E.H., Cioffi, C.C., Ramírez Garcia, J., Cresko, W.A., Leve, L.D., & DeGarmo, D.S. (2022). Effects of a Health Education Intervention for COVID-19 Prevention in Latinx Communities: A Cluster-Randomized Controlled Trial. American Journal of Public Health, 112 (S9):S923–S927). https://doi.org/10.2105/AJPH.2022.307129
Hall, M., & De Anda, S. (2022). Estimating Early Language Input in Deaf and Hard of Hearing Children With the Language Access Profile Tool. American Journal of Speech-Language Pathology, 31(5), 2132-2144. https://doi.org/10.1044/2022_AJSLP-21-00222
Cycyk, L.M., De Anda, S., Ramsey, K., Sheppard, B.S., & Zuckerman, K.E. (2022). Moving through the pipeline: Ethnic and linguistic disparities in special education from birth through age five. Educational Researcher, 51(7), 451–464. https://doi.org/10.3102/0013189X221120262
De Anda, S., Ellis, E., & Mejia, N. (2022). Learning words in two languages: Examining within- and cross-language generalization. Journal of Speech Language and Hearing Research, 65(4), 1450-1464. https://doi.org/10.1044/2021_JSLHR-21-00350
De Anda, S., Cycyk, L., Moore, H., Larson, A., King, M., & Huerta, L. (2022). Psychometric properties of the English–Spanish Vocabulary Inventory in toddlers with and without early language delay. Journal of Speech Language and Hearing Research, 65(2), 672-691. https://doi.org/10.1044/2021_JSLHR-21-00240
Cycyk, L., & De Anda, S. (2021). Media exposure and language experience: Examining associations from home observations in Mexican immigrant families in the US. Infant Behavior and Development, 63, 101554. https://doi.org/10.1016/j.infbeh.2021.101554
De Anda, S., & Friend, M. (2020). Lexical-semantic development in bilingual toddlers at 18 and 24 months. Frontiers in Psychology: Cognition, 11, 11–13. https://doi.org/10.3389/fpsyg.2020.508363
De Anda, S., Blossom, M., & Abel, A.D. (2020). Cross-morpheme generalization in children with delays in morphosyntax. Journal of Speech, Language, and Hearing Research, 63(10), 3501–3524. https://dx.doi.org/10.1044%2F2020_JSLHR-19-00173
Cycyk, L., Moore, H., De Anda, S., Huerta, L., Mendez, S., Patton, C., & Bourret, C. (2020). Adaptation of a caregiver-implemented naturalistic communication intervention for Spanish speaking-families: A promising start. American Journal of Speech-Language Pathology, 23(3), 1260–1282. https://doi.org/10.1044/2020_AJSLP-19-00142
De Anda, S., Larson, A. & Cycyk, L.M. (2020). Considerations in the evaluation and assessment process for Latinx infants and toddlers. Division for Early Childhood (DEC) Recommended Practices Monograph Series (No. 7- Assessment), 7, 25–40.