Profile picture of Stephanie De Anda

Stephanie De Anda

Associate Professor
Communication Disorders and Sciences
Phone: 541-346-8530
Office: 254 HEDCO Education Bldg


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:


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

International Congress for Infant Studies, Outstanding Dissertation of the Year, 2018

American Speech-Language and Hearing Associations Lessons for Success Selected Attendee, 2018


De Anda, S., Cycyk, L., Durán, L., Biancarosa, G., & McIntyre, L. (in press). Sentence diversity in Spanish-English bilingual toddlers. American Journal of Speech-Language Pathology.

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).

Budd, E.L., McWhirter, E.M., De Anda, S., Mauricio, A.M., Mueller, M., Cioffi, C.C., Nash, A., Van Brocklin, K., Yarris, K., Jackson, A., Terral, H., Ramirez-Garcia, J., OSJP Advisory Board, Cresko, W., DeGarmo, D.S., & Leve, L.D. (2022). Development and Design of a Culturally Tailored Intervention to Address COVID-19 Disparities Among Oregon’s Latinx Communities: A Community Case Study. Frontiers in Public Health, 10, 962862.

Cycyk, L., Coles, K., O'Dea, K., Moore, H., Sanford-Keller, H., Dolata, J., De Anda, S., Gomez, M., Huerta, L., Libak, A., & Zuckerman, K. (2022). Serving young children with communication disabilities from Latinx backgrounds and their families with equity: Provider perspectives. Journal of Communication Disorders, 99.

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.

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.

DeGarmo, D.S., De Anda, S., Cioffi, C.C., Tavalire, H.R., Searcy, J., Budd, E.L., McWhirter, E.H., Mauricio, A.M., Ramírez García, J., Cresko, W.A., & Leve, L.D. (2022). Effectiveness of a COVID-19 testing outreach intervention for Latinx communities: A clustered randomized clinical trial. Journal of the American Medical Association Network Open, 5(6), e2216796-e2216796.

Friend, M., Lopez, O., De Anda, S., Poulin-Dubois, D., Arias-Trejo, N., & Abreu-Mendoza, R. (2022). Maternal education revisited: Vocabulary growth in English and Spanish before 30 months of age. Infant Behavior and Development, 66, 101685.

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.

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.

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.

Cycyk, L., De Anda, S., Moore, H., & Huerta, L. (2021). Cultural and linguistic adaptations of early language interventions: Recommendations for advancing research and practice. American Journal of Speech-Language Pathology, 30(3), 1224–1246.

Hall, M., & De Anda, S. (2021). Measuring “Language Access Profiles” in Deaf and Hard-of-hearing Children with the DHH Language Exposure Assessment Tool. Journal of Speech, Language, and Hearing Research.

Huerta, L., Cycyk, L., Sanford-Keller, H., Busch, A., Dolata, J., Moore, H., De Anda, S., & Zuckerman, K. (2021). A retrospective review of communication evaluation practices of young Latinx children. Journal of Early Intervention, 1–19.

De Anda, S., & Friend, M. (2020). Lexical-semantic development in bilingual toddlers at 18 and 24 months. Frontiers in Psychology: Cognition, 11, 11–13.

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.

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.

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.

De Anda, S., Blossom, M., & Abel, A.D. (2020). A complexity approach to treatment of tense and agreement deficits: A case study. Communication Disorders Quarterly, 41(4), 250–260.