Stephanie De Anda

Profile picture of Stephanie De Anda
Assistant Professor
Communication Disorders and Sciences
Phone: 541-346-8530
Office: 254 HEDCO Education Bldg


Stephanie De Anda, PhD CCC-SLP, is an Assistant Professor in Communication Disorders and Sciences at the University of Oregon. Professor De Anda is a licensed Speech-Language Pathologist and a Latina scholar and has published scientific articles focused on single and dual language learning infants and toddlers in Mexico, the US, and Canada. She has been funded by grants from the National Institutes of Health (NIH) and awarded the Outstanding Dissertation of the Year in 2018 by the International Congress for Infant Studies. She co-directs the Early Dual Language Development Lab made up of a cross-disciplinary group of undergraduate and graduate students. The lab collaborates with colleagues in Education, Linguistics, Psychology and Speech-Language Pathology.


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


DeAnda, S., Blossom, M., & Abel, A. (in press). A Complexity Approach to Treatment of Tense and Agreement Deficits in Children with SLI. Communication Disorders Quarterly.

Friend, M., DeAnda, S., Arias-Trejo, N., Poulin-Dubois, D., & Zesiger, P., (2018).
Changes in SES and Minimal L2 Exposure Effects on Vocabulary Growth Across the Second Year. Journal of Experimental Child Psychology, 164, 250-259. doi: 10.1016/j.jecp. 2017.07.003

DeAnda, S., Hendrickson, K., Poulin-Dubois, D., Zesiger, P., & Friend, M. (2017).
Lexical Access in the Second Year: a Study of Monolingual and Bilingual Vocabulary Development. Bilingualism: Language and Cognition. 21(2), 314-327. doi:10.1017/S1366 728917000220

DeAnda, S., Bosch, L., Poulin-Dubois, D., Zesiger, P., & Friend, M. (2016). The Language Exposure Assessment Tool: Quantifying Language Exposure in Infants and Children. Journal of Speech, Language, and Hearing Research, 59(6), 1346-1356. doi: 10.1044/2016_JSLHR-L-15-0234

DeAnda, S., Poulin-Dubois, D., Zesiger, P., & Friend, M. (2016). Lexical Processing and Organization in Bilingual First Language Acquisition: Guiding Future Research. Psychological Bulletin, 142(6), 655-667. doi: 10.1037/bul0000042

DeAnda, S., Arias-Trejo, N., Poulin-Dubois, D., Zesiger, P., & Friend, M. (2016). SES, Minimal L2 Exposure, and Early Word Comprehension: New Evidence from a Direct Assessment. Bilingualism: Language and Cognition, 19(1), 162-180. doi: 10.1017/S1366728 914000820


Professor De Anda’s research interests include understanding language acquisition in typically and atypically developing English- and Spanish-speaking monolingual and bilingual children. Professor De Anda’s research aims to understand the developmental trajectories of Latinx children in the U.S., with a specific focus in birth to five age range. She has expertise in behavioral measures of language acquisition in infants, toddlers, and preschoolers. Her lab houses an eye tracking system used to examine language processing in young single and dual language learners. In addition, Professor De Anda engages in treatment efficacy research for young preschool and school-age children with language delays.