Lauren M. Cycyk, PhD, CCC-SLP, is an Assistant Professor in Communication Disorders and Sciences. Her research focuses on sociocultural and environmental influences on the dual Spanish-English language development of young children from Latino backgrounds as well as caregiver-centered language interventions that promote positive communication and educational outcomes of Latino children from the earliest ages. Lauren is a nationally-certified Speech-Language Pathologist who has served bilingual children and families in early intervention settings, elementary schools, hospitals, and private practice in both the United States and Mexico. She has been recognized for her work by the Office of Multicultural Affairs of the American Speech-Language-Hearing Association and was selected as an Emerging Scholar by the Bridging the Word Gap National Research Network. She is also Co-Director of the Early Dual Language Development Laboratory (https://edldlab.uoregon.edu) and an affiliate of the Alliance for Language and Literacy (https://blogs.uoregon.edu/theallianceforlanguageandliteracy/).
Honors and Awards
2015 Bridging the Word Gap Emerging Research Scholar, Bridging the Word Gap National Research Network
2014 Temple University Academic Achievement Fellowship, Temple University Graduate School
2014 CAPCSD Doctoral Leadership Scholarship, The Council of Academic Programs in Communication Sciences and Disorders
2014 Meritorious Award for Scientific Poster Presentation, Temple University, College of Health Professions and Social Work
2006 Marilyn Miller Quintana Moline Fellowship, Arizona State University, Department of Speech and Hearing Science
2001-2004 Presidential Academic Scholarship Recipient, The George Washington University
Cycyk, L. M., & Durán, L. (in press). Supporting young children with disabilities and their families from undocumented immigrant backgrounds: Recommendations for program leaders and practitioners. Young Exceptional Children. doi: 10.1177/1096250619864916
Larson, A. L., Cycyk, L. M., Carta, J., Hammer, C. S., Baralt, M., Uchikoshi, Y., An, Z. G., & Wood, C. (in press). A systematic review of language-focused interventions for children from culturally and linguistically diverse backgrounds. Early Childhood Research Quarterly. https://doi.org/10.1016/j.ecresq.2019.06.001
Ramírez, R., Cycyk, L. M., Scarpino, S. E., López, L., & Hammer, C. S. (in press). Teachers’ beliefs regarding dual language learners in Head Start: An opportunity for enhancing professional development. NHSA Dialog.
Cycyk, L. M., & Hammer, C. S. (in press). Beliefs, values, and practices of Mexican immigrant families towards language and learning in toddlerhood: Setting the foundation for early childhood education. Early Childhood Research Quarterly. https://doi.org/10.106/j.ecresq.2018.09.009
Soberón, A., Carlier, M. E. M., Jiménez, C., Harmony, T., & Cycyk, L. M. (2019). Programa de educación para padres sobre estimulación del desarrollo del lenguaje de lactantes prematuros con riesgo de daño cerebral. [Parent educational program for the stimulation of language development among premature infants at risk for brain damage]. Revista de Logopedia, Foniatría y Audiología, 39(1), 32-40. https://doi.org/10.1016/j.rlfa.2018.06.003
Willard, J., Hammer, C. S., Bitetti, D., Cycyk, L. M., & Leyendecker, B. (2019). Mothers’ depressive symptoms and their children’s Turkish heritage language vocabulary development. International Journal of Bilingualism, 23(1), 71-86 https://doi.org/10.1177/1367006917709095
Calderón-Carillo, M., Ricardo-Garcell, J., Cycyk, L. M., Jackson-Maldonado, D., Avecilla-Ramírez, G., & Harmony, T. (2018). Los padres como promotores del desarrollo de lenguaje de bebés prematuros: propuesta de intervención temprana. [Parents as promoters of language development in premature babies: A proposal for early intervention]. Actualidades en Psicología, 32(124), 51-63. doi 10.15517/ap.v32i124.30449.
Sawyer, B., Cycyk, L. M., Sandilos, L., & Hammer, C. S. (2018). “So many books they don’t even fit on the bookshelf”: An examination of low-income mothers’ literacy practices, beliefs and influencing factors. Journal of Early Childhood Literacy, 18(3), 331-372. https://doi.org/10.1177/1468798416667542
Sawyer, B. E., Hammer, C. S., Cycyk, L. M., López, L., Blair, C., Sandilos, L., & Komaroff, E. (2016). Preschool teachers' reported beliefs and observed practices with dual language learners. Bilingual Research Journal, 39, 35-49. https://doi.org/10.1080/15235882.2016.1138904
Cycyk, L.M., Bitetti, D., & Hammer, C.S. (2015) Maternal depressive symptomatology, social support, and language development of low-income bilingual preschoolers. American Journal of Speech-Language Pathology, 24, 411-425.
Cycyk, L.M., & Iglesias, A. (2015). Parent programs for Latino families with young children: Social, cultural, and linguistic considerations. Seminars in Speech and Language, 36, 143-153.
Sandilos, L.E., Cycyk, L.M., Hammer, C.S., Sawyer, L.B., López, L., & Blair, C. (2015). Depressive symptomatology, control, and climate: An examination of factors impacting teaching quality in prekindergarten classrooms. Early Education and Development, 26, 1111-1127.
Cycyk, L.M., & Wright, H.H. (2008). Frontotemporal dementia: Its definition, differential diagnosis, and management. Aphasiology, 22, 422-444.
Sociocultural and environmental factors that influence early Spanish-English dual language development
Caregiver-centered interventions that promote positive communication and educational outcomes of young Spanish-English dual language learners (DLLs)