Lillian Durán has a Ph.D. in Educational Psychology from the University of Minnesota and her research is focused on improving instructional and assessment practices with preschool-aged dual language learners (DLLs). She teaches graduate coursework in early literacy and early childhood special education.
Honors and Awards
2014 Special Education and Rehabilitation Department Researcher of the Year Award at USU
2013 Special Education and Rehabilitation Department Teacher of the Year Award at USU
2012 Women and Gender Research Institute Faculty Travel Grant, USU ($500)
2010 Women and Gender Research Institute Faculty Travel Grant, USU ($500)
2009 American Speech and Hearing Association Multicultural Award
2009 New Faculty Initiative Award at Minnesota State University, Mankato
2009 The Douglas R. Moore Lectureship from Minnesota State University, Mankato for exemplary research and scholarship ($4,000)
2006 Bush Leadership Fellowship from the Bush Foundation of Minnesota for outstanding leadership potential ($80,000)
1999 “Shifting Paradigms” 95% scholarship at The George Washington University for three years of study.
Durán, L. & Pollard-Durodola, S. (accepted). Effective bilingual language interventions for young dual language learners with disabilities, Young Exceptional Children
Lund, E. M., Kohlmeier, T. L., & Durán, L. K. (2017). Comparative language development in bilingual children with autism spectrum disorder: A systematic review. Journal of Early Intervention, 39, 106-124.
Durán, L. K., Hartzheim, D., Lund, E. M., Simonsmeier, V., & Kohlmeier, T. L. (2016). Bilingual and home language interventions with young dual language learners: A research synthesis. Language, Speech, and Hearing Services in the Schools, 47, 347-371.
Pyle, D., Pyle, N., Lignugaris, B., Durán, L., & Akers, J. (2016). Academic Effects of Peer-Mediated Interventions with English Language Learners A Research Synthesis. Review of Educational Research, 0034654316653663.
Durán, L. K., Gorman, B., Kohlmeier, T.,* & Callard, C.* (2015). The development of a Spanish-English early language and literacy curriculum. Early Childhood Education Journal, 44 (5), 453
Pratt, A.,* Justice, L., Durán, L. K., & Perez, A. (2015). Impacts of parent-implemented early-literacy intervention for Spanish-speaking children with language impairment. International Journal of Language and Communication Disorders, 50 (5), 569-579.
Brodhead, M.*, Durán, L., & Bloom, S. E. (2014). Cultural and linguistic diversity in recent language acquisition research. The Analysis of Verbal Behavior, 30 (1), 75-86.
- The assessment of early language and literacy skills in Spanish-speaking preschoolers
- Multi-tiered systems of support with dual language learners
- The development of a Spanish-English supplemental preschool language and literacy curriculum
- The effects of bilingual preschool instruction on language and literacy development