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Lillian Durán

Lillian Durán's picture

Contact Info

Office Location: 
363 HEDCO Education
Phone: 
(541) 346-2502
Faculty
Associate Professor
Education: 
PhD Educational Psychology, University of Minnesota
Research and Outreach Unit(s): 

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.

Documents: 
Publications: 

Durán, L. K., Hartzheim, D.,* Lund, E.,* Simonsmeier, V.,* & Kohlmeier, T.* (accepted for publication). Language interventions with young dual language learners: A research synthesis. Language, Speech, and Hearing Services in Schools.

Pyle, D.,* Pyle, N., Lignugaris/Kraft, B., Durán, L., & Akers, J.* (accepted for publication). Academic effects of peer-mediated interventions with English language learners: A    research synthesis. Review of Educational Research.

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, advance online publication

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.

Durán, L. K., Roseth, C., & Hoffman, P. (2015). An experimental study comparing predominantly English and transitional bilingual education on Spanish-speaking preschoolers’ early literacy development: Year two results. Applied Psycholinguistics. Advance online publication. doi: 10.1017/S014271641300056.

Southwick, J.,* Durán, L.K., & Schultz, J. (2013). A Pragmatic Approach to Cultural Competency in Vocational Rehabilitation: The Case of Hmong Americans. A Journal of Applied Rehabilitation Counseling, 44 (3), 23-31

Wolfe, K.,* & Durán, L.K.  (2013). Culturally and linguistically diverse parents’ perceptions of the IEP process: A review of current research.  Multiple Voices for Ethnically Diverse Exceptional Learners, 13(2), 4-18.  

Durán, L. K., Roseth, C., Hoffman, P., Robertshaw, M. B.* (2013). An experimental study comparing  predominantly English and transitional bilingual education on Spanish-speaking preschoolers’ early literacy development: Year three results. The Bilingual Research Journal, 36 (1), 6-34

Durán, L. K., Innocenti, M., Robertshaw, M. B.,* Shea, K.* (2013). The psychometric properties of the Bilingual Early Language Assessment. National Head Start Association          Dialog, 16 (3), 1-15.

Durán, L. K., Bloom, S.E., & Samaha, A.L. (2013). Adaptations to a functional behavior assessment with a Spanish-speaking preschooler. Education and Treatment of Children, 36 (1), 73-95.

Durán, L., Cheatham, G., Santos, A. (2011). Evaluating young dual language learners: Gathering and interpreting multiple sources of data to make informed decisions. Young Exceptional Children Thirteenth Monograph: Gathering Information to Make Informed Childhood Special Education. Missoula, MT: Division of Early Childhood

Anthony, J.L., Williams, J.M., Durán, L.K., Gillam, S., Liang, L., Aghara, R., Swank, P., Assel, M., & Landry, S. (2011). Spanish phonological awareness: Dimensionality and sequence of development during the preschool and kindergarten years. Journal of Educational Psychology, 103 (4), 857-876.

Durán, L., Cheatham, G., Darling, S., Moore, S., Preciado, J., Sánchez, S., Thorp, E., Valle-Riestra, D., & Watson, A. (2010) DEC Position Paper: Responsiveness to ALL            children, families, and professionals: Integrating cultural and linguistic diversity into policy and practice. Missoula, MT: Division of Early Childhood

Durán, L. K., Roseth, C., & Hoffman, P. (2010). An experimental study comparing   English-only and transitional bilingual education on Spanish-speaking preschoolers’ early  literacy development. Early Childhood Research Quarterly, 25 (2), 207-217.

Kohnert, K., Yim, D., Nett, K., Kan, P.F., Durán, L. (2005). Intervention with linguistically diverse preschool children: A focus on developing home language(s). Language, Speech and Hearing Services in the Schools, 36 (3), 251-263.

Research: 

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