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Stephanie De Anda

Stephanie De Anda's picture

Contact Info

Office Location: 
HEDCO 254
Phone: 
(541) 346-8530
Faculty
Assistant Professor
Education: 
PhD in Language & Communicative Disorders, UC San Diego & San Diego State University

Stephanie De Anda, PhD CCC-SLP, is an Assistant Professor of Communication Disorders and Sciences at the University of Oregon. Her research interests include understanding language acquisition in typically and atypically developing English- and Spanish-speaking monolingual and bilingual children. As a Latina scholar and Speech-Language Pathologist, Stephanie’s research aims to understand the developmental trajectories of Latinx children in the U.S. She has expertise in several 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.

Publications: 

Friend, M., DeAnda, S., Arias-Trejo, N., Poulin-Dubois, D., & Zesiger, P., (in press). Changes in SES and Minimal L2 Exposure effects on vocabulary growth across the second year. Journal of Experimental Child Psychology.

DeAnda, S., Hendrickson, K., Poulin-Dubois, D., Zesiger, P., & Friend, M. (in press). Lexical Access in the Second Year: a Study of Monolingual and Bilingual Vocabulary Development. Bilingualism: Language and Cognition.

DeAnda, S., Bosch, L., Poulin-Dubois, D., Zesiger, P., & Friend, M. (2016). The Language Exposure Assessment Tool: Quantifying exposure for bilingual research in young infants and children. Journal of Speech Language and Hearing Research [Advance online publication], 1-11.

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.

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.