Elizabeth Pena

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Professor and Associate Dean of Faculty Development & Diversity

University of California, Irvine

United States

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About

Dr. Elizabeth Pena is a Professor and Associate Dean of Faculty Development & Diversity at the University of California Irvine. Her research areas focus on bilingualism and language development, particularly in the context of developmental language disorders among children. Recent publications include studies on language exposure impacts and narrative skills in bilingual children, emphasizing both Spanish and English morphosyntax.

Recent Grants

Grant: Close

Test of English Language Learning (TELL)

Open Date: 2020-01-01

Close Date: 2024-12-31

Grant: Close

Cross-Language Outcomes of Bilingual Experience in Typical and Atypical Developme

Open Date: 2010-06-01

Close Date: 2017-05-31

Grant: Close

Phenotype Assessment Tools:Bilingual(Spanish-English)

Open Date: 2006-06-10

Close Date: 2010-05-31

Grant: Close

Diagnostic Markers of Language Impairment in Bilinguals

Open Date: 2006-01-16

Close Date: 2012-12-31

Grant: Close

NATURE AND MEASUREMENT OF MODIFIABILITY

Open Date: 1998-09-01

Close Date: 2004-08-31

Articles (18)

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2022

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2022

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UNITED STATES

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Penelope Collins

Professor

University of California, Irvine

UNITED STATES

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Elizabeth Pena

Research Interests

Explore related searches

Contact this professor

About

Recent Grants

Articles (18)

Factor structure and longitudinal changes in bilinguals’ oral narratives production: role of language exposure, language-domain proficiency, and transfer

Fill in the Blank: English Morphosyntax Production in Matched Bilingual Groups

Development and Validation of Nomogram-Based Prediction Models for Developmental Language Disorder in Bilingual Children

Relationships Between Home and School Language Exposure and Changes in Bilingual Oral Language Performance From Kindergarten to First Grade

Dual language profiles in Spanish–English bilingual children with and without developmental language disorder

Spanish and English Morphosyntax Changes in Bilingual School-Age Children With and Without Developmental Language Disorder: A 1-Year Longitudinal Study

The Effect of Performance Feedback on the Implementation Fidelity of Narrative Mediated Learning Sessions by School-Based Speech-Language Pathologists

Bilingual Children Demonstrate Variation Within Shared Narrative Macrostructure

Exploring Assumptions of the Bilingual Delay in Children With and Without Developmental Language Disorder

Understanding the Microstructure and Macrostructure Narrative Skills of Bilingual Adolescents in Relation to Their Language Experience

Predicting literacy development and risk in Spanish-English bilingual first graders

Semantic Difficulty for Bilingual Children: Effects of Age, Language Exposure, and Language Ability

Sharpening Our Tools: A Systematic Review to Identify Diagnostically Accurate Language Sample Measures

Identifying Language Disorder in Bilingual Children Using Automatic Speech Recognition

That’s hard! Item difficulty and word characteristics for bilinguals with and without developmental language disorder

Can You See My Screen? Virtual Assessment in Speech and Language

From a Distance: Comparison of In-Person and Virtual Assessments With Adult–Child Dyads From Linguistically Diverse Backgrounds

Dual-language engagement: Concerted cultivation of Spanish use among students, teachers, and parents

Collaborators (6)

Lei Su

Amy Pratt

Giang Pham

Joseph Hin Yan Lam

Lisa M. Bedore

Penelope Collins

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