Matthew Foster

Assistant Professor

University of South Florida

United States

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Matthew Foster is an Assistant Professor at the University of South Florida, USA. His research areas include bilingual development in mathematics and cognition, narrative intervention for children with autism, and the impact of computer-assisted instruction in elementary education. He has published extensively on language development, socioemotional traits, and the effects of multi-tiered systems of support in early childhood education.

Articles (14)

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2025

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2025

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2023

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2023

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2023

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2022

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2022

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2022

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2021

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2021

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2020

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2020

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2020

Collaborators (3)

Douglas Petersen

Professor, Maggie & Dick Scarlett Chair in Speech-Language Pathology

University of Wyoming

UNITED STATES

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Jeffrey Williams

Research Associate Professor

University of South Florida

UNITED STATES

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Sara Smith

Assistant Professor

University of South Florida

UNITED STATES

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Matthew Foster

Research Interests

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Articles (14)

Latine dual language learners' bilingual development in math and cognition: A longitudinal latent profile analysis

AAC narrative intervention for children with autism

Evaluating the Impact of Supplemental Computer-Assisted Math Instruction in Elementary School: A Conceptual Replication

Indices of Narrative Language Associated with Disability

Impact of Discourse Type and Elicitation Task on Language Sampling Outcomes

Latent Class Analysis Reveals Distinct Groups Based on Executive Function and Socioemotional Traits, Developmental Conditions, and Stuttering: A Population Study

Sources of individual differences in early elementary school science achievement among multilingual and English monolingual children in the U.S.

The Effects of a Multitiered System of Language Support on Kindergarten Oral and Written Language: A Large-Scale Randomized Controlled Trial

Examining heterogeneity among Latino dual language learners' school readiness profiles of English and Spanish at the end of Head Start

Multi-tiered system of supports in early childhood: identifying gaps, considerations for application, and solutions

The Home Numeracy Environment and Measurement of Numeracy Performance in English and Spanish in Dual Language Learners

Initial Validation of a Math Progress Monitoring Measure for Prekindergarten Students

The classification accuracy of a dynamic assessment of inferential word learning for bilingual english/spanish-speaking school-age children

Unifying the current self, ideal self, attributions, self-authenticity, and intended effort: A partial replication study among Chinese university English learners

Collaborators (3)

Douglas Petersen

Jeffrey Williams

Sara Smith

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