Publications

Potapova, I. & Pruitt-Lord, S. (2019b). Spanish-English bilingual children’s relative use of English tense and agreement morphemes. Journal of Monolingual and Bilingual Speech.

Potapova, I. & Pruitt-Lord, S. (2019). Tutorial: Towards understanding the bilingual profile in typical and atypical language development. International Journal of Speech-Language Pathology.

Combiths, P.*, Barlow, J., Richard, J., Pruitt-Lord, S. (2019). Treatment Targets for Co-Occurrring Speech-Language Impairment: A Case Study. Perspectives, 4, 240-256.

Pham, G., Pruitt-Lord, S., Snow, C., Nguyen, Y.T.H, Pham, B.T., Doa, T.B., Tran, N.B., Pham, L.T., Hoang, H.T., Dam, Q.D.* (2019).  Identifying Developmental Language Disorder in Vietnamese Children. Journal of Speech, Language, and Hearing Research, 62, 1452 – 1467.

Potapova, I.*, Combiths, P.*, Kelly, S.*, & Pruitt-Lord, S. (2018). Evaluating English Morpheme Accuracy, Diversity, and Productivity Measures in Language Samples of Developing Bilinguals. Language Speech and Hearing Services in Schools, 49, 260-276. doi:10.1044/2017_LSHSS-17-0026

Combiths, P. N., Barlow, J. A., Potapova, I., & Pruitt-Lord, S. (2017). Influences of Phonological Context on Tense Marking in Spanish–English Dual Language Learners. Journal of Speech, Language, and Hearing Research, 60(8), 2199-2216.

Potapova, I., Blumenfeld, H. K., & Pruitt-Lord, S. (2016). Cognate identification methods: Impacts on the cognate advantage in adult and child Spanish-English bilinguals. International Journal of Bilingualism, 20(6), 714-731.

Potapova, I.*, Blumenfeld, H., Pruitt-Lord, S. (2015). Cognate identification methods: Impacts on the cognate advantage in adult and child Spanish-English bilinguals. International Journal of Bilingualism.

Barlow, J. A., & Pruitt-Lord, S. L. (2014). The role of phonological context in children’s overt marking of ‘-s’ in two dialects of American English. Perspectives on Phonological Theory and Development: In honor of Daniel A. Dinnsen, 56, 133.

Pruitt, S. L., Oetting, J. B., & Hegarty, M. (2011). Passive participle marking by African American English–speaking children reared in poverty. Journal of Speech, Language, and Hearing Research, 54(2), 598-607.

Oetting, J. B., Newkirk, B. L., Hartfield, L. R., Wynn, C. G., Pruitt, S. L., & Garrity, A. W. (2010). Index of productive syntax for children who speak African American English. Language, Speech, and Hearing Services in Schools, 41(3), 328-339.

Pruitt, S. L., Garrity, A. W., & Oetting, J. B. (2010). Family history of speech and language impairment in African American children: Implications for assessment. Topics in Language Disorders, 30(2), 154-164.

Oetting, J. B., Pruitt, S. L., & Farho, S. L. (2010). On designing effective caregiver training programs for low income families. SIG 1 Perspectives on Language Learning and Education, 17(2), 66-73.

Oetting, J., Newkirk, B., Hartfield, L., Wynn, C., Pruitt, S., & Garrity, A. (2010). Index of Productive Syntax for Children who Speak African American English. Language, Speech, and Hearing Services in Schools, 41, 328-339.

Pruitt, S., & Oetting, J. (2009). Past tense marking by African American English–speaking children reared in poverty. Journal of Speech, Language, and Hearing Research, 52(1), 2-15.

Oetting, J. B., Hartfield, L. R., & Pruitt, S. L. (2009). Exploring LENA as a tool for researchers and clinicians. The ASHA Leader, 14(6), 20-22.

Oetting, J. B., Pruitt, S. L., & Poston, V. (2006). Community-Based Caregiver Training: A Rationale and Model for Early Interventionists Who Work with Low-Income Families. Zero to Three (J), 27(1), 13-21.

Oetting, J. B., & Pruitt, S. (2005). Southern African-American English use across groups. Journal of Multilingual Communication Disorders, 3(2), 136-144.