Potapova, I., Kelly, S. Combiths, P., & Pruitt-Lord, S. (in press). Group and individual patterns in morphological development in Spanish-speaking English language learners. Language Speech and Hearing Services in Schools.
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.
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., & Roy, V. P. (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.