Dual Language Learning and Development Lab (DLLD)

The Dual Language and Development Lab is led by Dr. Connie Summers. Our research focuses on language learning in bilingual children and culturally responsive practices for bilingual children and their families. We aim to improve the language outcomes of dual language learners with evidence-based assessment practices and interventions. We work with children, their families, and future clinicians.
Navigate the Explore tabs below to learn more about our lab or how to get involved!
Dr. Connie Summers, Ph.D., CCC-SLP

Graduate Students
Megan Buckley

Jessica Driskill

Alexa Darracq

Jessica Folsom

Carolyn Ferguson
Liz Hunt

Undergraduate Students
Iva Nelson

Maddy Ward

Kylie Van Dyke

Kylee Wasano

Allison Craner
Nathan Naillon

Samantha Barahona

Elena Rawlins

Emily Asay


Nonword Repetition Task for Dual Language Learners

Dialogic Book Reading Workshops for Parents of Preschool Children

Evaluating the Effectiveness of a Peer Mentoring Program in Communication Disorders
Multilingual Assessment Practices by Speech-Language Pathologists
The following publications are open source:
Taliancich-Klinger, C.L., Summers, C., & Greene K.J. (2022). Mazes in Spanish-English dual language learners after language enrichment: A case study. Speech, Language and Hearing. 25(3), 269-282. https://doi.org/10.1080/2050571X.2021.1877049
Free PDF
Smith, V., Cano, I., Valles, L., & Summers, C. (2021). Adapting a picture description task for grammatical analysis in English-Spanish bilingual preschool children. Communication Disorders Quarterly 42(3). 185-192. https://doi.org/10.1177/1525740120950274
Free PDF
Smith, V., Summers, C., Mueller, V., Carrillo, A, & Villaneda, G. (2018). Evidence-based clinical decision making for bilingual children with Autism Spectrum Disorders: A Guide for Clinicians. Perspectives of the ASHA Special Interest Groups, 3(SIG 14), 19-27. doi:10.1044/persp3.SIG14.19
Free PDF
Summers, C., Smith, V., Mueller, V., Alexander, V., & Muzza, A. (2017). Language of intervention in bilingual children with Autism Spectrum Disorders. Perspectives of the ASHA Special Interest Groups, 2(SIG 1), 203-211. doi:10.1044/persp2.SIG1.203
Free PDF
Gibson, T., Summers, C., Peña, E., Bedore, L., Gillam, R., Bohman, T. (2015). The role of language structure and experience in bilingual children’s nonword repetition performance. Bilingualism: Language and Cognition, 18(3), 551-560.
doi:10.1017/S1366728914000248
Bedore, L.M., Peña, E.D., Summers, C., Boerger, K., Resendiz, M., Greene, K., Bohman, T., & Gillam, R.B. (2012). The measure matters: Language dominance profiles across measures in Spanish/English bilingual prekindergarten students. Bilingualism: Language and Cognition, 15, 616-629.
doi: 10.1017/S1366728912000090
Free PDF
Summers, C., Bohman, T., Peña, E.D., Bedore, L.M., & Gillam, R.B. (2010). Bilingual performance on nonword repetition in Spanish and English. International Journal of Language and Communication Disorders, 45, 480-493.
doi:10.3109/13682820903198058
Free PDF
Thomason, K.M., Gorman, B.K., & Summers, C. (2008). English literacy development for English language learners: Does Spanish instruction promote or hinder? EBP Briefs, 2, 13-24.
Fujiki, M., Brinton, B., Isaacson, T., & Summers, C. (2001). Social behaviors of children with language impairment on the playground: A pilot study. Language, Speech, and Hearing Services in Schools, 32, 101-113. doi:10.1044/01611461
Welcome BYU Student! Are you interested in getting involved in the Dual Language Learning and Development Lab? Fill out the following survey which will be submitted to Dr. Connie Summers. She will reach out to you when an opening on a research team becomes available.