Nathalie Frey is a speech language therapist and currently enrolled as a PhD student at the University of Würzburg. In her research, she investigates the effectiveness of iconic gestures as a language support method on the vocabulary development of children with difficulties in (German) language acquisition in inclusive kindergartens.
Carina Lüke is a full professor for Special Education and Therapy in Language and Communication Disorders at the University of Würzburg. Her research interests are in the areas of communication and language acquisition in mono-lingual and multi-lingual children, the identification and intervention in children with Developmental Language Disorders.
Lisa M. Bedore, PhD, professor and chair in Communication Sciences and Communication Disorders at Temple University in Philadelphia, is interested in the ways that bilingual children with and without language disorders integrate linguistic information across linguistic domains including early literacy. Her research has focused on developing assessments that accurately account for the linguistic skills of bilingual children.
Elizabeth Peña, PhD, is a professor in the School of Education at University of California, Irvine and serves as an associate dean of Faculty Development and Diversity. She is a certified speech language pathologist and is a fellow of the American Speech Language Hearing Association. Her research focuses on bilingualism and identification of developmental language disorders within this population.
Penelope Collins, PhD, a professor of Education at the University of California, studies the development of literacy skills among multilingual students from early childhood through adulthood. Her research includes the use of in-class and out-of-school interventions, as well as digital tools to support students in reading and writing.
Christine E. Fiestas, PhD, is an associate professor at the University of St. Augustine for Health Sciences in Austin, Texas. She has clinical and research interest in working with bilingual children with developmental language disorder. Her research goals are towards responsive assessment and intervention strategies to maximise language and literacy outcomes.
Mirza J. Lugo-Neris, PhD, Certificate of Clinical Competence in Speech Language Pathology is a bilingual speech language pathologist and an assistant professor in Communication Sciences and Disorders at MGH Institute of Health Professions. Her research interests include assessment and intervention practices with Spanish-English bilinguals with developmental language disorders as well as the scholarship of teaching and learning in Communication Sciences and Disorders.
Elisa Barquin, PhD, research interests focus on language acquisition and the development of literacy skills in Spanish-English bilingual children.
Leanne Wilson is a speech language therapist who undertook her doctoral research at the College of Education, University of Canterbury, New Zealand. Her research focuses on understanding how to promote collaboration among primary school teachers and speech language therapists to support children’s spoken and written language development.
Brigid McNeill is a senior academic within the College of Education at the University of Canterbury, New Zealand. She is an applied researcher in the fields of developmental speech disorder, spelling, early language and literacy development, initial teacher education and educational interventions.
Gail Gillon is a director of the Child Wellbeing Research Institute at the University of Canterbury, New Zealand. A professor in speech language therapy, she is well known internationally for her research in reading disorder and the prevention of reading difficulties for young children at risk.
Maja Pilesjö is a speech language therapist with 25 years of clinical experience, mainly in Augmentative and Alternative Communication. She is currently a lecturer at the University of Southern Denmark. Pilesjö’s main research interests are interaction in atypical conditions; severe speech impairment; instructional methods; and the role of the communication partner.
Helena Tegler is a speech language pathologist, a post-doctor at Uppsala University and an assistant professor at Mälardalen University. Her research concerns social interaction, inclusive education and learning within the classroom including non-speaking students.
