Department of Speech, Language and Hearing Sciences

• Multilingual language development
• Comprehensive assessment practices
• Culturally-sustaining classroom practices
• Service delivery in the school-based setting

Wright Karem, R., Washington, K. N., & Crowe, K. (2022). Cross-linguistic interactions in the spontaneous productions of preschoolers who speak Jamaican-Creole and English. Speech, Language, and Hearing, 25(3), 325-337. https://doi.org/10.1080/2050571X.2021.1936914

Wright Karem R. & Washington, K. N. (2022). Comprehensive assessment for multilingual preschoolers: A focus on the Jamaican context. eHearsay: Electronic Journal of the Ohio Speech-Language Hearing Association, 12 (1), 4-22.

Wright Karem, R. & Hobek, A. (2021). A peer-mediated approach to supporting emergent bilingual children in preschool. Early Childhood Research Quarterly. https://doi.org/10.1016/j.ecresq.2021.08.003

Wright Karem, R., & Washington, K. (2021). The cultural and diagnostic appropriateness of standardized assessments for dual language learners: A focus on Jamaican preschoolers. Language, Speech, and Hearing Services in Schools. https://doi.org/10.1044/2021_LSHSS-20-00106

Wright Karem, R., Washington, K. N., Crowe, K., Jenkins, A., Leon, M., Kokotek, L., ... & Westby, C. (2019). Current Methods of Evaluating the Language Abilities of Multilingual Preschoolers: A Scoping Review Using the International Classification of Functioning, Disability and Health–Children and Youth Version. Language, Speech, and Hearing Services in Schools, 50(3), 434-451.