The University of Texas at Dallas School of Behavioral and Brain Sciences

Raul Rojas

Associate Professor

Research Interests

Child language from a longitudinal and processing perspective, specifically bilingual language development in typically developing children and those with language impairments.

Curriculum Vitae

Contact

Email: [email protected]
Phone: 214-905-3162
Office: CD_A111
Campus Mail Code: CD
Website: The Bilingual Language Laboratory

Biography

Dr. Raúl Rojas is a leading researcher in the area of bilingual language sampling analysis (LSA) using reference databases via SALT software, as well as specialized longitudinal, large-scale data analysis, and best practices for bilingual speech and language assessment. Dr. Rojas is the Director of the Bilingual Language Laboratory at the Callier Center for Communication Disorders in Dallas, which is conducting a series of funded longitudinal and cross-sectional projects with bilingual children and recently completed data collection on an eye-tracking-bilingual LSA exploratory study. Dr. Rojas routinely publishes studies of bilingual children’s language development and academic achievement using large-scale, cross-sectional and longitudinal databases and on the use of bilingual LSA. Dr. Rojas earned his bachelor’s degree at Grinnell College and his master’s and doctoral degrees at Temple University in Philadelphia.

Recent and Selected Representative Publications

Recent Articles in Peer-Refereed Journals

Tamis-LeMonda, C. S., Caughy, M. O., Rojas, R., Bakeman, R. Adamson, L. B., Pacheco, D., Owen, M. T., Suma, K., & Pace, A. Accepted. Culture, parenting, and language: Respeto in Latinx mother-child interactions. Social Development.

Francis, D. J., Rojas, R., Gusewski, S., Santi, K. L., Khalaf, S., Hiebert, L., & Bunta, F. (2019). Speaking and reading in two languages: On the identification of reading and language disabilities in Spanish-speaking English learners. New Directions for Child and Adolescent Development, 166,15- 41.

Rojas, R., Hiebert, L., Gusewski, S., & Francis, D. J. (2019). Moving forward by looking back: Understanding why some Spanish-speaking English learners fall behind. New Directions for Child and Adolescent Development, 166, 43- 77.

Santi, K. L., Khalaf, S., Bunta, F., Rojas, R., & Francis, D. J. (2019). IQ-achievement discrepancy for identification of disabilities in Spanish-speaking English learners. New Directions for Child and Adolescent Development, 166, 111-143.

Gusewski, S., & Rojas, R. (2017). Tense marking in the English narrative retells of dual language preschoolers. Language, Speech, and Hearing Services in Schools, 48, 183-196.

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