Publications
Peer-Reviewed Journal Publications
Ronderos, J., & Castilla-Earls, A. (2026). What can English tell us? Evaluating English tense/agreement measures as potential assessment tools for identification of Spanish-English bilingual children with developmental language disorder. American Journal of Speech-Language Pathology, 1–17. https://doi.org/10.1044/
Castilla-Earls, A., Ronderos, J., Jasso, J., & Hernandez, M. (2026). Characterizing the Growth in Utterance Length, Grammaticality, and Subordination in Spanish and English in Bilingual Children. Language, Speech, and Hearing Services in Schools, 1–22. https://doi.org/10.1044/2025_
Ronderos, J., Castilla-Earls, A., Hernandez, A.E. & Fitton, L. (2025). The dimensionality of language in Spanish-English bilingual children. Journal of Speech, Language, and Hearing Research, 1–30. https://doi.org/10.1044/2025_jslhr-23-00771
Ronderos, J., Zuk, J., Hernandez, A. E., & Vaughn, K. A. (2024). Large-scale investigation of white matter structural differences in bilingual and monolingual children: An adolescent brain cognitive development data study. Human Brain Mapping, 45(2). https://doi.org/10.1002/hbm.26608
Hernandez, M., Ronderos, J., & Castilla-Earls, A. P. (2024). Diagnostic accuracy of grammaticality and utterance length in bilingual children. Language, Speech, and Hearing Services in Schools, 55(2), 577–597. https://doi.org/10.1044/2024_LSHSS-23-00100
Davison, K. E., Ronderos, J., Gomez, S., Boucher, A. R., & Zuk, J. (2024). Caregiver self-efficacy in relation to caregivers’ history of language and reading difficulties and children’s shared reading experiences. Language, Speech, and Hearing Services in Schools, 1–17. https://doi.org/10.1044/2024_lshss-23-00067
Castilla-Earls, A., Ronderos, J., & Fitton, L. (2023). Spanish bilingual morphosyntactic development in bilingual children with and without developmental language disorder: Articles, clitics, verbs, and the subjunctive mood. Journal of Speech, Language, and Hearing Research, 66(12), 4678-4698. https://doi.org/10.1044/2023_jslhr-23-00091
Castilla-Earls, A., Ronderos, J., & Francis, D. J. (2023). Longitudinal examination of morphosyntactic skills in bilingual children: Spanish and English standardized scores. Journal of Speech, Language, and Hearing Research, 1-17. https://doi.org/10.1044/2023_JSLHR-22-00495
Castilla-Earls, A., Ronderos, J., & Fitton, L. (2022). Can bilingual children self-report their bilingual experience and proficiency? The Houston questionnaire. Journal of Speech, Language, and Hearing Research, 1–19. https://doi.org/10.1044/2022_jslhr-21-00675
Castilla-Earls, A., Ronderos, J., McIlraith, A., & Martinez, D. (2022). Is bilingual receptive vocabulary assessment via telepractice comparable to face-to-face? Language, Speech, and Hearing Services in Schools, 53(2), 454–465. https://doi.org/10.1044/2021_lshss-21-00054
Ronderos, J., Castilla-Earls, A., & Ramos, G. M. (2021). Parental beliefs, language practices and language outcomes in Spanish-English bilingual children. International Journal of Bilingual Education and Bilingualism, 1–22. https://doi.org/10.1080/13670050.2021.1935439
Vaughn, K. A., Nguyen, M. V. H., Ronderos, J., & Hernandez, A. E. (2021). Cortical thickness in bilingual and monolingual children: Relationships to language use and language skill. NeuroImage, 243, 118560. https://doi.org/10.1016/j.neuroimage.2021.118560
Hernandez, A. E., Ronderos, J., Bodet, J. P., Claussenius-Kalman, H., Nguyen, M. V. H., & Bunta, F. (2021). German in childhood and Latin in adolescence: On the bidialectal nature of lexical access in English. Humanities and Social Sciences Communications, 8(1), 162. https://doi.org/10.1057/s41599-021-00836-4
Hernandez, A. E., Claussenius-Kalman, H. L., Ronderos, J., Castilla-Earls, A. P., Sun, L., Weiss, S. D., & Young, D. R. (2019). Neuroemergentism: Response to commentaries. Journal of Neurolinguistics, 49, 258–262.
Hernandez, A. E., Claussenius-Kalman, H. L., Ronderos, J., Castilla-Earls, A. P., Sun, L., Weiss, S. D., & Young, D. R. (2019). Neuroemergentism: A framework for studying cognition and the brain. Journal of Neurolinguistics, 49, 214–223. https://doi.org/10.1016/j.jneuroling.2017.12.010
Hernandez, A. E., Claussenius-Kalman, H. L., Ronderos, J., & Vaughn, K. A. (2018). Symbiosis, parasitism, and bilingual cognitive control: A neuroemergentist perspective. Frontiers in Psychology, 9, 2171. https://doi.org/10.3389/fpsyg.2018.02171
Book Chapters
Xu, Y., Ronderos, J., Nguyen, M.V.H., Rodarte, E.D., Hernandez, A.E. (In press). Neural bases of bilingualism. In Đurđević, D.F. (Ed), International Encyclopedia of Language and Linguistics, 3rd Edition.
Ronderos, J., Bodet, J.P., Nguyen, M.V.H., & Hernandez, A.E. (2026). Multilingualism and the brain. In J.W. Schwieter & J.M. Dewaele (Eds), Multilingualism (Vol. 1 of Bloomsbury Applied Linguistics: Research Issues and Methods). Bloomsbury.
Hernandez, A. E., Ronderos, J., & Claussenius-Kalman, H. L. (2018). Neurocomputational emergentism as a framework for language development. In K. D. Federmeier & D. Watson (Eds.), Current Topics in Language. (Volume 68 of Psychology of Learning and Motivation). Academic Press. https://doi.org/10.1016/bs.plm.2018.08.010