Current Projects
Spanish-English Students' Vocabulary and Morphological Knowledge
The aims of this project are threefold, to understand students' 1) metalinguistic awareness of word morphology, 2) various modalities of vocabulary knowledge, and 3) relationships between vocabulary, morphology, English proficiency and performance on standardized educational tests.
Morphological Awareness in Spanish-English Dual Language Learners
This project seeks to determine whether systematic exposure to structured morphological awareness instruction changes students' performance on related measures of morphological awareness. Correlates and predictors of students' morphological awareness are also investigated.
The aims of this project are threefold, to understand students' 1) metalinguistic awareness of word morphology, 2) various modalities of vocabulary knowledge, and 3) relationships between vocabulary, morphology, English proficiency and performance on standardized educational tests.
Morphological Awareness in Spanish-English Dual Language Learners
This project seeks to determine whether systematic exposure to structured morphological awareness instruction changes students' performance on related measures of morphological awareness. Correlates and predictors of students' morphological awareness are also investigated.
Publications
Wood, C. L., Bustamante, K. N., Schatschneider, C. W., Hart, S. (2018). Relationship between children’s lexical diversity in written narratives and performance on a standardized reading vocabulary measure. Assessment for Effective Intervention. 1, 1-11. doi:10.1177/15345084177498
Wood, C., Bustamante, K., Fitton, L., Brown, D., & Petscher, Y. (2017). Rapid automated naming performance of young Spanish-English Speaking Children. Languages, 2(13), doi: 10.3390/languages2030013.
Fitton, L., Bustamante, K. N., Wood, C. (2017). The social validity of telepractice among Spanish-speaking caregivers of English learners: An examination of moderators. International Journal of Telerehabilitation, 9, 13-24. doi:10.5195/ijt.2017.6227
Fitton, L., Wofford, M. C., Bustamante, K. N., De Novi, N., Nunez, B., & Wood, C. L. (2017). Comparing Methods for Assessing the English Grammatical Development of Spanish-Speaking English Learners. Perspectives of the ASHA Special Interest Groups [Sig. 16], 2, 45-60.
Rodriguez, E., Bustamante, K., Wood, C., & Sunderman, G. (2017). A comparison of the grammatical production of child heritage speakers of Spanish across language and grade: Kindergarten and grade 1. Languages, 2, 27. doi:10.3390/languages2040027
Fitton, L., Bustamante, K. N., Wofford, M. C., Brown, D., Gabas, C., Hoge, R., Wood, C. (2016). Intensifying English vocabulary instruction for English language learners. Perspectives on School-Based Issues, 1, 4-14. doi:10.1044/persp1.SIG16.4
Education
ABD, Florida State University, Present
M.A., Northern Illinois University, 2013
Universidad San Francisco de Quito (Quito, Ecuador), Spring 2009
B.S., Spanish Minor, University of Illinois at Urbana–Champaign, 2011
Wood, C., Bustamante, K., Fitton, L., Brown, D., & Petscher, Y. (2017). Rapid automated naming performance of young Spanish-English Speaking Children. Languages, 2(13), doi: 10.3390/languages2030013.
Fitton, L., Bustamante, K. N., Wood, C. (2017). The social validity of telepractice among Spanish-speaking caregivers of English learners: An examination of moderators. International Journal of Telerehabilitation, 9, 13-24. doi:10.5195/ijt.2017.6227
Fitton, L., Wofford, M. C., Bustamante, K. N., De Novi, N., Nunez, B., & Wood, C. L. (2017). Comparing Methods for Assessing the English Grammatical Development of Spanish-Speaking English Learners. Perspectives of the ASHA Special Interest Groups [Sig. 16], 2, 45-60.
Rodriguez, E., Bustamante, K., Wood, C., & Sunderman, G. (2017). A comparison of the grammatical production of child heritage speakers of Spanish across language and grade: Kindergarten and grade 1. Languages, 2, 27. doi:10.3390/languages2040027
Fitton, L., Bustamante, K. N., Wofford, M. C., Brown, D., Gabas, C., Hoge, R., Wood, C. (2016). Intensifying English vocabulary instruction for English language learners. Perspectives on School-Based Issues, 1, 4-14. doi:10.1044/persp1.SIG16.4
Education
ABD, Florida State University, Present
M.A., Northern Illinois University, 2013
Universidad San Francisco de Quito (Quito, Ecuador), Spring 2009
B.S., Spanish Minor, University of Illinois at Urbana–Champaign, 2011