Rachel Hoge is a licensed speech-language pathologist and fourth year doctoral student at Florida State University in the School of Communication Science and Disorders. She is a scholar and research investigator on the Bilingual Oral Language and Literacy Development and Disorders (BOLLD) grant, with Dr. Hugh Catts as her advisor. She previously worked as a speech-language pathologist in Kansas at a public dual language elementary school, providing services in both English and Spanish. She currently supervises master's students on the Language and Literacy training grant and provides speech-language therapy services to young children through a private clinic.
Rachel’s research interests include language development and disorders in children, second language acquisition, dual language and literacy learning, evidence based practices in language assessment and intervention for linguistically diverse students, and literacy assessment and treatment for children with complex communication needs who use augmentative and alternative communication (AAC). Current Projects: First, Rachel is conducting a latent profile analysis investigating the linguistic profiles of preschool Spanish-English speaking dual language learners. Second, Rachel is analyzing test items on a Spanish standardized vocabulary measure for potential differences among monolingual and bilingual children. Third, Rachel is designing single-case intervention study to determine the effects of Spanish phonics instruction on word reading for students with complex communication needs from Spanish-English speaking backgrounds. |
Publications:
Bustamante, K., Wood, C., & Hoge, R. (submitted). Results from a morphological awareness pilot study for English learners from Spanish-English migrant backgrounds. Sunshine State TESOL Journal.
Fitton, L., Hoge, R., Petscher, Y., & Wood, C. (accepted). Psychometric evaluation of the Bilingual English-Spanish Assessment sentence repetition task for clinical decision-making. Journal of Speech-language-hearing Research.
Wood, C., Hoge, R., Schatschneider, C., & Castilla-Earls, A. (2018). Predictors of item accuracy on the Test de Vocabulario en Imagenes Peabody for Spanish-English speaking children in the United States. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2018.1547266
Wood, C., Hoge, R. (2017). Average change in sentence repetition by Spanish-English speaking children: Kindergarten to first grade. International Journal of Bilingual Education and Bilingualism, 1, 1-15. doi=10.1080/13670050.2017.1308310
Fitton, L. Bustamante, K., Wofford, C. Brown, D. Gabas, C., Hoge, R., Wood, C. (2016). Intensifying English vocabulary instruction for English language learners. Perspectives of the ASHA Special Interest Groups, (SIG 16), 1, 4-14. doi:10.1044/persp1.SIG16.4
Selected Presentations:
Hoge, R., McIlraith, A. (2018, November). Subgroups of Spanish Language Ability among Preschool Dual Language Learners: A Latent Profile Analysis. Poster session presented at the Annual College of Communication and Information Doctoral Student Research Presentation Reception at Florida State University, Tallahassee, FL.
Hoge, R., McIlraith, A. (2018, November). Identifying Latent Language Ability Profiles among Preschool Children who are Spanish-English speaking Dual Language Learners. Research seminar presented (#13913) at the Annual Convention of the American Speech-Language-Hearing Association, Boston, MA.
Bustamante, K., Hoge, R., Coen, E., Barone, A., Wood, C. (2018, November). The Relationships between English Age of Exposure, Morphological Awareness, and Vocabulary. Poster session presented (#12464) at the Annual Convention of the American Speech-Language-Hearing Association, Boston, MA.
Fitton, L., McIlraith, A., Hoge, R., Farquharson, K. (2018, November). Complementary Approaches to Analysis in Single-Case Research: Hierarchical Linear Modeling and Growth Curve Analysis. Oral seminar presented (#10371) at the Annual Convention of the American Speech-Language-Hearing Association, Boston, MA.
Therrien, M., Lorio, C., Hoge, R. (2018, November). Strengthening Pre-service SLPs’ AAC Knowledge and Confidence through Community Partnership. Poster session presented (#12971) at the Annual Convention of the American Speech-Language-Hearing Association, Boston, MA.
Fitton, L., Hoge, R., Wood, C., Petscher, Y. (2017, November). The Dimensionality and Criterion Validity of the Sentence Repetition Subtest of the Bilingual English-Spanish Assessment. Flash research seminar presented at the Annual Convention of the American Speech-Language-Hearing Association, Los Angeles, CA.
Hoge, R. (2017, May). Effects of an Adapted Spanish Literacy Intervention on the Development of Early Reading Skills for Spanish-English-speaking Dual Language Learners with Complex Communication Needs. Seminar presented at the Augmentative and Alternative Communication (AAC) Doctoral Student Think Tank, Pennsylvania State University, State College, PA.
Hoge, R., Wood, C. (2016, November). Influence of Item Difficulty, Cognate Status, and Context on Spanish Vocabulary Performance of Dual Language Learners. Poster session presented at the Annual Convention of the American Speech-Language-Hearing Association, Philadelphia, PA.
Hoge, R., Wood, C., Ryker, K. (2016, November). Change in Sentence Repetition Performance by Spanish-English Language Learners from Kindergarten to First Grade. Poster session presented at the Annual Convention of the American Speech-Language-Hearing Association, Philadelphia, PA.
Hoge, R., Wood, C. (2016, November). The Relationship between Sentence Repetition and English Vocabulary Growth for Spanish-English Dual Language Learners. Poster session presented at the Annual Convention of the American Speech-Language-Hearing Association, Philadelphia, PA.
Wood, C., Rodriguez, E., Brown, D., Bustamante, K., Fitton, L., Gabas, C., Hoge, R., Wofford, C. (2016, November). The Effectiveness of a Vocabulary Intervention for English Learners. Poster session presented at the Annual Convention of the American Speech-Language-Hearing Association, Philadelphia, PA.
Hoge, R., Wegner, J. (2014, November). Survey Results: Speech-Language Pathologists’ Perceptions and Uses of Augmentative and Alternative Communication. Poster session presented at the Annual Convention of the American Speech-Language-Hearing Association, Orlando, FL.
Bustamante, K., Wood, C., & Hoge, R. (submitted). Results from a morphological awareness pilot study for English learners from Spanish-English migrant backgrounds. Sunshine State TESOL Journal.
Fitton, L., Hoge, R., Petscher, Y., & Wood, C. (accepted). Psychometric evaluation of the Bilingual English-Spanish Assessment sentence repetition task for clinical decision-making. Journal of Speech-language-hearing Research.
Wood, C., Hoge, R., Schatschneider, C., & Castilla-Earls, A. (2018). Predictors of item accuracy on the Test de Vocabulario en Imagenes Peabody for Spanish-English speaking children in the United States. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2018.1547266
Wood, C., Hoge, R. (2017). Average change in sentence repetition by Spanish-English speaking children: Kindergarten to first grade. International Journal of Bilingual Education and Bilingualism, 1, 1-15. doi=10.1080/13670050.2017.1308310
Fitton, L. Bustamante, K., Wofford, C. Brown, D. Gabas, C., Hoge, R., Wood, C. (2016). Intensifying English vocabulary instruction for English language learners. Perspectives of the ASHA Special Interest Groups, (SIG 16), 1, 4-14. doi:10.1044/persp1.SIG16.4
Selected Presentations:
Hoge, R., McIlraith, A. (2018, November). Subgroups of Spanish Language Ability among Preschool Dual Language Learners: A Latent Profile Analysis. Poster session presented at the Annual College of Communication and Information Doctoral Student Research Presentation Reception at Florida State University, Tallahassee, FL.
Hoge, R., McIlraith, A. (2018, November). Identifying Latent Language Ability Profiles among Preschool Children who are Spanish-English speaking Dual Language Learners. Research seminar presented (#13913) at the Annual Convention of the American Speech-Language-Hearing Association, Boston, MA.
Bustamante, K., Hoge, R., Coen, E., Barone, A., Wood, C. (2018, November). The Relationships between English Age of Exposure, Morphological Awareness, and Vocabulary. Poster session presented (#12464) at the Annual Convention of the American Speech-Language-Hearing Association, Boston, MA.
Fitton, L., McIlraith, A., Hoge, R., Farquharson, K. (2018, November). Complementary Approaches to Analysis in Single-Case Research: Hierarchical Linear Modeling and Growth Curve Analysis. Oral seminar presented (#10371) at the Annual Convention of the American Speech-Language-Hearing Association, Boston, MA.
Therrien, M., Lorio, C., Hoge, R. (2018, November). Strengthening Pre-service SLPs’ AAC Knowledge and Confidence through Community Partnership. Poster session presented (#12971) at the Annual Convention of the American Speech-Language-Hearing Association, Boston, MA.
Fitton, L., Hoge, R., Wood, C., Petscher, Y. (2017, November). The Dimensionality and Criterion Validity of the Sentence Repetition Subtest of the Bilingual English-Spanish Assessment. Flash research seminar presented at the Annual Convention of the American Speech-Language-Hearing Association, Los Angeles, CA.
Hoge, R. (2017, May). Effects of an Adapted Spanish Literacy Intervention on the Development of Early Reading Skills for Spanish-English-speaking Dual Language Learners with Complex Communication Needs. Seminar presented at the Augmentative and Alternative Communication (AAC) Doctoral Student Think Tank, Pennsylvania State University, State College, PA.
Hoge, R., Wood, C. (2016, November). Influence of Item Difficulty, Cognate Status, and Context on Spanish Vocabulary Performance of Dual Language Learners. Poster session presented at the Annual Convention of the American Speech-Language-Hearing Association, Philadelphia, PA.
Hoge, R., Wood, C., Ryker, K. (2016, November). Change in Sentence Repetition Performance by Spanish-English Language Learners from Kindergarten to First Grade. Poster session presented at the Annual Convention of the American Speech-Language-Hearing Association, Philadelphia, PA.
Hoge, R., Wood, C. (2016, November). The Relationship between Sentence Repetition and English Vocabulary Growth for Spanish-English Dual Language Learners. Poster session presented at the Annual Convention of the American Speech-Language-Hearing Association, Philadelphia, PA.
Wood, C., Rodriguez, E., Brown, D., Bustamante, K., Fitton, L., Gabas, C., Hoge, R., Wofford, C. (2016, November). The Effectiveness of a Vocabulary Intervention for English Learners. Poster session presented at the Annual Convention of the American Speech-Language-Hearing Association, Philadelphia, PA.
Hoge, R., Wegner, J. (2014, November). Survey Results: Speech-Language Pathologists’ Perceptions and Uses of Augmentative and Alternative Communication. Poster session presented at the Annual Convention of the American Speech-Language-Hearing Association, Orlando, FL.