| Not all nonverbal tasks are equally nonverbal: Comparing two tasks in bilingual kindergartners with and without developmental language disorder K Durant, E Peña, A Peña, LM Bedore, MR Muñoz Journal of Speech, Language, and Hearing Research 62 (9), 3462-3469, 2019 | 15 | 2019 |
| Contribution of nonverbal cognitive skills on bilingual children’s grammatical performance: Influence of exposure, task type, and language of assessment T Wood, AS Pratt, K Durant, S McMillen, ED Peña, LM Bedore Languages 6 (1), 36, 2021 | 7 | 2021 |
| “Do you talk normal?”: Piecing together learning experiences with emergent bilingual preschoolers M Miller Marsh, M Mariyam, K Durant, I Zhulamanova Journal of Early Childhood Research 20 (2), 185-198, 2022 | 4 | 2022 |
| Spanish Phonological Awareness in Kindergarten Uniquely Supports Second-Grade English Morphological Awareness in Spanish–English Dual Language Learners K Durant, L Jarmulowicz, L Harrell-Williams Language, Speech, and Hearing Services in Schools 55 (1), 85-104, 2024 | | 2024 |
| Identifying Patterns of First and Second Language Use before Evaluating Children’s Language Learning EDPLMB Kathleen Durant, Amy Pratt, Taffeta Wood, Stephanie McMillen Journal of Child and Adolescent Behavior 9 (433), 10.4172/ 2375-4494.1000430, 2022 | | 2022 |
| Discussion of Issues Related to Assessing the Signed and Spoken Language Skills of Bi/Multilingual Children LM Bedore, K Crowe, ED Peña, K Durant, S McMillen The Handbook of Language Assessment Across Modalities, 221, 2021 | | 2021 |
| Language and Literacy Relationships in Spanish-speaking English-language Learners from Kindergarten to 2nd Grade KM Durant | | 2017 |
