publications

Smith, S., Hadley, E., & *García Plaza, E. (In press). What motivates multilingual children and youth to read?: A systematic review of the research. Journal of Language, Identity & Education.

 Choo, A.L., Smith, S., & Seitz, S. (In press). The Relationship between Working Memory, Inhibitory Control and Disfluencies in Typically Fluent Bilinguals. Journal of Monolingual and Bilingual Speech. 

 Smith, S., Carlo, M., Park., S. & Kaplan, H. (2023). Exploring the promise of Augmented Reality for dual language vocabulary learning among bilingual children: a case study. CALICO Journal, 40(1), 91-112. https://doi.org/10.1558/cj.22757 

 Foster, M. E., Choo, A. L., Smith, S. (2023). Relations Between Speech-Language Disorder Severity, Academic Success, and Socioemotional Functioning Among Multilingual and English Monolingual Children in the United States: The National Survey of Children’s Health. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1096145   

 Fung, K., Smith, S., & Gandolfi, E. (2022). Minecraft Education Edition in foreign language education: Pre-service teachers’ reasons for acceptance and integration. The Journal of Language Teaching, 2(10), 17-28. https://doi.org/10.54475/jlt.2022.013 

 Foster, M. E., Smith, S., & Spenser, T. (2022). Science achievement and individual differences during elementary school. Cognitive Development, 63. https://doi.org/10.1016/j.cogdev.2022.101223 

 Choo, A.L., Smith, S., & Li, H. (2022). Predictors of speech disorders and recovery: Findings from the National Survey of Children’s Health. Journal of Bilingual and Monolingual Speech, 4(1), 109-126. https://doi.org/10.1558/jmbs.20879

 Smith, S., & Briggs Baffoe-Djan, J. (2022). It takes two to make a thing go write: Self-reported Spanish reading and writing skill and relationships with digit span and stroop task performance among Spanish-English bilinguals. International Journal of Bilingual Education and Bilingualism, 25(1), 272-286. https://doi.org/10.1080/13670050.2019.1667949  

 Smith, S., Leon Guerrero, S., Surrain, S., & Luk, G. (2022). Phonetic discrimination, phonological awareness, and pre-literacy skills in Spanish-English dual language preschoolers. Journal of Child Language, 49(1), 80-113. https://doi.org/10.1017/S0305000920000768  

Smith, S. (2021). Exploring knowledge of transparent and non-transparent multi word phrases among L2 English learners living in an Anglophone setting. System, 101. https://doi.org/10.1016/j.system.2021.102590  

Smith, S., Choo, A. L., & Seitz, S. (2021). Disfluencies in English Speech Produced by Spanish–English Bilinguals.Folia Phoniatrica et Logopaedica. https://doi.org/10.1159/000518138  

Smith, S., Choo, A. L., & Foster, M. E. (2021). Latent class analysis reveals distinct groups based on executive function and socioemotional traits, developmental conditions, and stuttering: a population study. Child Psychiatry and Human Development. https://doi.org/10.1007/s10578-021-01160-3  

Woodhead, E., Chin-Newman, C., Spink, K., & Smith, S. (2021). Age-related differences in college students’ comfort disclosing disability status. The Journal of Student Affairs Research and Practice.   https://doi.org/10.1080/19496591.2021.1902818   

Seitz, S., & Smith, S. (2021). Talking the talk: Considering forced language switching in the workplace. Human Resource Management Review. https://doi.org/10.1016/j.hrmr.2021.100833  

Smith, S., Foster, M. E., Briggs Baffoe-Djan, J., Li, Z., & Sun, Y. (2020). Unifying the Current self, Ideal self, Attributions, Self-Authenticity, and Intended Effort: a partial replication study among Chinese University English Learners. System, 95.  https://doi.org/10.1016/j.system.2020.102377   

 Smith, S., Seitz, S., Koutnik, K. H., McKenna, M., & Garcia, J. N. (2020). The “work” of being a bilingual: Exploring impacts of forced language switching on language production at the utterance level and stress among Spanish-English bilinguals. Applied Psycholinguistics, 41(3), 701-725.  https://doi.org/10.1017/S0142716420000259  

Smith, S., & Li, Z. (2020). Closing the enjoyment gap: Heritage language maintenance motivation and reading attitudes among Chinese-American children. International Journal of Bilingual Education and Bilingualism.  https://doi.org/10.1080/13670050.2020.1742653

Choo, A. L., Smith, S., & Li, H. (2020)  Associations between stuttering, comorbid conditions, and executive function in children: A population study. BMC Psychology, 8(113).  https://doi.org/10.1186/s40359-020-00481-7 

Woodhead, E., Chin-Newman, C., Spink, K., Hoang, M., & Smith, S. (2020). College students’ disclosure of mental health conditions on campus. Journal of American College Health.  https://doi.org/10.1080/07448481.2019.1706533

Choo, A. L., & Smith, S. (2020). Bilingual children who stutter: Convergence, gaps, and directions for research. Journal of Fluency Disorders, 63.  https://doi.org/10.1016/j.jfludis.2019.105741
 

Smith, S., Woodhead, E., & Chin-Newman, C. (2019). Satisfaction among higher education students with disabilities: Measuring accommodation use and experiences disclosing to faculty, staff and peers. International Journal of Inclusive Education.  https://doi.org/ https://doi.org/10.1080/13603116.2019.1610087

Smith, S., Briggs, J., Pothier, H., & Garcia, J. (2019). Mental workouts for couch potatoes: Executive function variation among Spanish-English bilingual young adults. Applied Linguistics, 40(3), 413–431.  https://doi.org/10.1093/applin/amx038

Kain, S. Chin-Newman, C., & Smith, S. (2019). ‘It's All in your Head’: The Experience of Navigating the University Environment for Students with Psychiatric Disability. Journal of Post-Secondary Education and Disability, 32(4), 411-425.

Briggs Baffoe-Djan, J., Smith, S. (2019). Descriptive Statistics for Data Analysis. The Routledge Handbook of Research Methods in Applied Linguistics. J. McKinley & H. Rose (Eds.). Routledge: London.

Smith, S., Briggs, J., & Pothier, H. (2018). Exploring variation in reading comprehension among young adult Spanish-English bilinguals: The role of environmental language contact and attitudes toward reading. International Journal of Bilingualism, 22(6), 695-716.  https://doi.org/10.1177/1367006917690913

Briggs, J., & Smith, S. (2017). English Medium Instruction and Idiomaticity in English as a Lingua Franca. Iranian Journal of Language Teaching Research, 5(3), 27-44.

Langer, N., Peysakhovich, B., Zuk, J., Drottar, M., Sliva, D., Smith, S., Becker, B., Grant, P. E., & Gaab, N. (2017). White matter alterations in infants at risk for developmental dyslexia. Cerebral Cortex, 27(2), 1027-1036.  https://doi.org/10.1093/cercor/bhv281

Raschle, N., Becker, B., Smith, S., Fehlbaum, L., Wang, Y., & Gaab, N. (2017). Investigating the influences of early language delay and/or familial risk for dyslexia on brain structure in pre-school and kindergarten children. Cerebral Cortex, 27(1), 764-776.  https://doi.org/10.1093/cercor/bhv267

Seitz, S., Smith, S. (2016). Working toward neurodiversity: How organizations and leaders can accommodate for Autism Spectrum Disorder. Journal of Business and Management, 22(1), 135-152.

Leon Guerrero, S., Smith, S., Luk, G. (2016). Home language usage and cognitive control in bilingual preschoolers. The cognitive control and consequences of multiple languages in one mind: Bilingual Processing and Acquisition. J. Schwieter (Ed.). John Benjamins: Philadelphia.

Smith, S. (2016). Reading between the lines: Exploring relationships between multi-word vocabulary, transparency and literacy. Advancing the Field of Language Assessment: Papers from TIRF Doctoral Dissertation Grantees 2009 – 2013. M. Christison and N. Saville (Eds.). Cambridge Language Assessment: Cambridge.

Im, K., Raschle, N., Smith, S., Grant, P. E., Gaab, N. (2016). Atypical sulcal patterns in parietal region in children with a familial risk for developmental dyslexia. Cerebral Cortex, 26(3), 1138-1148.  https://doi.org/10.1093/cercor/bhu305

Smith, S., Murphy, V. A. (2015). Measuring productive elements of multi-word phrase vocabulary knowledge among children with English as an additional or only language. Reading and Writing: An Interdisciplinary Journal, 28(3), 347-369. https://doi.org/10.1007/s11145-014-9527-y

Raschle, N., Smith, S., Zuk, J., Figuccio, M., Gaab, N. (2014). Investigating the neural correlates of voice or content directed information within human speech in pre-school children. PLoS one, 9(12),  https://doi.org/10.1371/journal.pone.0115549