Tamis-LeMonda, C. S., Caughy, M. O., Rojas, R., Bakeman, R. Adamson, L. B., Pacheco, D., Owen, M. T., Suma, K., & Pace, A. Accepted. Culture, parenting, and language: Respeto in Latinx mother-child interactions. Social Development.
Francis, D. J., Rojas, R., Gusewski, S., Santi, K. L., Khalaf, S., Hiebert, L., & Bunta, F. (2019). Speaking and reading in two languages: On the identification of reading and language disabilities in Spanish-speaking English learners. New Directions for Child and Adolescent Development, 166,15- 41.
Rojas, R., Hiebert, L., Gusewski, S., & Francis, D. J. (2019). Moving forward by looking back: Understanding why some Spanish-speaking English learners fall behind. New Directions for Child and Adolescent Development, 166, 43- 77.
Santi, K. L., Khalaf, S., Bunta, F., Rojas, R., & Francis, D. J. (2019). IQ-achievement discrepancy for identification of disabilities in Spanish-speaking English learners. New Directions for Child and Adolescent Development, 166, 111-143.
Rojas, R., & Iglesias, A. (2019). Assessing the bilingual (Spanish/English) population. In J. F. Miller, K. Andriacchi, & A. Nockerts (Eds.), Assessing language production using SALT software: A clinician’s guide to language sample analysis, 3nd Edition (pp. 115-127). Middleton, WI: SALT Software, LLC.
Gusewski, S., & Rojas, R. (2017). Tense marking in the English narrative retells of dual language preschoolers. Language, Speech, and Hearing Services in Schools, 48, 183-196.
Heilmann, J. J., Rojas, R., Iglesias, A., & Miller, J. F. (2016). Clinical impact of wordless picture storybooks on bilingual narrative language production: A comparison of the ‘Frog’ stories. International Journal of Language & Communication Disorders, 51, 339-345.
Rojas, R., Iglesias, A., Bunta, F., Goldstein, B., Goldenberg, C., & Reese, L. (2016). Interlocutor differential effects on the expressive language skills of Spanish-speaking English learners. International Journal of Speech-Language Pathology, 18, 166-177.
Peredo, T. N., Owen, M. T., Rojas, R., & Caughy, M. O. (2015). Child vocabulary, maternal behavior, and inhibitory control development among Spanish-speaking children. Early Education and Development, 26, 749-769.
Rojas, R., & Iglesias A. (2013). The language growth of Spanish-speaking English language learners. Child Development, 84, 630-646.
Iglesias, A., & Rojas, R. (2012). Bilingual language development of English Language Learners: Modeling the growth of two languages. In B.A. Goldstein (Ed.), Bilingual language development & disorders in Spanish-English speakers, 2nd Edition (pp. 3-30). Baltimore, MD: Brookes Publishing Co.
Prezas, R. F., & Rojas, R. (2012). Translation to practice: Assessment of the speech of Spanish-English bilingual children in the United States of America. In S. McLeod & B.A. Goldstein (Eds.), Multilingual aspects of speech-sound disorders in children (pp. 161-164). Bristol, UK: Multilingual Matters.
Rojas, R., & Iglesias, A. (2011). Assessing the bilingual (Spanish/English) population. In J.F. Miller, K. Andriacchi, & A. Nockerts (Eds.), Assessing language production using SALT software: A clinician’s guide to language sample analysis (pp. 99-111). Middleton, WI: SALT Software, LLC.
Rojas, R., & Iglesias, A. (2010). Using language sampling to measure language growth. Perspectives on Language Learning and Education, 17, 24-31.
Rojas, R., & Iglesias, A. (2009, March 3). Making a case for language sampling: Assessment and intervention with (Spanish-English) second-language learners. The ASHA Leader, 14, 10-13.
Rojas, R., & Iglesias, A. (2006). Bilingual (Spanish-English) narrative language analyses: Why and how? Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse Populations, 13, 3-8.
Rojas, R. (2006). School-based assessment of bilingual speakers in 2006: Clinical practice and federal law. CSHA Magazine, 36, 8-10.
Bauer, C.A., Brozoski, T. J., Rojas, R., Boley, J., & Wyder, M. (1999). Behavioral model of chronic tinnitus in rats. Otolaryngology — Head and Neck Surgery, 121, 457-462.
Translations of Clinical Tools
McLeod, S., Harrison, L. J., & McCormack J. (2012). Escala de Inteligibilidad en Contexto [Intelligibility in Context Scale: Spanish]. (R Prezas, R. Rojas, & B.A. Goldstein, Trans.). Bathurst, NSW, Australia: Charles Sturt University.
Marian, V., Blumenfeld, H.K., Kaushanskaya, M., Rojas, R., & Iglesias, A. (2007). Cuestionario de experiencia y competencia lingüística. [The language experience and proficiency questionnaire (LEAP-Q): Assessing language profiles in bilinguals and multilinguals]. Journal of Speech, Language, and Hearing Research 50: 940-967.