Peer-reviewed Articles
Dr. Fulcher-Rood’s peer-reviewed journal articles have been published in numerous academic and scientific journals. Scroll down for additional information and links.
Hernandez, M., Fulcher-Rood, K., & Castilla-Earls, A. (2025). Speech-Language Pathologists' Perspectives on Language Assessment in Bilingual Children. Language, Speech, and Hearing Services in Schools, 1-20.
Jasso, J., Castilla-Earls, A., Heredia, G., & Fulcher-Rood, K. (2024). Bilingual young adults' perceived influence of parents, grandparents, siblings, and friends on their Spanish and English proficiency: A qualitative analysis. International Journal of Bilingualism, 13670069241299949
Laser, A., Acar, S., Brown, K.H., Green, K.B., Chapman, L.A., Morris, C.T., Rollins, L.H., George-Puskar, G., Gonzalez, M., Moldavan, A., Doody, K.R., Fulcher-Rood, K., Schuetze, P., Jackson, K., Mills, B., Dennis, L.R., Cole, T., Farquharson, K., Macy, M. (2024). Meaningful and engaging learning experiences in early childhood special education programs. Journal of Special Education Preparation, 4(1), 68-84.
Fulcher-Rood, K., & Castilla-Earls, A. (2023). Differences in child language assessment practices between school-based and non-school-based speech-language pathologists: Results from a nationwide survey. Language, Speech, and Hearing Services in Schools, 54(4), 1117-1135.
Blanc, C., Castilla-Earls, A., Bunta, F. & Fulcher-Rood, K. (2022). Bilingual parents’ experiences receiving advice regarding language use: A qualitative perspective.Perspectives of the ASHA Special Interest Groups, 7(6), 2039-2050.
Hernandez, Michelle, & Fulcher-Rood, K. (2022). Professional perspectives on assessment and educational practices for children identified as English language learners a pilot study.NYS TEOSL Journal, 9(1), 16-29.
Doody, K., Schuteze, P., & Fulcher-Rood, K. (2021). COVID-19 Modifications to a service-learning project designed to prepare special education students to be effective participants in transdisciplinary collaborations.Excelsior Leadership in Teaching and Learning, 13(2), 160-178.
Castilla-Earls, A., Pérez-Leroux, A. T., Fulcher-Rood, K., & Barr, C. (2021). Morphological errors in Spanish-speaking bilingual children with and without developmental language disorders. Language, Speech, and Hearing Services in Schools, 52(2), 497-511.
Castilla-Earls, A., Auza, A., Pérez-Leroux, A. T., Fulcher-Rood, K., & Barr, C. (2020). Morphological errors in monolingual Spanish-speaking children with and without developmental language disorders.Language, Speech, and Hearing Services in Schools, 51(2), 270-281.
Doody, K., Schuetze, P., & Fulcher-Rood, K. (2020). Service learning in the time of COVID-19. Experiential Learning & Teaching in Higher Education, 3(1), Article 8.
Fulcher-Rood, K., Castilla-Earls, A., & Higginbotham, J. (2020). What Does Evidence-Based Practice Mean to You? A Follow-Up Study Examining School-Based Speech-Language Pathologists' Perspectives on Evidence-Based Practice. American Journal of Speech-Language Pathology, 29(2), 688-704.
Castilla-Earls, A., Harvey, B., Fulcher-Rood, K., & Barr, C. (2019). The impact of clinical review bias on the coding of child language grammaticality.Communication Disorders Quarterly, 1-8.
Fulcher-Rood, K., Castilla-Earls, A., & Higginbotham, J. (2019). Diagnostic decisions in child language assessment: Findings from a case review assessment task. Language, Speech, and Hearing Services in Schools, 50(3), 385-398.
Fulcher-Rood, K., & Higginbotham, J. (2019). Interacting with persons who have ALS: Time, media, modality, and collaboration via speech-generating devices.Topics in Language Disorders, 39(4), 370-388.
Schuetze, P., Doody, K., & Fulcher-Rood, K. (2019). Using service learning to promote transdisciplinary collaborations among undergraduate and graduate students.Journal of Applied Learning in Higher Education, 8, 9-25.
Sullivan, R., Fulcher-Rood, K., Kruger, J., Sipley, G., & van Putten, C. (2019). Emerging Technologies for Lifelong Learning and Success: A MOOC for Everyone. Journal of Educational Technology Systems, 47(3), 318-336.
Castilla-Earls, A., & Fulcher-Rood, K. (2018). Convergent and divergent validity of the grammaticality and utterance length instrument. Journal of Speech, Language, and Hearing Research, 61, 120-129.
Fulcher-Rood, K., Castilla-Earls, A., & Higginbotham, J. (2018). School-based speech-language pathologists’ perspectives on diagnostic decision making.American Journal of Speech-Language Pathology, 27(2), 796-812.
Stathopoulos, E., Huber, J., Richardson, K., Kamphaus, J., DeCicco, D., Darling, M., Fulcher, K., & Sussman, J. (2013). Increased vocal intensity due to the Lombard effect in speakers with Parkinson's Disease: Simultaneous laryngeal and respiratory strategies.Journal of Communication Disorders, 48, 1-17.
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