Lisa Fitton

Biographic Data

ID3532172
NAMELisa Fitton
GIVEN NAMESLisa
FAMILY NAMEFitton
SIGNATUREFITTON L
AFFILIATIONSUniversity of South Carolina
ORCID0000-0003-0524-7339
VERIFIEDYes
TOTAL WORKS7
TOTAL CITATIONS1
WORKS AS AUTHOR7
WORKS AS EDITOR0
FIRST PUBLICATION YEAR2017
LATEST PUBLICATION YEAR2026
H-INDEX1

  • Mapping Multilingual Voices

    Open AccessTyler Prochnow, Jeong-Hui Park et al.ARTICLEEarly Education and Development2026

    Research Findings: This study explores similarities between how different informants characterize language interactions in childhood bilingual educational settings. Spanish–English bilingual children (n = 120, 45.8% female) from pre-kindergarten through second grade (age range: 4–9 years; M = 6.33 years, SD = 1.09 years) were recruited from four elementary schools in central Texas. Three network assessments were employed: (1) teacher-reported cla…

  • Evaluation of the consistency of a speech verification system with human raters in early literacy screening assessments

    Open AccessYaacov Petscher, Jennifer I O'Sullivan et al.ARTICLEFrontiers in Education2026

    This study investigates the use of a speech verification system (SVS) technology, a form of automatic speech recognition (ASR), in the assessment of children's reading skills. Despite the growing integration of ASR systems in educational assessment, significant challenges persist, particularly due to the acoustic, pronunciation and dialectal variability inherent in children's speech. Our research evaluated the consistency between human rater (HR)…

  • Exploring the heterogeneity of home literacy practices

    Open AccessJiali Wang, J Marc Goodrich et al.ARTICLEEarly Childhood Research Quarterly2026

  • Reading and Math Achievement in Children With Dyslexia, Developmental Language Disorder, or Typical Development

    Open AccessDawna Duff, Dawna M Duff et al.ARTICLEJournal of Learning Disabilities2023

    We examined how children ( N = 448) with separate or co-occurring developmental language disorder (DLD) and dyslexia performed on school-based measures of academic functioning between second and fourth grades. Children were recruited from 1 school district in the U.S. state of South Carolina via classroom screenings and met common research criteria for DLD and dyslexia. Growth curve models were used to examine the overall form of growth and diffe…

  • Relations between oral language skills and English reading achievement among Spanish–English bilingual children

    Open AccessJ Marc Goodrich, Lisa Fitton et al.ARTICLEAnnals of Dyslexia2023

  • Oral Language Acquisition in Preschool Children Who are Deaf and Hard-of-Hearing

    Open AccessKrystal L Werfel, Gabriella Reynolds et al.ARTICLEThe Journal of Deaf Studies and…2022

    The purpose of this study was to compare developmental trajectories of oral language acquisition of children who are deaf and hard of hearing (DHH) and children with typical hearing across the preschool years. Thirty children who are DHH who use amplification and spoken language and 31 children with typical hearing completed an early language and literacy assessment battery every six months from age 4 to age 6. The developmental trajectories of e…

  • Rapid Automatic Naming Performance of Young Spanish-English Speaking Children

    Open AccessCarla Wood, Kristina Bustamante et al.ARTICLELanguages2017Cited by: 1References: 64

    The aim of this preliminary study was to examine the feasibility of a rapid automatic naming (RAN) task for young Spanish-English speaking dual language learners (DLLs) and to examine the relationship between children's performance on RAN and other standardized language and literacy assessments. A total of 275 Spanish-English speaking children in kindergarten and first grade attempted a RAN task and completed assessments of language and early lit…