Carla Wood
Biographic Data
| ID | 3844923 |
|---|---|
| NAME | Carla Wood |
| GIVEN NAMES | Carla |
| FAMILY NAME | Wood |
| SIGNATURE | WOOD C |
| AFFILIATIONS | Florida State University |
| ORCID | 0000-0002-0551-0638 |
| VERIFIED | Yes |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 5 |
| WORKS AS AUTHOR | 14 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2015 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Children’s Written Morphology Skills Demonstrated in Third Grade Narrative Responses
Morphological knowledge supports vocabulary, reading, and writing, yet its development in school-aged children remains underexplored, particularly within classroom writing. Prior studies have relied on isolated subtests rather than authentic written production to evaluate morphological skill. This study addressed a practical and theoretical gap by examining how third-grade students demonstrate morphological knowledge through narrative writing and…
Verb Ventures
Spanish-English-speaking multilinguals (MLs) with developmental language disorders (DLD) have greater difficulty with verb morphology compared to their typically developing peers. Similar patterns of errors are observed in both monolinguals and MLs with DLD. However, there are more studies that have explored the effectiveness of grammar interventions targeting verb morphology for monolinguals compared to MLs. Moreover, there are even fewer studie…
Comparing Deaf/Hard-of-Hearing Children’s Oral Narratives Using Movies and Static Books
Clinicians utilize various methods for narrative sampling, including oral assessments like story generation and retelling, often aided by visual aids. Assessing language skills in deaf/hard of hearing (DHH) children requires careful narrative technique selection. This comparative observational study investigates the narrative outcomes of story generation and retelling tasks in 21 DHH children, using both book and movie contexts. Most microstructu…
Supportive language strategies for preschool dual language learners
Elementary Classroom Vocabulary Experiences
This study aimed to examine language at the teacher/classroom level among second-grade classrooms that differ in socioeconomic backgrounds. Measures of teachers’ vocabulary input across the school day throughout the school year were examined. There was a significant difference in the proportion of academic word use between classes that differed in the percentage of students on free or reduced-price lunch. Teachers in classes of students from high…
Predictors of item accuracy on the Test de Vocabulario en Imagenes Peabody for Spanish-English speaking children in the United States
This study examines the response patterns of 288 Spanish-English dual language learners on a standardized test of receptive Spanish vocabulary. Investigators analyzed responses to 54 items on the Test de Vocabulario en Imagenes (TVIP) [Dunn, L. M., D. E. Lugo, E. R. Padilla, and L. M. Dunn. 1986. Test de Vocabulario en Imganes Peaboy: Adaptacion Hispanoamericana. Circle Pines, MN: AGS] focusing on differential accuracy on items influenced by (a) …
Verb Errors in 5th-Grade English Learners’ Written Responses
The ability to express oneself through written language is a critically important skill for long-term educational, emotional, and social success. However, despite the importance of writing, English Learner students continue to perform at or below basic levels which warrants additional efforts to identify specific areas of weakness that impact writing quality. To that end, this study aims to describe the effect of verb accuracy on writing quality …
A systematic review of language-focused interventions for young children from culturally and linguistically diverse backgrounds
Average change in sentence repetition by Spanish-English speaking children
Purpose: This study aimed to describe change in dual language learners’ (DLLs) morphosyntactic skills from kindergarten to first grade based on a sentence repetition task in English and Spanish.Methods: The sample included Spanish-English speaking children (n = 25). Investigators employed a repeated measures analysis of variance with one within-subjects effect (time).Results: Overall there was a significant difference in sentence repetition accur…
Acknowledging Challenges and Embracing Innovative Instructional Practices in Response to Cultural and Linguistic Diversity
Aims of the current study were to explore teachers’ background, beliefs, attitudes, and sense of self-efficacy, as well as instructional supports and innovative practices in response to cultural and linguistic diversity in classrooms serving Spanish-English speaking children of migrant workers. A total of 22 teachers participated in semi-structured interviews regarding linguistic diversity in the classroom. Their responses were transcribed and qu…
The Relationship between Parental Language Dominance of Heritage Spanish-speaking Children and Child Performance in Normative Language Assessments
This study investigates the relationship between parental language dominance in Spanish and heritage language (HL) child performance on receptive vocabulary and emergent literacy skills in English through two norm-based assessments. We used the Bilingual Language Profile (BLP) (Birdsong, Gertken, & Amengual, 2012) to assess parental language dominance in a quantifiable and structured way. Kindergarten HL children (n = 58) were tested on the Peabo…
Rapid Automatic Naming Performance of Young Spanish-English Speaking Children
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…
A Comparison of the Grammatical Production of Child Heritage Speakers of Spanish across Language and Grade
In this study, we elicited grammatical forms (oral production) from a group of child heritage speakers of Spanish (N = 45) in English and Spanish, using the morphosyntax subtest of the Bilingual English-Spanish Assessment (BESA), (Peña et al. 2014). A cross-sectional design was used with 25 participants in kindergarten and 20 in first grade. All children spoke Spanish at home and attended English rural schools. We controlled for L2 class environm…
Facilitating Vocabulary Acquisition of Children With Cochlear Implants Using Electronic Storybooks
The present intervention study explored the word learning of 18 children with cochlear implants in response to E-book instruction. Capitalizing on the multimedia options available in electronic storybooks, the intervention incorporated videos and definitions to provide a vocabulary intervention that includes evidence-based teaching strategies. The extent of the children's word learning was assessed using three assessment tasks: receptive pointing…
Verb Errors in 5th-Grade English Learners’ Written Responses
The ability to express oneself through written language is a critically important skill for long-term educational, emotional, and social success. However, despite the importance of writing, English Learner students continue to perform at or below basic levels which warrants additional efforts to identify specific areas of weakness that impact writing quality. To that end, this study aims to describe the effect of verb accuracy on writing quality …
A Comparison of the Grammatical Production of Child Heritage Speakers of Spanish across Language and Grade
In this study, we elicited grammatical forms (oral production) from a group of child heritage speakers of Spanish (N = 45) in English and Spanish, using the morphosyntax subtest of the Bilingual English-Spanish Assessment (BESA), (Peña et al. 2014). A cross-sectional design was used with 25 participants in kindergarten and 20 in first grade. All children spoke Spanish at home and attended English rural schools. We controlled for L2 class environm…
Rapid Automatic Naming Performance of Young Spanish-English Speaking Children
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…
Facilitating Vocabulary Acquisition of Children With Cochlear Implants Using Electronic Storybooks
The present intervention study explored the word learning of 18 children with cochlear implants in response to E-book instruction. Capitalizing on the multimedia options available in electronic storybooks, the intervention incorporated videos and definitions to provide a vocabulary intervention that includes evidence-based teaching strategies. The extent of the children's word learning was assessed using three assessment tasks: receptive pointing…
The Relationship between Parental Language Dominance of Heritage Spanish-speaking Children and Child Performance in Normative Language Assessments
This study investigates the relationship between parental language dominance in Spanish and heritage language (HL) child performance on receptive vocabulary and emergent literacy skills in English through two norm-based assessments. We used the Bilingual Language Profile (BLP) (Birdsong, Gertken, & Amengual, 2012) to assess parental language dominance in a quantifiable and structured way. Kindergarten HL children (n = 58) were tested on the Peabo…
Rapid Automatic Naming Performance of Young Spanish-English Speaking Children
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…
A Comparison of the Grammatical Production of Child Heritage Speakers of Spanish across Language and Grade
In this study, we elicited grammatical forms (oral production) from a group of child heritage speakers of Spanish (N = 45) in English and Spanish, using the morphosyntax subtest of the Bilingual English-Spanish Assessment (BESA), (Peña et al. 2014). A cross-sectional design was used with 25 participants in kindergarten and 20 in first grade. All children spoke Spanish at home and attended English rural schools. We controlled for L2 class environm…
Acknowledging Challenges and Embracing Innovative Instructional Practices in Response to Cultural and Linguistic Diversity
Aims of the current study were to explore teachers’ background, beliefs, attitudes, and sense of self-efficacy, as well as instructional supports and innovative practices in response to cultural and linguistic diversity in classrooms serving Spanish-English speaking children of migrant workers. A total of 22 teachers participated in semi-structured interviews regarding linguistic diversity in the classroom. Their responses were transcribed and qu…
Average change in sentence repetition by Spanish-English speaking children
Purpose: This study aimed to describe change in dual language learners’ (DLLs) morphosyntactic skills from kindergarten to first grade based on a sentence repetition task in English and Spanish.Methods: The sample included Spanish-English speaking children (n = 25). Investigators employed a repeated measures analysis of variance with one within-subjects effect (time).Results: Overall there was a significant difference in sentence repetition accur…
A systematic review of language-focused interventions for young children from culturally and linguistically diverse backgrounds
Predictors of item accuracy on the Test de Vocabulario en Imagenes Peabody for Spanish-English speaking children in the United States
This study examines the response patterns of 288 Spanish-English dual language learners on a standardized test of receptive Spanish vocabulary. Investigators analyzed responses to 54 items on the Test de Vocabulario en Imagenes (TVIP) [Dunn, L. M., D. E. Lugo, E. R. Padilla, and L. M. Dunn. 1986. Test de Vocabulario en Imganes Peaboy: Adaptacion Hispanoamericana. Circle Pines, MN: AGS] focusing on differential accuracy on items influenced by (a) …
Verb Errors in 5th-Grade English Learners’ Written Responses
The ability to express oneself through written language is a critically important skill for long-term educational, emotional, and social success. However, despite the importance of writing, English Learner students continue to perform at or below basic levels which warrants additional efforts to identify specific areas of weakness that impact writing quality. To that end, this study aims to describe the effect of verb accuracy on writing quality …
Elementary Classroom Vocabulary Experiences
This study aimed to examine language at the teacher/classroom level among second-grade classrooms that differ in socioeconomic backgrounds. Measures of teachers’ vocabulary input across the school day throughout the school year were examined. There was a significant difference in the proportion of academic word use between classes that differed in the percentage of students on free or reduced-price lunch. Teachers in classes of students from high…
Supportive language strategies for preschool dual language learners
Comparing Deaf/Hard-of-Hearing Children’s Oral Narratives Using Movies and Static Books
Clinicians utilize various methods for narrative sampling, including oral assessments like story generation and retelling, often aided by visual aids. Assessing language skills in deaf/hard of hearing (DHH) children requires careful narrative technique selection. This comparative observational study investigates the narrative outcomes of story generation and retelling tasks in 21 DHH children, using both book and movie contexts. Most microstructu…
Children’s Written Morphology Skills Demonstrated in Third Grade Narrative Responses
Morphological knowledge supports vocabulary, reading, and writing, yet its development in school-aged children remains underexplored, particularly within classroom writing. Prior studies have relied on isolated subtests rather than authentic written production to evaluate morphological skill. This study addressed a practical and theoretical gap by examining how third-grade students demonstrate morphological knowledge through narrative writing and…
Verb Ventures
Spanish-English-speaking multilinguals (MLs) with developmental language disorders (DLD) have greater difficulty with verb morphology compared to their typically developing peers. Similar patterns of errors are observed in both monolinguals and MLs with DLD. However, there are more studies that have explored the effectiveness of grammar interventions targeting verb morphology for monolinguals compared to MLs. Moreover, there are even fewer studie…
Psychology (11 works) · Linguistics (10 works) · Reading and Literacy Development (10 works) · Language Development and Disorders (8 works) · Computer Science (5 works) · Developmental psychology (5 works) · Mathematics education (5 works) · Pedagogy (5 works) · Vocabulary (5 works) · Multilingual Education and Policy (4 works)