Sarah Surrain
Biographic Data
| ID | 4420360 |
|---|---|
| NAME | Sarah Surrain |
| GIVEN NAMES | Sarah |
| FAMILY NAME | Surrain |
| SIGNATURE | SURRAIN S |
| AFFILIATIONS | The University of Texas Health Science Center at Houston |
| ORCID | 0000-0002-6296-3182 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 6 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
A Community-Based Participatory Research Approach to Evaluating Perceptions of Bilingualism Among Latino Parents of Autistic Children
Bilingualism has multiple benefits, however, non-native English speakers in the United States often lose their minority language. Nevertheless, language attrition is preventable, as parental perceptions of bilingualism (PoB) contribute to a child’s active use of each language and influence proficiency. At present, there is a significant gap in understanding how different cultures and belief systems might influence the language development of auti…
Exploring differential impacts of a parent intervention on reading and toy play across ethnic and linguistic groups
Fostering Dual Language Learners’ Participation in Head Start Classroom Conversations Through Code-Switching in Whole Group and Small Group Settings
Research Findings: Children’s oral language skills lay the foundation for later literacy and can be fostered through responsive conversations with teachers. However, such conversations are rare in preschool, particularly between teachers and dual language learners (DLLs), or students who speak a minoritized language at home. DLLs benefit when their home language is used and instruction is provided in small groups, but few studies have explored th…
Phonetic discrimination, phonological awareness, and pre-literacy skills in Spanish–English dual language preschoolers
The current study explores variation in phonemic representation among Spanish–English dual language learners (DLLs, n = 60) who were dominant in English or in Spanish. Children were given a phonetic discrimination task with speech sounds that: 1) occur in English and Spanish, 2) are exclusive to English, and 3) are exclusive to Russian, during Fall (age m = 57 months) and Spring (age m = 62 months, n = 42). In Fall, English-dominant DLLs discrimi…
‘Spanish at home, English at school’
In the United States nearly one third of children under five live in homes where a non-English language is spoken. However, many of these language-minority (LM) children shift towards English monolingualism after beginning school in early childhood. While language input and usage are central to acquisition and maintenance in each language, less is known about parents’ perceptions of bilingualism and how perceptions inform parents’ actions to supp…
Describing bilinguals
Recent years have seen a surge in research comparing bilinguals to monolinguals, yet synthesizing this literature is complicated by the diversity of language and social backgrounds behind these dichotomous labels. The current study examines the labels and descriptions reported in 186 studies comparing bilinguals and monolinguals published between 2005–2015 in order to understand how bilingualism has been operationalized and to describe the degree…
No prominent works on this page.
Describing bilinguals
Recent years have seen a surge in research comparing bilinguals to monolinguals, yet synthesizing this literature is complicated by the diversity of language and social backgrounds behind these dichotomous labels. The current study examines the labels and descriptions reported in 186 studies comparing bilinguals and monolinguals published between 2005–2015 in order to understand how bilingualism has been operationalized and to describe the degree…
‘Spanish at home, English at school’
In the United States nearly one third of children under five live in homes where a non-English language is spoken. However, many of these language-minority (LM) children shift towards English monolingualism after beginning school in early childhood. While language input and usage are central to acquisition and maintenance in each language, less is known about parents’ perceptions of bilingualism and how perceptions inform parents’ actions to supp…
Phonetic discrimination, phonological awareness, and pre-literacy skills in Spanish–English dual language preschoolers
The current study explores variation in phonemic representation among Spanish–English dual language learners (DLLs, n = 60) who were dominant in English or in Spanish. Children were given a phonetic discrimination task with speech sounds that: 1) occur in English and Spanish, 2) are exclusive to English, and 3) are exclusive to Russian, during Fall (age m = 57 months) and Spring (age m = 62 months, n = 42). In Fall, English-dominant DLLs discrimi…
Fostering Dual Language Learners’ Participation in Head Start Classroom Conversations Through Code-Switching in Whole Group and Small Group Settings
Research Findings: Children’s oral language skills lay the foundation for later literacy and can be fostered through responsive conversations with teachers. However, such conversations are rare in preschool, particularly between teachers and dual language learners (DLLs), or students who speak a minoritized language at home. DLLs benefit when their home language is used and instruction is provided in small groups, but few studies have explored th…
Exploring differential impacts of a parent intervention on reading and toy play across ethnic and linguistic groups
A Community-Based Participatory Research Approach to Evaluating Perceptions of Bilingualism Among Latino Parents of Autistic Children
Bilingualism has multiple benefits, however, non-native English speakers in the United States often lose their minority language. Nevertheless, language attrition is preventable, as parental perceptions of bilingualism (PoB) contribute to a child’s active use of each language and influence proficiency. At present, there is a significant gap in understanding how different cultures and belief systems might influence the language development of auti…
Language Development and Disorders (4 works) · Linguistics (4 works) · Neuroscience of multilingualism (4 works) · Psychology (4 works) · Developmental psychology (3 works) · Pedagogy (3 works) · Reading and Literacy Development (3 works) · Dual language (2 works) · Literacy (2 works) · Mathematics education (2 works)