Faculty and Staff Profiles

Director of the Language Acquisition Lab

Co-director of the Bilingualism Lab

Education:

• PhD, City University of New York, Graduate Center, 2000
• MPhil, City University of New York, Graduate Center, 1998
• MA, City University of New York, Lehman College, 1997
• BA, The University of Massachusetts, Amherst, MA, 1989

Research Interests:

• Language acquisition
• Prosodic development
• Derivational morphology
• Development of lexical organization
• Language and literacy relationships
• Bilingualism
  

Teaching Interests:

• Typical Language Development
• Atypical Language Development
• Language Learning Disabilities
• Psycholinguistics
• Sociocultural influences on communication
  

 Funded Research:

Working with Interpreters:  Preparing communication disorders professionals to serve culturally and linguistically diverse children and families

US Dept of Education, OSEP, Personnel Preparation Grant:  H325K100322

11/01/2010--10/31/2014 (NCE through 2015)

PI: Linda Jarmulowicz; Co-Director: Teresa Wolf

The Working with Interpreters project addresses the national shortage of speech-language pathologists (SLPs) and audiologists (AuDs) who are trained with the knowledge and skills to provide culturally and linguistically appropriate services to non-English speaking children and their families. We focus on improving services to the Hispanic population by training students in a clinic with onsite Spanish-English interpreters and through modified academic program.

 

Phonology and Literacy in Early Bilinguals

NIH/NICHD:  R01 HD046947-01A1

04/01/05–03/31/10; NCE 2011

PI: D.Kimbrough Oller; Co-investigators: Linda Jarmulowicz and Eugene Buder

This project is designed to reveal poorly understood relationships between basic phonological capabilities and specific reading and phonological awareness skills. The relationships will be investigated in Spanish-speaking children learning English as a second language. Failure to understand the impact of such skills on these individuals’ L2 proficiency has likely constrained the efficacy of pedagogical and clinical support and interventions. The research will study predicted effects primarily by fine transcriptions and acoustic analyses designed to reveal allophonic variations indicative of the L2 learners’ phonological production skills.

Influence of lexical-semantic knowledge on derived word production tasks

Faculty Research Grant, The University of Memphis,  07/01/07 - 06/30/08

Factors Related to Third Grader’s Stress Production in Derived English Words

American Speech-Language and Hearing Foundation (2004) New Investigator Grant

Master's Theses advised:

Jessica (Mixon) Kersting (2005): Evaluating Accredited Preschools for Promotion of Emergent Literacy Skills

Elizabeth Mitchell (2003): Development of Phonological Awareness: A Stimulation Program For Four-Year-Old Children

Doctoral Students:

Jonathan Rogers

Kathleen Bauer (2017). Language and literacy relationships in Spanish-speaking English language learners from Kindergarten to 2nd grade.

Stephanie McMillen (2016). Pescado or fish? Rapic automatic naming performance for young Spanish-speaking English language learners.

Wei-Lun Chung (2015). Auditory processing and linguistic prosody as cross-linguistic precursors in reading development

Sarah E. Hay (2008). Processing limitations in children with dyslexia

Valentina L. Taran-Michael (2007). Lexical factors affecting derived word spelling performance in fifth grade children

Doctoral Dissertation Committee:

Lindsay Heggie (at Queen's University, Kingston Ontario)

Lauren Burrows (co-advisor)

Todd A. Gibson (co-advisor)

Jani Johnson

Lenette Ivy

Johanna Price

Angela Bradford

          

• Dean, School of Communication Sciences & Disorders - University of Memphis - July 2018 - present
• Interim Dean, School of Communication Sciences & Disorders - University of Memphis - July 2015-June 2018
• Associate Dean, School of Communication Sciences & Disorders - University of Memphis - December 2013 - June 2015
• Associate Professor, School of Audiology and Speech-Language Pathology - The University of Memphis, Memphis, TN - Sept 2008 to present

• PI Millionaire Award - University of Memphis, Research Support Services - 2014
• Eye of the Tiger - University of Memphis, Alumni Association - 2016
• Distinguished Alumni Award - The Graduate Center, CUNY, Speech-Language-Hearing Sciences - 2017

• Funded - State of Tennessee, AAC grant (PI: Vicki Haddix): Tennessee Talks - $520,000 - 3/2018-2/2023
• Funded - US Dept of Ed, OSERS personnel preparation grant; Principal Investigator - $1,173,540 - 11/1/2010 to 10/31/2014
• Funded - Tennessee Board of Regents, Diversity Grant; Principal Investigator - $68,439 - 6/1/2010 to 5/31/2011
• Funded - NIH/NICHD Grant ; Phonological and Literacy Development in Bilinguals; Co-Investigator (20% effort), (PI, D.Kimbrough Oller) - $2,433,645 - 4/2005 - 3/2010

• McMillen, S., Jarmulowicz, L., Mackay, M.M. & Oller, D. K. (2020). Rapid shift in naming efficiency on a rapid automatic naming task by young Spanish-speaking English language learners. Applied Psycholinguistics.  https://doi.org/10.1017/S0142716420000260
  
• Burrows, L., Jarmulowicz, L., Ethington, C., & Oller, D.K. (2019). Allophony in English language learners: The case of flap in English and Spanish. Language, Speech, and Hearing Services in Schools, 50(1), 138-149.
  
• Gibson, T.A., Jarmulowicz, L., & Oller, D.K. (2018, online). Bilingual and monolingual children’s articulation rates during nonword repetition tasks. International Journal of Bilingualism. https://doi.org/10.1177/1367006918781067.
  
  Gibson, T.A., Jarmulowicz, L., & Oller, D.K. (2018). Difficulties using standardized tests to identify the receptive expressive gap in bilingual children’s vocabularies. Bilingualism: Language and Cognition, 21(2), 328-339. DOI:10.1017/S1366728917000074
  

• Chung, W-L., Jarmulowicz, L., & Bidelman, G. M. (2017, online). Auditory processing, linguistic prosody awareness, and word reading in Mandarin-speaking children learning English. Reading and Writing. DOI: 10.1007/s11145-017-9730-8

  Chung, W-L., & Jarmulowicz, L. (2017). English stress knowledge and word reading in adult Mandarin-speaking English learners. Journal of Psycholinguistics, 46, 997-1017. DOI 10.1007/s10936-017-9475-1

• Jarmulowicz, L. (2016). Stress production in derived English words as a developmental window.  In J. Thomson & L. Jarmulowicz (Eds.) Linguistic Rhythm and Literacy.  John Benjamins/TiLAR.

• Jarmulowicz, L., & Taran, V. L. (2013). Lexical morphology: Structure, process, and development. Topics in Language Disorders.

  Jarmulowicz, L., Taran, V. L., & Seek, J. (2012). Metalinguistics, stress accuracy, and word reading: Does dialect matter? Language Speech and Hearing Services in Schools, 43, 410-423. 

• Gibson, T. A., Oller, D. K., Jarmulowicz, L., & Ethington, C. (2012). The receptive-expressive gap in vocabulary of early second-language learners: Robustness and possible mechanisms. Bilingualism: Language and Cognition, 15(1), 102-116.

• Warlaumont, A. & Jarmulowicz, L. (2011 online). Suffix frequency in caregiver speech directed toward language impaired and typically developing children. Journal of Child Language. doi:10.1017/S0305000911000390   
• Edrington, J. L., Buder, E. H., & Jarmulowicz, L. (2009). Hesitation patterns in third grade children's derived word productions. Clinical Linguistics & Phonetics, 23(5), 348-374.     
• Jarmulowicz, L. & Hay, S. (2009). Derivational morphophonology: Exploring errors in third graders' productions. Clinical Forum in Language Speech and Hearing Services in Schools, 40, 299-311.      
• Jarmulowicz, L., Hay, S. E., Taran, V. L., & Ethington, C. A. (2008). Fitting English derived word production into a developmental model of reading. Reading and Writing: An Interdisciplinary Journal, 21 (3), 275-297.    
• Jarmulowicz, L., Taran, V.L., & Hay, S. E. (2008). Lexical Frequency and third-graders' stress accuracy in derived English word production. Applied Psycholinguistics, 29, 213-235.     
• Jarmulowicz, L., Taran, V. L., & Hay, S. E. (2007). Third graders' metalinguistic skills, reading skills, and stress production in derived English words. Journal of Speech, Language, and Hearing Research, 50(6), 1-13.     
• Jarmulowicz, L. (2006). School-Aged Children's Phonological Production of Derived English Words. Journal of Speech, Language, and Hearing Research, 49(2), 294-308.  

• *Chung, W-L., Jarmulowicz, L., & Bidelman, G. (2015). Auditory processing, linguistic prosody awareness, and word reading in Mandarin-English bilingual children. Oral presentation at the 22^nd Annual Meeting of the Society of Reading, July 2015, Hawaii.
• *McMillen, S. & Jarmulowicz, L. (2014). Developmental changes in rapid automatic naming: Comparing bilinguals and monolinguals.  Technical paper submitted to the ASHA Convention, November 2014, Orlando, FL.

• *Jarmulowicz, L., McCarthy, P., Meyer, D. & Schupbach, J. (2014). Two approaches to promoting 21^st century cultural competence in CSD.  Seminar presented at the 2014 Annual Conference of the Council of Academic Programs in Communication Sciences & Disorders.

• *Bauer, K. M., & Jarmulowicz, L. (2012). Bilingual fourth graders’ stress production of derived English words.  Poster at the 2012 American Speech Language Hearing Association Convention, Atlanta, GA.   
• Wolf, T., & Jarmulowicz, L., (2012). Hello to Hola and back again:  Child Diagnostics with Interpreters.  Seminar at the 2012 American Speech Language Hearing Association Convention, Atlanta, GA.  
• Jarmulowicz, L. (2012). Monolingual professionals in a multilingual world.  Featured speaker at the North Carolina Speech-Hearing-Language Association meeting, March 30, 2012, Concord, NC.  

• Jarmulowicz, L. (2011). Speech-Language Pathology in a multicultural and linguistically diverse world. Presentation at the West TN Parent Multicultural Leadership Conference, Sept 3, 2011, Memphis, TN. Sponsored by the West TN Support and Training for Exceptional Parents (STEP) program. 

• *Jarmulowicz, L. (2011). Stress and syllable errors in derived word production. Paper presented as part of Symposium on Prosody and Reading (moderator, L. Wade-Wooley) at the 18th Annual Meeting of the Society for the Scientific Study of Reading, July 13-16, St. Petersburg, FL.   
• Jarmulowicz, L. (2010). Derivational morphophonology: Accuracy and errors by children with dyslexia.  Paper presented at the Harvard/Radcliffe Seminar in Linguistic Rhythm and Literacy, The Radcliffe Institute for Advanced Study at Harvard University, June 11-12, 2010.    
• Jarmulowicz, L. (2010). Derivational morphology and reading. Paper presented at the International Child Phonology Conference, Memphis, TN, April 9-10, 2010.  
• Oller, D. K., Powers, A., & Jarmulowicz, L. (2010). Phonological correctness and accentedness in early L2 learning: Both L1 and L2 show effects of interference. Paper presented at the International Child Phonology Conference, Memphis, TN, April 9-10, 2010. 

•  *Gibson, T., A., Jarmulowicz, L., & Oller, D. K. (2009). Children's performance on standardized language tests administered by non-native speakers. Paper presented at the 2009 American Speech-Language and Hearing Association Convention, New Orleans, LA, November. 

  *Jarmulowicz, L. & Taran, V. L. (2009). Constructing a literate lexicon: How spelling, pronunciation, and meaning interact. Seminar presented at the 2009 American Speech-Language and Hearing Association Convention, New Orleans, LA, November.  

  * Jarmulowicz, L., Oller, D. K, Gibson, T. A.,Reese, L., Goldenberg, C., Powers, A., Mejis-Aruaz, R., & Ray Bazan, A. (2009). Rapid language shift in early second language immersion. Seminar presented at the 2009 American Speech-Language and Hearing Association Convention, New Orleans, LA, November.   

  *Woods, S. C., Jarmulowicz, L. & Hammett, M. (2009). Total communication therapy with an ESL child with a language delay.  Paper presented at the American Speech-Language-Hearing Association Annual Convention, New Orleans, LA.

•  *Jarmulowicz, L., & Taran, V. L. (2009). Emerging relationships between English derived-word spelling and stress production. Paper presented as part of Symposium on Sensitivity to Speech Prosody and Written Language Skills (moderator, C. Wood) at the 16th Annual Meeting of the Society for the Scientific Study of Reading, July 25-27, Boston, MA.     

• *Jarmulowicz, L., Taran, V. L., & Edrington, J. E. (2008). Does dialect matter in derived word stress production and decoding? Paper presented as part of Symposium on Prosody and Reading (co-chairs, L. Wade-Woolley & C. Wood) at the 15th Annual Meeting of the Society for the Scientific Study of Reading, July 10-12, Asheville, NC.  
• *Jarmulowicz, L., Taran, V. L., & Hay, S. E. (2006). Introduction of derivational morphophonology into a developmental model of reading. Poster at the Symposium on Research in Child Language Disorders, June 2006, Madison, WI.  
• *Taran, V. L., Jarmulowicz, L., Hay, S. E., & Edrington, J. E. (2005). Examination of social-demographic factors on stress accuracy in derived words. Paper presented at the 2005 American Speech-Language and Hearing Association Convention, San Diego, CA. [winner of student travel award]   
• Acuff, J. and Jarmulowicz, L. (2005). Intervention Wheel: A Framework for Language-Based Learning Difficulties. Paper presented at the 13th Joint Annual Convention of the Tennessee Association of Audiologists and Speech-Language Pathologists, Knoxville, TN. September, 2005.