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Pham, G., Ebert, K. D., Dinh, K. T., & Dam, Q. (2018). Nonword repetition stimuli for Vietnamese-speaking children. Behavior research methods, 1-16.

Pham, G., & Tipton, T. (2018). Internal and External Factors That Support Children's Minority First Language and English. Language, Speech, and Hearing Services in Schools, 1-12.

Pham, G., Donovan, D., Dam, Q., & Contant, A. (2018). Learning words and definitions in two languages: What promotes cross-language transfer? Language Learning, 68, 206-233.

Ebert, K., & Pham, G. (2017). Synthesizing Information From Language Samples and Standardized Tests in School-Age Bilingual Assessment. Language, Speech, and Hearing Services in Schools, 48, 42-55.

McLeod, S., Verdon, S., & International Expert Panel on Multilingual Children¹s Speech (2017). Tutorial: Speech assessment for multilingual children who do not speak the same language(s) as the speech-language pathologist. American Journal of Speech-Language Pathology, 26, 691-708.

Pham, G. (2016). Pathways for learning two languages: Lexical and grammatical associations within and across languages in sequential bilingual children. Bilingualism: Language & Cognition. Advanced online publication.

Pham, G. & Ebert, K. (2016). A longitudinal analysis of sentence interpretation in bilingual children. Applied Psycholinguistics, 37, 461-485.

Pham, G., Ebert, K., & Kohnert, K. (2015). Bilingual children with primary language impairment: Three months after treatment. International Journal of Language and Communication Disorders, 50, 94-105.

Ebert, K., Pham, G., & Kohnert, K. (2014). Lexical profiles of bilingual children with primary language impairment. Bilingualism: Language and Cognition, 17, 766-783.

Ebert, K., Kohnert, K., Pham, G., Disher, J., & Payesteh, B. (2014). Three treatments for bilingual children with primary language impairment: Examining cross-linguistic and cross-domain effects. Journal of Speech, Language, & Hearing Research, 57, 172-186.

Pham, G. & Kohnert, K. (2014). A longitudinal study of lexical development in children learning Vietnamese and English. Child Development, 85, 767-782.

Pham, G. (2012). Addressing less common languages via telepractice: A case example with Vietnamese. Perspectives on Culturally and Linguistically Diverse Populations, 19, 77-84.

Pham, G., Kohnert, K., & Mann, D. (2011). Addressing clinician-client mismatch: Language intervention with a bilingual Vietnamese-English preschooler. Language, Speech, and Hearing Services in Schools, 42, 408-422.

Windsor, J., Kohnert, K., Lobitz, K., & Pham, G. (2010). Cross-language nonword repetition by bilingual and monolingual children. American Journal of Speech-Language Pathology, 19, 298-310.

Pham, G. & Kohnert, K. (2010). Sentence interpretation by typically developing Vietnamese-English bilingual children. Applied Psycholinguistics, 31, 507-529.

Pham, G., & Kohnert, K. (2009). A corpus-based analysis of Vietnamese ‘classifiers’ con and cái. Mon Khmer Studies, 38, 1-11.

Pham, G., Kohnert, K., & Carney, E. (2008). Corpora of Vietnamese Texts: Lexical effects of intended audience and publication place. Behavior Research Methods, 40, 154-163.

Wing, C., Kohnert, K., Pham, G., Cordero, K., Ebert, K., Kan, P.F., & Blaiser, K. (2007). Culturally consistent treatment for late-talkers. Communication Disorders Quarterly, 29, 20-27.

Tang, G. (2007). Cross-linguistic analysis of Vietnamese and English with implications for Vietnamese language acquisition and maintenance in the United States. Journal of Southeast Asian-American Education & Advancement, 2, 1-33.

Tang, G. & Barlow, J. (2006). Characteristics of sound systems of monolingual Vietnamese-speaking children with phonological impairment. Clinical Linguistics & Phonetics, 20, 6, 423-445.