Assistant Professor, Speech Language
Phone: (619) 594-6140
Office: SLHS 232
Download CV (pdf)
- Ph.D. (2017) – Speech and Hearing Science, Arizona State University
- M.S. (2015) – Communication Disorders, Arizona State University
- B.A. (2006) – Psychology, University of California, San Diego
- American Speech-Language-Hearing Association
- Society for the Scientific Study or Reading
Academic and Clinical Teaching Areas
- Aural Rehabilitation
- Child Language Disorders
Dr. Sanabria’s research focuses on literacy development in Spanish-English bilingual children with and without developmental language disorder and how individual and classroom level factors impact this development.
Pratt, A., Adams, A.M., Bedore, L., & Peña, E. (in press) Using parent and teacher reports of children’s English and Spanish language proficiency to screen for developmental language disorder in bilinguals. Topics in Early Childhood Special Education.
Zargar, E., Adams, A. M., & Connor, C. M. (2020). The relations between children’s comprehension monitoring and their reading comprehension and vocabulary knowledge: An eye-movement study. Reading and Writing, 33, 511-545.
Connor, C.M., Kelcey, B., Sparapani, N., Petscher, Y., Siegal, S., Adams, A.M, Hwang, J.K., & Carlisle, J. (in press). Predicting second and third graders’ reading comprehension gains: Observing students’ and classmates’ talk during literacy instruction using COLT. Scientific Studies of Reading, 1-23.
Connor, C. M., Adams, A., Zargar, E., Wood, T. S., Hernandez, B. E., & Vandell, D. L. (2019). Observing individual children in early childhood classrooms using Optimizing Learning Opportunities for Students (OLOS): A feasibility study. Early Childhood Research Quarterly.
Adams, A. M., Glenberg, A. M., & Restrepo, M. A. (2019). Embodied reading in a transparent orthography. Learning and Instruction, 62, 27-36.
Adams, A. M., Glenberg, A. M., & Restrepo, M. A. (2018). Moved by Reading in a Spanish-speaking, dual language learner population. Language, Speech, and Hearing Services in Schools, 1-13.
Walker, E., Adams, A., Restrepo, M. A., Fialko, S., & Glenberg, A. M. (2017). When (and how) interacting with technology-enhanced storybooks helps dual language learners. Translational Issues in Psychological Science, 3(1), 66.
Adams, A.M. (2016) How Language Is Embodied in Bilinguals and Children with Specific Language Impairment. Front. Psychol. 7:1209. doi: 10.3389/fpsyg.2016.01209
LaCross, A., Liss, J., Barragan, B., Adams, A., Berisha, V., McAuliffe, M., & Fromont, R. (2016). The role of stress and word size in Spanish speech segmentation. The Journal of the Acoustical Society of America, 140(6), EL484-EL490.
Blumenfeld, H.K. & Adams, A. (2014) Learning and processing of nonverbal symbolic information in bilinguals and monolinguals. Front. Psychol. 5:1147. doi: 10.3389/fpsyg.2014.01147
- For an up to date publications list see Google Scholar.