Bilingualism in infancy: first steps in perception and comprehension
Janet F. Werker and Krista Byers-Heinlein in Trends in Cognitive Sciences Journal 2008.
Bilingual language learning: An ERP study relating early brain responses to speech, language input, and later word production by Adrian Garcia-Sierraa, Maritza Rivera-Gaxiolaa, Cherie R. Percaccioa, Barbara T. Conboyb, Harriett Romoc, Lindsay Klarmana, Sophia Ortizc, Patricia K. Kuhla, Journal of Phonetics in 2011.
Language selection in bilingual word production: Electrophysiological evidence for cross-language competition
Noriko Hoshinoa, and Guillaume Thierryb in Brain Research in 2010.
Brian Goldstein’s, 2nd edition of Bilingual Language Development and Disorders in Spanish-English Speakers. Brookes Publishing
Professor Claudia Rinaldi is the Chair of the Education Program at Lasell University. Her areas of research are the implementation of the Multi-Tier System of Supports (MTSS) framework in urban settings with English learners, teacher education in bilingual special education, and diversifying the teacher pipeline. Claudia has authored peer-reviewed publications and a book for educators called Practical Ways to Engage All Struggling Readers. She lead and developed a graduate certificate program in Teaching Bilingual Students with Disabilities for general, ESL and special education teachers geared towards applying research-informed practices to the questions and processes of identifying whether it is a language difference or a learning disability. Claudia developed a college mentoring program called Pathways to Teacher Diversity for districts and teacher education programs to partner in identifying and supporting underrepresented high school students interested in teaching careers to successfully access and persist in college. She serves in various boards including the National Center for Learning Disabilities and serves as an expert for Understood.org and the National Center for Intensive Interventions.
Professor Claudia Rinaldi believes that it is critical to prepare teacher leaders who may serve as advocates and allies and who will respond to the belief that all students can learn and succeed beyond barriers like culture, language, disability poverty, and marginalization in our country and globally.