|Start date:||October 2018|
Andriola, D. & Allen, T.E. (2018, June). Rapid Automatized Naming (RAN) Speed Does Not Predict Reading in Deaf Readers: Implications for Theoretical Accounts of RAN. Paper presented at the Annual meeting of the Association for Psychological Science, San Francisco, CA. June 2018.
Rodriguez, Y. & Allen, T.E. (2017, August). Characteristics of preschool Hispanic deaf children and the educational services received. Poster presented at the 125th American Psychological Association Convention, Washington, DC. August 5, 2017.
Rodriguez, Y. S., & Allen, T. E. (2018). Exploring Hispanic parents' beliefs and attitudes about deaf education. Journal of Latinos and Education, 1-11.
Allen, T. & Fernandez, R. (2019). The VL2 online assessment system: A tool for building assessment in a visual language (Software). Washington, DC: Science of Learning Center on Visual Language and Visual Learning.
Allen, T. & Morere, D. (Revise and Resubmit). Early visual language skills affect the trajectory of literacy gains over a three-year period of time for preschool aged deaf children who experience signing in the home. PLOS-One.
Wille, B., Allen, T., Van Lierde, K., Van Herreweghe, M. (in press). Using the adapted Flemish Sign Language VCSL-checklist. Journal of Deaf Studies and Deaf Education.
Winthrop, D., Jaeger, M. Allen, T., Morere, D., & Miller, C. (2019). Identifying language delays among signing deaf children (Research Brief #12). Washington, DC: Science of Learning Center on Visual Language and Visual Learning (VL2).