BiLL Lab Staff
Maria Adelaida Restrepo, Ph.D., CCC-SLP
Lab Director and Associate Professor in the Department of Speech and Hearing Science and Applied Linguistics Program.
Arizona State University
P.O. Box 870102
Tempe, AZ 85287-0102
Voice (480) 727-8795, Fax (480) 965-8516
Rachel Mayercek, M.A.
DRIVES Project Manager
Rachel Learn Mayercek has been working in Early Childhood Education for over fifteen years. Rachel holds a Master's Degree from New Mexico State University and has been working on grants that focus on early language and literacy through the Arizona State University's Speech and Hearing Department since 2005. Rachel began working on the Tempe Early Reading First collaborative with Dr. Gray then, went on to work on the TELL+ Preschool Curriculum Grant with Dr. Wilcox and TELL+ Spanish with Dr. Wilcox and Dr. Lafferty. Rachel is thrilled to now be working with Dr. Restrepo and Southwest Human Development on the DRIVES grant. Rachel practices and continues to develop her skills in early language and literacy by playing with her three year old son.
Giovanna Moreno, M.S.E.
SSLIC Project Manager
I have been working in the Bilingual Laboratory since 2007. I am currently assisting Dr. Restrepo to coordinate the laboratory, to manage the SSLIC grant and schedule testing for the DRIVES grant. I hold a Masters Degree in Engineering with a focus in Operations Research and I love planning, scheduling and organizing. Working in the Bilingual Laboratory has enabled me to gain hands-on experience in how research is conducted.
Ekaterina Smyk, PhD Candidate
My current research interests focus on investigating syntactic development of Russian-English bilingual children, developing language proficiency measures for English language learners and exploring specific language impairment in bilingual populations.
Maria Kapantzoglou is a trilingual speech-language pathologist from Greece. She graduated from the Pontifical University of Salamanca, Spain, with a B. A. in Speech Therapy in 2002. She completed her master's degree in Communication Disorders at the University of Massachusetts, Amherst, in 2006. Maria joined the ASU doctoral program in Speech and Hearing Science in the fall of 2008. She is interested in studying assessment approaches alternative to standardized tests, and the linguistic and cognitive limitations they may reveal for the identification of language impairment in bilingual children. She is also interested in methods of instruction that facilitate the bilingual and bicultural development of children in young ages.
Carol Mesa, M.A.
Carol Mesa graduated from Universidad Nacional de Colombia (Bogotá, Colombia South America) with a B.A. in Speech and Language Pathology in 2002; she completed her master's degree in Education at the same university in 2009. Carol joined the ASU doctoral program in Speech and Hearing Science in the fall of 2009. Carol is interested in studying language and early literacy development of young children and language assessment and intervention in schools.
Elizabeth Runnion, M.S., CCC-A
Betsy Runnion graduated from Ohio University with a B.S. in Hearing, Speech, and Language Sciences in 2000. She completed her Master of Science degree in audiology at the University of Arizona in 2002. Betsy joined the ASU doctoral program in Speech and Hearing Science in the fall of 2010.Email:
Darla Schrock, B.A.
I received my undergraduate degree in education from Goshen College with minors in Spanish and Teaching English to Speakers of Other Languages. I taught third grade for two years before deciding to pursue my interests in speech and language, and I am currently a Master's student at ASU in the Communication Disorders program. I was raised in a bilingual (English/Spanish) home, and bilingual first language acquisition is my primary research interest.Email:
Gareth Morgan, PhD.
Postdoctoral Fellow at The University of Texas,Austin
Bilingual child language development and disorders
Test and Scale Development
- Issues in assessment and treatment of bilingual children with language disorders
- Language Proficiency
- Language assessment and screening measures
- Use of Classical Test Theory and Item Response Theory as they pertain to measurement in education
- The inclusion of cognitive models in test and scale development