*denotes mentorship of undergraduate student
Rojo, D.P., Ream, A.*, & Boyer, V.M.* (under review). Are Forms of Address Impacting Instructor Evaluations? A Fresh Look. Submitted July 2021.
Rojo, D.P., Echols, C.H., & Griffin, Z. (under review) Non-native Language Exposure as Scaffolding for Multilingual Awareness. Submitted May 2021.
Rojo, D.P., & Soto, L.* (under review). The Role of Parent Demographics in Children’s Multilingual Awareness. Submitted May 2021.
Rojo, D.P., & Echols, C.H. (2018): Non-native language exposure
promotes children’s willingness to accept labels in two languages, Journal of Cognition and
Development, DOI: 10.1080/15248372.2017.1405961 (PDF)
Rojo, D. P., & Echols, C. H. (2017). Accepting labels in two languages : Relationships with exposure and language awareness. Cahiers de l’ILOB, 8, 19–35. http://doi.org/10.18192/olbiwp.v8i0.1773 (PDF)
Creel, S. C., Rojo, D. P., & Paullada, A. N. (2016). Effects of contextual support on preschoolers’ accented speech comprehension. Journal of Experimental Child Psychology, 146, 156–180. doi:10.1016/j.jecp.2016.01.018 (PDF)