Education:
M.A. 2014 Speech-Language Pathology, University of Kansas
B.A. 2009 English/Latin American Studies, University of Kansas
Dissertation: Predicting English development from kindergarten language profiles of Spanish-English-speaking bilingual children
Certification/Licensure:
ASHA Certificate of Clinical Competence, Speech-Language Pathology
NC license, Speech-Language Pathology
FLA license, Speech-Language Pathology
Specialties:
Language Development and Disorders
Bilingual Language and Literacy Development
Multicultural Considerations in Speech-Language Pathology
Augmentative and Alternative Communication
Research Methods
Teaching:
CSD 3366 – Communication Development
CSD 3350 – Evaluating Research in CSD
Biography:
Rachel Hoge joined the Department of Communication Sciences and Disorders in 2021 as an instructor while finishing her doctoral degree. She has worked as a speech-language pathologist for school-age children and toddlers in both educational and home-based settings. Her clinical work has focused on supporting Spanish-speaking dual language learners and their families. Rachel’s academic and research interests center around improving evaluation practices, service-delivery, and educational outcomes for a diverse group of learners, including bilingual children and individuals with complex communication needs. She received multiple awards to fund her research and support her academic goals including scholarships from the Philanthropic Educational Organization, ASHFoundation, and Council of Academic Programs in Communication Sciences and Disorders. She has presented her research at the American Speech-Language-Hearing Association annual convention and published findings with co-authors in various national and international journals.
Recent Publications:
Fitton, L., Hoge, R., Petscher, Y., & Wood, C. (2019). Psychometric evaluation of the Bilingual English-Spanish Assessment sentence repetition task for clinical decision-making. Journal of Speech-language-hearing Research, 62, 1906-1922. https://doi.org/10.1044/2019_JSLHR-L-18-0354
Bustamante, K., Wood, C., & Hoge, R. (2019). Results from a morphological awareness pilot study for English learners from Spanish-English migrant backgrounds. Sunshine State TESOL Journal, 12 (2), 39-52.
Wood, C., Hoge, R., Schatschneider, C., & Castilla-Earls, A. (2018). Predictors of item accuracy on the Test de Vocabulario en Imagenes Peabody for Spanish-English speaking children in the United States. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2018.1547266
Wood, C. & Hoge, R. (2017). Average change in sentence repetition by Spanish-English speaking children: Kindergarten to first grade. International Journal of Bilingual Education and Bilingualism, 1, 1-15. https://doi.org/10.1080/13670050.2017.1308310
Title: Instructor, Communication Sciences and Disorders/Speech-Language Pathology
Email address: Email me
Phone: (828) 262-2223
Fax: (828) 262-3153