Lauren Cycyk
Biography
Lauren M. Cycyk, PhD, CCC-SLP, is an Associate Professor in Communication Disorders and Sciences. Her research focuses on sociocultural and environmental influences on the dual Spanish-English language development of young children from Latine backgrounds as well as developing culturally- and linguistically-responsive communication assessments, interventions, and disability support systems that promote positive outcomes of Latine and other multilingual children from the earliest ages. Her work has been funded by the National Institutes of Health, the Institute of Education Sciences, and the American Speech-Language-Hearing Association. She is also Co-Director of a personnel preparation program funded by the United States Office of Special Education Programs to train future special educators and speech-language pathologists. Lauren is a nationally-certified speech-language pathologist who has practiced in educational and medical settings in the United States and Mexico. She directs the Early Dual Language Development Laboratory at the University of Oregon.
Education
Publications
Peer-Reviewed Journal Articles (*indicates student/trainee co-author)
*NoorAli, S., De Anda, S., Cycyk, L. M., & Starlin, S. (in press). Barriers and facilitators to assessment practices in linguistically diverse children: A preliminary application of theoretical domains framework. American Journal of Speech-Language Pathology. https://doi.org/10.1044/2024_AJSLP-24-00256
Cycyk, L. M., *Griffin, M., Gillis, M., Batz, R., *Underwood Carrasco, V. I., *Wease, S., *Lim, S., *Jade, N., & Zuckerman, K. E. (2025). Part C early intervention procedural safeguard notices: Are they supporting parents to understand their rights? Topics in Early Childhood Special Education, 44(4), 330-341. https://doi.org/10.1177/02711214241287174
*Fainstein, D., Clarke, B., Kosty, D., Cycyk, L. M., Turtura, J., Doabler, C. (2024). Pivoting training and coaching for an early numeracy intervention during COVID-19. Prevention Science. https://doi.org/10.1007/s11121-024-01713-7
De Anda, S., Cycyk, L. M., Durán, L., Biancarosa, G., & McIntyre, L. L. (2023). Sentence Diversity in Spanish-English bilingual toddlers. American Journal of Speech-Language Pathology, 32(2), 576-591. https://doi.org/10.1044/2022_AJSLP-22-00149
Cycyk, L. M., *Coles, K., *O’Dea, K., Moore, H. W., Sanford-Keller, H., Dolata, J., De Anda, S., *Gomez, M., *Huerta, L., *Libak, A., & Zuckerman, K. E. (2022). Serving young children with disabilities from Latinx backgrounds and their families with equity: Provider perspectives. Journal of Communication Disorders, 99, 1-16. https://doi.org/10.1016/j.jcomdis.2022.106254
Durán, L., Cycyk, L. M., & Batz, R. (2023). Voces de la gente: Spanish-speaking families’ perspectives on early childhood special education. Journal of Early Intervention, 45(3), 285-305. https://doi.org/10.1177/10538151221131514
Cycyk, L. M., De Anda, S., Ramsey, K. L., Sheppard, B. S., & Zuckerman, K. E. (2022). Moving through the pipeline: Ethnic and linguistic disparities in special education from birth through age five. Educational Researcher, 51(7), 451-464. DOI: 10.3102/0013189X221120262
De Anda, S., Cycyk, L. M., Moore, H. W., *Huerta, L., Larson, A., & King, M. (2022). Psychometric properties of the English-Spanish Vocabulary Inventory in toddlers with and without early language delay. Journal of Speech, Language, and Hearing Research, 65(2), 672-691. https://doi.org/10.1044/2021_JSLHR-21-00240
*Huerta, L., Cycyk, L. M., Sanford-Keller, H., Zuckerman, K., Busch, A., Moore, H., De Anda, S., Dolata, J., & *Gomez, M., & McIntyre, L. L. (2021). A retrospective review of communication evaluation practices of young Latinx children. Journal of Early Intervention, 43(4), 295-313. https://doi.org/10.1177/10538151211012703
Kapantzoglou, M., Esparza Brown, J., Cycyk, L. M., & Fergadiotis, G. (2021). Code switching and language proficiency in bilingual children with and without developmental language disorder. Journal of Speech, Language, and Hearing Research, 64(5), 1605-1620. https://doi.org/10.1044/2020_JSLHR-20-00182
Cycyk, L. M., & De Anda, S. (2021). Media exposure and language experience: Examining associations from home observations in Mexican immigrant families in the US. Infant Behavior and Development, 63, 1-14. https://doi.org/10.1016/j.infbeh.2021.101554
Cycyk, L. M., De Anda, S., Moore, H. W., & *Huerta, L. (2021). Cultural and linguistic adaptations of early language interventions: Recommendations for advancing research and practice. American Journal of Speech-Language Pathology, 26, 1-23. https://doi.org/10.1044/2020_AJSLP-20-00101
Cycyk, L. M., & Durán, L. (2020). Supporting young children with disabilities and their families from undocumented immigrant backgrounds: Recommendations for program leaders and practitioners. Young Exceptional Children, 23(4), 212-224. https://doi.org/10.1177/1096250619864916
Cycyk, L. M., & *Huerta, L. (2020). Examining the cultural validity of parent-implemented naturalistic language intervention procedures for families from Spanish-speaking Latinx homes. American Journal of Speech-Language Pathology, 29(3), 1241-1259. https://doi.org/10.1044/2020_AJSLP-19-00038
Cycyk, L. M., Moore, H. W., De Anda, S., *Huerta, L., *Mendez, S., *Patton, C., & *Bourret, C. (2020) Adaptation of a caregiver-implemented naturalistic communication intervention for Spanish-speaking families of Mexican immigrant descent: A promising start. American Journal of Speech-Language Pathology, 29(3), 1260-1282. https://doi.org/10.1044/2020_AJSLP-19-00142
De Anda, S., Larson, A., & Cycyk, L. M. (2020). Considerations in the evaluation and assessment process for Latinx infants and toddlers. In McLean, M., Banerjee, R., & Squires, J. (Eds.), Division for Early Childhood of the Council for Exceptional Children Recommended Practices Assessment Monograph (No 7 – Assessment), 7, 25-40. The Division for Early Childhood of the Council for Exceptional Children.
Hammer, C. S., Cycyk, L. M., Scarpino, S., Sawyer, B., & Jury, K. (2020). Development of the CECER-DLL Child and Family Questionnaire: A new tool for documenting the language and literacy experiences of Latino/a dual language learners. International Journal of Bilingual Education and Bilingualism, 1-23. https://doi.org/10.1080/13670050.2020.1840507
Cycyk, L. M., & Durán, L. (in press). Supporting young children with disabilities and their families from undocumented immigrant backgrounds: Recommendations for program leaders and practitioners. Young Exceptional Children. https://doi: 10.1177/1096250619864916
Larson, A. L., Cycyk, L. M., Carta, J., Hammer, C. S., Baralt, M., Uchikoshi, Y., An, Z. G., & Wood, C. (in press). A systematic review of language-focused interventions for children from culturally and linguistically diverse backgrounds. Early Childhood Research Quarterly. https://doi.org/10.1016/j.ecresq.2019.06.001
Ramírez, R., Cycyk, L. M., Scarpino, S. E., López, L., & Hammer, C. S. (in press). Teachers’ beliefs regarding dual language learners in Head Start: An opportunity for enhancing professional development. NHSA Dialog.
Cycyk, L. M., & Hammer, C. S. (in press). Beliefs, values, and practices of Mexican immigrant families towards language and learning in toddlerhood: Setting the foundation for early childhood education. Early Childhood Research Quarterly. https://doi.org/10.106/j.ecresq.2018.09.009
Soberón, A., Carlier, M. E. M., Jiménez, C., Harmony, T., & Cycyk, L. M. (2019). Programa de educación para padres sobre estimulación del desarrollo del lenguaje de lactantes prematuros con riesgo de daño cerebral. [Parent educational program for the stimulation of language development among premature infants at risk for brain damage]. Revista de Logopedia, Foniatría y Audiología, 39(1), 32-40. https://doi.org/10.1016/j.rlfa.2018.06.003
Willard, J., Hammer, C. S., Bitetti, D., Cycyk, L. M., & Leyendecker, B. (2019). Mothers’ depressive symptoms and their children’s Turkish heritage language vocabulary development. International Journal of Bilingualism, 23(1), 71-86 https://doi.org/10.1177/1367006917709095
Calderón-Carillo, M., Ricardo-Garcell, J., Cycyk, L. M., Jackson-Maldonado, D., Avecilla-Ramírez, G., & Harmony, T. (2018). Los padres como promotores del desarrollo de lenguaje de bebés prematuros: propuesta de intervención temprana. [Parents as promoters of language development in premature babies: A proposal for early intervention]. Actualidades en Psicología, 32(124), 51-63. doi 10.15517/ap.v32i124.30449.
Sawyer, B., Cycyk, L. M., Sandilos, L., & Hammer, C. S. (2018). “So many books they don’t even fit on the bookshelf”: An examination of low-income mothers’ literacy practices, beliefs and influencing factors. Journal of Early Childhood Literacy, 18(3), 331-372. https://doi.org/10.1177/1468798416667542
Sawyer, B. E., Hammer, C. S., Cycyk, L. M., López, L., Blair, C., Sandilos, L., & Komaroff, E. (2016). Preschool teachers' reported beliefs and observed practices with dual language learners. Bilingual Research Journal, 39, 35-49. https://doi.org/10.1080/15235882.2016.1138904
Cycyk, L.M., Bitetti, D., & Hammer, C.S. (2015) Maternal depressive symptomatology, social support, and language development of low-income bilingual preschoolers. American Journal of Speech-Language Pathology, 24, 411-425.
Cycyk, L.M., & Iglesias, A. (2015). Parent programs for Latino families with young children: Social, cultural, and linguistic considerations. Seminars in Speech and Language, 36, 143-153.
Sandilos, L.E., Cycyk, L.M., Hammer, C.S., Sawyer, L.B., López, L., & Blair, C. (2015). Depressive symptomatology, control, and climate: An examination of factors impacting teaching quality in prekindergarten classrooms. Early Education and Development, 26, 1111-1127.
Cycyk, L.M., & Wright, H.H. (2008). Frontotemporal dementia: Its definition, differential diagnosis, and management. Aphasiology, 22, 422-444.
Honors and Awards
2020 Professional Development Funding, College of Education, University of Oregon
2019 Society for Research in Child Development (SRCD), Early Career Interdisciplinary Scholars Fellowship
2018 Early Career Diversity Award, College of Education, University of Oregon
2017 Lessons for Success Research Workshop Participant (competitive selection), American Speech-Language-Hearing Association
2015 Bridging the Word Gap Emerging Research Scholar, Bridging the Word Gap Research Network, Sponsor: Health Resources and Services Administration, U.S. Department of Health and Human Services
2015 Academic Achievement Fellowship, Graduate School, Temple University
2014 Academic Achievement Fellowship, Graduate School, Temple University
2014 Doctoral Leadership Scholarship, The Council of Academic Programs in Communication Sciences and Disorders (CAPCSD)
2014 Meritorious Award for Scientific Poster Presentation, College of Health Professions and Social Work, Temple University
2006 Marilyn Miller Quintana Moline Fellowship, Communication Sciences and Disorders, Arizona State University
2001-2004 Presidential Academic Scholarship Recipient, The George Washington University