Thane, P. D., Owen Van Horne, A., Hernandez, M., & Castilla-Earls, A. P. (In press). Challenges in identifying relative proficiency in bilingual children with developmental language disorder: Data from Spanish-English bilinguals. Journal of Speech, Language, and Hearing Research.
Hernandez, A. E., Hernandez, M., Rodarte, E. D., Flores, J., Winsler, A., von Bastian, C., & Paap, K. (In press). Representational plasticity and cognitive flexibility in the bilingual brain: Toward a neurocomputational account. [Expected 2027 in Annual Review of Psychology]
Castilla-Earls, A., Ronderos, J., Jasso, J., & Hernandez, M. (2026). Characterizing the growth in utterance length, grammaticality, and subordination in Spanish and English in bilingual children. Language, Speech, and Hearing Services in Schools, 57(2), 541–562. https://doi.org/10.1044/2025_LSHSS-24-00143
Hernandez, M., Fulcher–Rood, K., & Castilla–Earls, A. (2025). Speech–language pathologists’ perspectives on assessing the language performance of bilingual children. Language, Speech, and Hearing Services in Schools, 1–20. https://doi.org/10.1044/2025_LSHSS–24–00145
Hernandez, M., Ronderos, J., Castilla–Earls, A. P. (2024). Diagnostic accuracy of grammaticality and utterance length in bilingual children. Language, Speech, and Hearing Services in Schools, 1–21. https://doi.org/10.1044/2024_LSHSS–23–00100
Hernandez, M., & Fulcher–Rood, K. (2022). Professional perspectives on assessment and educational practices for children identified as English language learners: A pilot study. NYS TESOL JOURNAL, 9(1), 16–29. Available from: https://journal.nystesol.org/index.php/NYSTJ/article/view/26