RESEARCH

RESEARCH AREAS

PUBLICATIONS

Secora, K., Lee, B., Smith, D., and Coppola, M. (2025). Expert Consensus on the Role of Speech-Language Pathologists in Working with Deaf Children Who Use American Sign Language in the United States: A Classical e-Delphi Study. American Journal of Speech-Language Pathology.

Lee, B., and Secora, K. (2025). The ABCs of teaching your child to fingerspell. American Society for Deaf Children’s Endeavor Magazine.

Secora, K., Lee, B., Coppola, M., and Smith, D. (2025). What skills and knowledge should speech-language pathologists have to work with deaf/hard of hearing children who use signed language? The Journal of Deaf Studies and Deaf Education, enae058, https://doi.org/10.1093/jdsade/enae058

Secora, K., Ramos, M., Lee, B., and Shahan, C. (2024). Language- and literacy-rich environments: Strategies for young deaf children. Odyssey: New Directions in Deaf Education, 2024, 4-7. https://clerccenter.gallaudet.edu/ndec/educational-resources/odyssey/2024-issue-language-rich-environments-in-deaf-education/

Lee, B., Martinez, P.M., Midgley, K.J., Holcomb, P.J., and Emmorey, K. (2022). Sensitivity to orthographic versus phonological constraints on word recognition: An ERP study with deaf and hearing readers. Neuropsychologia, 177, 108420. https://doi.org/10.1016/j.neuropsychologia.2022.108420

Lee, B., and Secora, K. (2022). Fingerspelling and Its Role in Translanguaging. Languages, 7: 278. https://doi.org/10.3390/languages7040278

Meade, G., Lee, B., Massa, N., Midgley, K.J., Holcomb, P.J., and Emmorey, K. (2022). Are form priming effects phonological or perceptual? Electrophysiological evidence from American Sign Language. Cognition, 220, 1-12. https://doi.org/10.1016/j.cognition.2021.104979

Meade, G., Lee, B., Massa, N., Midgley, K.J., Holcomb, P.J., and Emmorey, K. (2021). The organization of the American Sign Language lexicon: Comparing one- and two-parameter ERP phonological priming effects across tasks. Brain and Language, 218, 1-9. https://doi.org/10.1016/j.bandl.2021.104960

Emmorey K., & Lee, B. (2021). The neurocognitive basis of skilled reading in prelingually and profoundly deaf adults. Language and Linguistics Compass, 15(2), e12407. https://doi.org/10.1111/lnc3.12407

Emmorey K, & Lee B. (2021). Teaching and learning guide for: The neurocognitive basis of skilled reading in prelingually and profoundly deaf adults. Language and Linguistics Compass, 15(2), e12410. https://doi.org/10.1111/lnc3.12410

Schaller, F., Lee, B., Sevcikova-Sehyr, Z., O'Grady Farnady, L., and Emmorey, K. (2020). Cross-linguistic metaphor priming in ASL-English bilinguals: Effects of the Double Mapping Constraint. Sign Language & Linguistics, 23(1), 96-111. https://doi.org/10.1075/sll.00045.sch

Midgley, K., Medina, Y., and Lee, B. (2020). Studying bilingual learners and users of spoken and signed languages: A neurocognitive approach. The Psychology of Learning and Motivation, 72, 53-74. https://doi.org/10.1016/bs.plm.2020.03.002

Lee, B., Meade, G., Midgley, K.J., Holcomb, P.J., and Emmorey, K. (2019). ERP evidence for co-activation of English during recognition of American Sign Language by deaf and hearing bimodal bilinguals. Brain Sciences, 9(6), 148. https://doi.org/10.3390/brainsci9060148

Meade, G., Lee, B., Midgley, K.J., Holcomb, P.J., and Emmorey, K. (2018). Phonological and semantic priming in American Sign Language: N300 and N400 effects. Language, Cognition, and Neuroscience, 33(9), 1092-1106. https://doi.org/10.1080/23273798.2018.1446543