Emily Lund
Associate Professor of Speech-Langauge Pathology | Associate Dean for Research, Harris College of Nursing & Health Sciences | Texas Christian University
Fort Worth, TX, UNITED STATES
Dr. Lund's research focuses on language and literacy in children with hearing aids and cochlear implants.
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Biography
Emily Lund, PhD, CCC-SLP is an Associate Professor in the Davies School of Communication Sciences and Disorders at Texas Christian University. Dr. Lund earned a Bachelor’s degree in Economics and Spanish, a Master’s degree in Speech-Language Pathology, and a Ph.D. in Speech and Hearing Sciences from Vanderbilt University in Nashville, Tennessee. Prior to receiving her Ph.D., Dr. Lund worked as a clinical, bilingual speech-language pathologist in the National Center for Childhood Deafness and Family Communication at the Vanderbilt Bill Wilkerson Center.
Dr. Lund’s research investigates the ways that language use contributes to spoken and written language learning in monolingual and bilingual children who are deaf and hard of hearing. Her work has been consistently funded by the National Institutes of Health (National Institute on Deafness and Other Communication Disorders) and the American Speech Language Hearing Foundation. Dr. Lund received the Fort Worth Business Press Healthcare Heroes Award in 2017 for her work in caregiver coaching for children who are deaf and hard of hearing.
Areas of Expertise (7)
Aural Rehabilitation
Research in Communication Sciences and Disorders
Early Intervention with Children with Hearing Loss
Spoken and Written Word Learning in Children with Hearing Loss from Monolingual and Bilingual Homes
Emergent Literacy Skills of Children with Hearing Loss
Explicit Linguistic Knowledge of Educators
Teaching Spoken Language to Persons with Hearing Loss
Accomplishments (5)
Student Travel Grant, Vanderbilt Kennedy Center Trainee
2013
NIH Travel Award, Symposium on Research in Child Language Disorders
2013
Scholarship Recipient, New Century Scholars Doctoral Scholarship, American Speech-Language-Hearing Foundation
2012
NIH Travel Award, Symposium on Research in Child Language Disorders
2012
Health Care Hero Award, Fort Worth Business Press
2017
Education (3)
Vanderbilt University: Ph.D., Speech-Language Pathology 2013
Vanderbilt University: M.S., Speech-Language Pathology 2008
Vanderbilt University: B.A., Economics and Spanish 2006
Affiliations (5)
- Member, American Speech-Language-Hearing Association, 2008-present
- Member, American Cochlear Implant Alliance, 2010-present
- Member, Council for Exceptional Children, 2011-2013
- Member, Alexander Graham Bell Association for the Deaf and Hard of Hearing, 2008-2013
- Fundraising Chair, VU chapter of National Student Speech-Language-Hearing Association, 2006-2008
Links (4)
Languages (1)
- English
Media Appearances (5)
TV Shows Aid Dual-Language Learners
TCU Magazine online
2022-06-21
When Emily Lund heard her 3-year-old say the words kinetic energy — a topic never discussed at home — she realized entertainment technology could indeed be an educational tool.
Can You Hear Me Now?
Davies School of Communication Sciences & Disorders / Harris College online
2019-11-25
“Children who wear cochlear implants don’t hear exactly the same way as children who are developing normal hearing,” said Emily Lund, an associate professor at the Davies School of Communication Sciences & Disorders. “Typically, if you receive a cochlear implant, the goal is for you to develop spoken language.”
“Lacks focus and effort”: Addressing the attention of mainstreamed children with hearing loss
Central Institute for the Deaf
2017-10-11
About a year ago, I heard from a parent of a child with hearing loss I used to work with. She was concerned because her child’s school was exploring the possibility of an attention deficit disorder diagnosis for her third-grade daughter, and this parent was, understandably, overwhelmed. Increasingly, I am hearing this story from other parents of children with hearing loss: even though a child met “typical language development” benchmarks in early elementary school, as that child gets older, he or she starts to have trouble focusing in the classroom.
Talking on the run: The Cowtown faithful share common story
Fort Worth Star-Telegram
2015-02-21
Emily Lund, 31, kept saying to herself “one of these days … one of these days … one of these days.” Well, her husband, an aspiring triathlete, made sure her day had come. “A marathon was always something that I wanted to do,” said Lund, a professor of speech language pathology at TCU’s Harris College of Nursing and Health Sciences. “Around my birthday in October, my husband signed me up so I’d have to train because I always said I wanted to do it.” While working in Nashville in 2009, Lund began running with a friend. In a familiar refrain, she “got kind of hooked.”
Learning From Dora And Diego
TCU Endeavors online
When Emily Lund heard her 3-year-old say the words kinetic energy — a topic never discussed at home — she realized entertainment technology could indeed be an educational tool.
Research Grants (4)
Personnel Development to Improve Services and Results for Children with Disabilities – Preparation of Special Education, Early Intervention and Related Services Leadership Personnel
United States Department of Education $3,724,101.62
(2023 – 2028)
Early language and literacy acquisition in children with hearing loss
National Institutes of Health $3,197,578
(2018 – 2023) *Supplement awarded under the Research Supplements to Promote Diversity in Health-Related Research Program (2022) $132,35.00 *Administrative supplement for unanticipated costs and timeline disruption related to the COVID-19 pandemic, (2023-2024) $323,660.00
Lexical knowledge and phonological awareness in children with cochlear implants
National Institutes of Health $284,402
(2016 – 2019)
The Effects of Parent Responsiveness Training on Vocabulary Knowledge of Young Children with Hearing Loss
American-Speech-Language-Hearing Foundation New Investigator Research Grant $10,000
(2015 – 2016)
Articles (7)
Lexical–Semantic Organization as Measured by Repeated Word Association in Children Who Are Deaf and Hard of Hearing Who Use Spoken Language
Journal of Speech, Language, and Hearing Research2023 Purpose: This study compares responses of children who are deaf and hard of hearing (DHH) who use spoken language with responses of children who have typical hearing on a repeated word association task to evaluate lexical–semantic organization. Method: This study included 109 participants in early kindergarten or who had completed first grade. The younger group included 30 children with typical hearing, 22 with hearing aids, and 21 with cochlear implants. The older group included 16 children with typical hearing, nine with hearing aids, and 11 with cochlear implants. Children were asked to give a word associated with 24 stimuli words. Responses were coded according to their relation to the target.
Phonological Priming as a Lens for Phonological Organization in Children With Cochlear Implants
Ear and Hearing2022 Objectives: To evaluate the subconscious knowledge of between-word phonological similarities in children with cochlear implants as compared with children with typical hearing. Design: Participants included 30 children with cochlear implants between the ages of five and seven who used primarily spoken English to communicate, 30 children matched for chronological age, and 30 children matched for vocabulary size. Participants completed an animacy judgment task in either a (a) neutral condition, (b) a phonological prime condition where the consonant and vowel onset of the pictured word was presented prior to the visual target’s appearance, (c) an inhibition prime condition where a consonant and vowel onset not matching the pictured word was presented prior to the target’s appearance. Reaction times were recorded.
School-Based Speech-Language Pathologists' Attitudes and Knowledge About Trauma-Informed Care
Language, Speech, and Hearing Services in Schools2022 The purpose of this study was to evaluate the attitudes and knowledge of school-based speech-language pathologists toward trauma-informed care.
Impact of Meeting Early Hearing Detection and Intervention Benchmarks on Spoken Language
Journal of Early Intervention2021 This study compared preschool spoken language outcomes for children with hearing loss who met the Early Hearing Detection and Intervention (EHDI) guidelines to those who did not, as well as compared outcomes for those who met the current EHDI guidelines to those who met the earlier benchmarks. Finally, the predictive role of meeting each component of the guidelines was evaluated relative to language outcomes.
The Effects of Co-Treatment on Concept Development in Children With Down Syndrome
Communication Disorders QuarterlyEmily Lund, Amanda Young, Rosalyna Yarbrough
2019 This preliminary study investigated the effects of co-treatment by an adapted physical educator and speech-language pathologist on basic concept vocabulary learning in preschool children with Down syndrome as compared with the effects of treatment by either professional alone. In a Repeated Acquisition Design/Adapted Alternating Treatment study, 10 preschool children with Down syndrome were taught five basic concept words each week in a co-treatment intervention, in adapted physical education alone, or in speech-language therapy alone across 9 weeks. Each week, participants participated in a pre- and posttest. Four children learned the most words in the co-treatment condition and the remaining six children did not learn different numbers of words across conditions. Individual characteristics of children in the study were evaluated to determine possible factors that differentiate learning patterns among children. This preliminary study provides evidence that co-treatment may be effective for vocabulary teaching for some children with Down syndrome, particularly those with relatively high nonverbal intelligence.
The Effects of Parent Training on Vocabulary Scores of Young Children With Hearing Loss
American Journal of Speech-Language PathologyEmily Lund
2018 Purpose: The purpose of this study is to evaluate the effects of short-term parent training on maternal use of language stimulation strategies and vocabulary scores in children with hearing loss. Method: Six mother-child dyads participated in the multiple-baseline study. During baseline and maintenance, children engaged in a business-as-usual model of clinician-only therapy. During intervention, mothers and children participated in parent training focused on transparent labeling and linguistic mapping strategies. Parent strategy use was measured via weekly play-based probe assessments. Child vocabulary growth was measured via parent report. Results: A relation between parent training and use of transparent labeling was established for all mothers, and a relation between parent training and use of linguistic mapping was established for 3 of 6 mothers. Child vocabulary growth rate increased from baseline to intervention in 4 of 6 children. Conclusions: Short-term parent training can change parent behavior. However, parents may not maintain these skills without support. Further research is needed to characterize the extent to which short-term training can make long-term changes in parent and child outcomes.
Pairing New Words With Unfamiliar Objects: Comparing Children With and Without Cochlear Implants
Journal of Speech Language and Hearing ResearchEmily Lund
2018 Purpose: This study investigates differences between preschool children with cochlear implants and age-matched children with normal hearing during an initial stage in word learning to evaluate whether they (a) match novel words to unfamiliar objects and (b) solicit information about unfamiliar objects during play. Method: Twelve preschool children with cochlear implants and 12 children with normal hearing matched for age completed 2 experimental tasks. In the 1st task, children were asked to point to a picture that matched either a known word or a novel word. In the 2nd task, children were presented with unfamiliar objects during play and were given the opportunity to ask questions about those objects. Results: In Task 1, children with cochlear implants paired novel words with unfamiliar pictures in fewer trials than children with normal hearing. In Task 2, children with cochlear implants were less likely to solicit information about new objects than children with normal hearing. Performance on the 1st task, but not the 2nd, significantly correlated with expressive vocabulary standard scores of children with cochlear implants. Conclusion: This study provides preliminary evidence that children with cochlear implants approach mapping novel words to and soliciting information about unfamiliar objects differently than children with normal hearing.
