Megan C. Gross

UMass Amherst Assistant Professor of Communication Disorders Megan Gross
Assistant Professor
Communication Disorders Building, #317


B.A., Cognitive & Linguistic Sciences; Russian, Wellesley College; M.S., Speech-Language Pathology, University of Wisconsin-Madison; Ph.D., Communication Sciences & Disorders, University of Wisconsin-Madison

Area(s) of Specialization: 

Bilingual language development; Code-switching; Cognitive control; Developmental Language Disorder; Bilingual assessment and intervention

Research Description: 

My research focuses on language development in bilingual children with typical development and with communication disorders. In particular, I am interested in how bilingual children learn to control which language(s) they use when talking to different conversation partners in different contexts and how they process mixed-language input that includes elements from both of their languages. My work examines the inter-relationships among the linguistic, cognitive, social, and environmental factors that may contribute to language control in bilingual children and how language control may be affected in children with communication disorders (e.g., Developmental Language Disorder, Autism Spectrum Disorder, Down syndrome) that impact their linguistic, social, and cognitive skills. In addition to understanding how bilingual children with communication disorders use and process their two languages, I am interested in how continued use of both languages can be most effectively supported through bilingual intervention strategies. 

Key Publications: 

Gross, M., & Kaushanskaya, M. (2018). Contributions of nonlinguistic task-shifting skills to language control in bilingual children. Bilingualism: Language & Cognition, 21(1), 181-194.

Kaushanskaya, M., Gross, M., Sheena, E., & Roman, R. (2017). Novel morpheme learning in monolingual and bilingual children. American Journal of Speech Language Pathology, 26, 301-315.

Gross, M., & Kaushanskaya, M. (2015). Voluntary language switching in English-Spanish bilingual children. Journal of Cognitive Psychology, 27(8), 992-1013.

Gross, M., Buac, M., & Kaushanskaya, M. (2014). Conceptual scoring of receptive and expressive vocabulary measures in simultaneous and sequential bilingual children. American Journal of Speech-Language Pathology, 23(4), 574-586.

Kaushanskaya, M., Gross, M., & Buac, M. (2014). Effects of classroom bilingualism on task-shifting, verbal memory, and word learning in children. Developmental Science, 17(4), 564-583.