PhD, Physical Disabilities (Deaf and Hard of Hearing), Columbia University
MAT, Education of the Deaf and Hard of Hearing, The College of New Jersey
BS, English/Education of the Deaf and Hard of Hearing/Elementary Education, The College of New Jersey
SELECTED PUBLICATIONS
Hartman, M. C., Smolen, E. R., & Powell, B. (in press). Curriculum and instruction for deaf and hard of hearing students: Evidence from the past, considerations for the future. Education Sciences.
Rufsvold, R., Smolen, E. R., Hartman, M. C., & Fleming, L. A. A. (2023). Parents’ perspectives of early intervention services for their children who are deaf/hard of hearing. Journal of Early Intervention. https://doi.org/10.1177/10538151231155409
Guan, C. Q., Smolen, E. R. (2022). Visual-motor integration in language learning among deaf and hard of hearing children. American Annals of the Deaf, 166(3), 355-371. https://doi.org/10.1353/aad.2022.0032
Yao, R., Guan, C. Q., Smolen, E. R., MacWhinney, B., Meng, W., & Morett, L., M. (2022). Gesture-speech integration in deaf and hard of hearing adolescents. Frontiers in Psychology, 13, 890962. https://doi.org/10.3389/fpsyg.2022.890962
Yin, J., Guan, C. Q., Smolen, E. R., Geva, E, & Meng, W. (2022). Does early exposure to Chinese-English biliteracy enhance cognitive skills? Frontiers in Psychology, 13, 852437. https://doi.org/10.3389/fpsyg.2022.852437
Rosenzweig, E. A., & Smolen, E. R. (2021). Providers’ rates of auditory-verbal strategy utilization. The Volta Review, 120(2), 79-95. https://doi.org/10.17955/tvr.120.2.815
Guan, C. Q., Smolen, E. R., Booth, J., & Meng, W. (2021). Effect of handwriting on early visual perceptual mechanism in Chinese children and adults. Frontiers in Psychology, 12, 628160. https://doi.org/10.3389/fpsyg.2021.628160
Smolen, E. R., Wang, Y., Hartman, M. C., & Lee, Y. (2021). Effects of parents’ mealtime conversation techniques for preschool children with hearing loss who use listening and spoken language. Journal of Speech, Language, and Hearing Research, 64(3), 979-992. https://doi.org/10.1044/2020_JSLHR-20-00420
Smolen, E. R., Hartman, M. C., & Wang, Y. (2020). Reading achievement in children with hearing loss who use listening and spoken language: Results and implications from a 2-year study. Perspectives of the ASHA Special Interest Groups, 5(4), 1380-1387. https://doi.org/10.1044/2020_PERSP-20-10006
Arora, S. B., Smolen, E.R., Wang, Y., Hartman, M. C., Rufsvold, R., & Howerton Fox, A. (2020). Language environments and spoken language development of children with hearing loss. Journal of Deaf Studies and Deaf Education, 25(4), 457-468. https://doi.org/10.1093/deafed/enaa018
Rufsvold, R., Wang, Y., Hartman, M. C., Arora, S. B., & Smolen, E. R. (2018). The impact of language input on deaf and hard of hearing preschool children who use listening and spoken language. American Annals of the Deaf, 163(1), 35-60. https://doi.org/10.1353/aad.2018.0010
Rosenzweig, E. A., Smolen, E. R., & Hartman, M. (2018). Serving families who have adopted children with hearing loss. The Hearing Journal, 71(11), 12-13.
BOOK CHAPTERS
MacIver-Lux, K., Smolen, E. R., Rosenzweig, E. A., & Estabrooks, W. (2020). Strategies for listening, talking, and thinking in auditory-verbal therapy. In W. Estabrooks, K. MacIver-Lux, & H. M. Morrison (Eds.), Auditory-verbal therapy: Science, research and practice. Plural Publishing.
Glade, R., Rosenzweig, E. A., & Smolen, E. R. (2019). Development of auditory skills. In R. Glade & K. Frazier (Eds.), Communication disorders: Foundations and clinical applications for educators and emerging clinicians. Kendall Hunt Publishing.
ASSESSMENTS & CURRICULAR MATERIALS
Hartman, M. C., & Smolen, E. R. (2020). The Reading CASLLS. San Antonio, TX: Sunshine Cottage.
Smolen, E. R., & Hartman, M. C. (2020). The Reading CASLLS user manual. San Antonio, TX: Sunshine Cottage.