College of Education and Human Development

Institute of Child Development

Anne Larson

  • Pronouns: she, her, hers

  • MA Individualized Studies Track Lead; Instructor

  • Institute of Child Development
    Carmen D. and James R. Campbell Hall
    51 E River Pkwy
    Minneapolis, MN 55455

  • lars4959@umn.edu
Anne Larson

Areas of interest

Assessment and evaluation; Child care; Culture, cross-culture; Early childhood; Early childhood education; Families and parenting; Language development; Special education; Coaching to Support Child Developmental Outcomes

Degrees

PhD Educational Psychology emphasis in Special Education, University of Minnesota, 2016
MS Speech and Hearing Science, Arizona State University, 2007
BS Communicative Disorders, University of Wisconsin - Madison, 2004
BA Spanish, University of Wisconsin - Madison, 2004

Biography

My research is primarily focused on the development and implementation of practitioner-supported and caregiver-implemented language assessments and interventions for young children. I am also interested in improving the efficiency and effectiveness with which early childhood services are delivered in inclusive and family-focused settings. The majority of my projects are aimed at historically marginalized populations (i.e., children with or at-risk for disabilities, families with lower income, and those who speak languages other than English), and usually include families who speak Spanish. 

I use multi-method research designs in community-based settings (e.g., homes, child care, etc.) to apply an equity lens that involves and informs relevant stakeholder groups in the research. I am also interested in the role of technology to enhance feasibility, intervention fidelity, and efficacy of interventions and assessments. For example, I have led research evaluating Sesame Street’s vocabulary initiative, used Language Environment Analysis (LENA) for a descriptive study comparing the home and childcare language environments, and implemented caregiver-implemented and practitioner-supported coaching interventions through app, email, and video (asynchronous and synchronous) platforms.

I enjoy supporting student learning and research and encourage you to reach out to me if you are interested in language development and disorders, early childhood special education and early intervention, caregiver-implemented interventions, equity, and related topics.

My training as a bilingual (Spanish and English) speech-language pathologist led me to a line of research in early language assessment and intervention. I am interested in validating language screening, progress monitoring, and evaluation tools for young dual-language learners (DLLs), as well as in developing and testing caregiver-directed interventions that promote bilingual language development in DLLs. My research has an equity focus and attempts to maintain close collaborations with practitioners and families. I am always looking to connect with Spanish-English bilinguals who are committed to developing culturally- and linguistically-relevant tools for young children, and I often work with undergraduate research assistants (bilingual and monolingual) who are seeking credit through CPSY 4994. I also welcome other observers and volunteers into my lab when space allows.

In my work as the Individualized Studies Track Lead in the Applied Child and Adolescent Development Master's program, I enjoy working with students with a variety of interests that overlap with child development. These have included things like sports management, film, religious studies--the possibilities are almost endless! I am particularly committed to supporting first generation graduate students, and would be happy to have any interested students reach out to me to connect.

Courses Taught

  • Master's in Applied Child and Adolescent Development Individualized Studies Track Lead
  • CPSY 4345 Language Development and Communication
Publications

Soto, X., Larson, A. L., Olszewski, A., Velury, V., & Feldberg, A. (2021). Who is Centered? A Systematic Review of Early Childhood Researchers’ Descriptions of Children and Caregivers from Linguistically Minoritized Communities. Topics in Early Childhood Special Education, 41(1), 18-30. https://doi.org/10.1177/0271121421991222

Zeng, S., *Pereira, B., Larson, A.L., Corr, C., *O’Grady, C., & Stone-MacDonald, A. (2021). Preschool suspension and expulsion for young children with disabilities. Exceptional Children, 87(2), 199-216. https://doi.org/10.1177/0014402920949832

Larson, A. L., Barrett, T., & McConnell, S. R. (2020). Exploring Early Childhood Language Environments: A comparison of language exposure, use and interaction in the home and child care settings. Language, Speech, and Hearing Services in Schools, 51, 706-719. https://doi.org/10.1044/2019_LSHSS-19-00066

Larson, A. L., An, Z. G., Wood, C. A., Uchikoshi, Y., Cycyk, L. M., Hammer, C. S., Escobar, K., *Roberts, K. (2020). Social validity in early language interventions for dual language learners: A systematic review of research. Topics in Early Childhood Special Education, 40(1), 39-51. https://doi.org/10.1177/0271121419901289

De Anda, S., Larson, A. L., Cycyk, L. M. Communication evaluation and assessment for Latinx infants and toddlers: A guide for practitioners. (2020) In McLean, M., Banerjee, R., & Squires, J. (Eds.), Division for Early Childhood of the Council for Exceptional Children Recommended Practices Assessment Monograph. Missoula, MT; The Division for Early Childhood of the Council for Exceptional Children

Larson, A. L., Cycyk, L. M., Carta, J., Hammer, C. S., Baralt, M., Uchikoshi, Y., An, Z. G., Wood, C. A. (2020). A systematic review of language-focused interventions for young children from culturally and linguistically diverse backgrounds. Early Childhood Research Quarterly, 50(1), 157-178. https://doi.org/10.1016/j.ecresq.2019.06.001

Larson, A. L. & Wackerle-Hollman, A. (2018). The words within the word gap: Addressing the need for person-centric approaches when communicating with families about language development. In Corr, C. & Miller, D. (Eds.), Trauma, Abuse, and Toxic Stress (Young Exceptional Children Monograph Series No. 17). Missoula, MT: The Division for Early Childhood of the Council for Exceptional Children.

Larson, A. L. (2016). Language screening for infants and toddlers: A literature review of four commercially available tools. Communication Disorders Quarterly, 38(1), 3-12. doi: 10.1177/1525740115627420

Larson, A. L., & Rahn, N. L. (2015). Vocabulary instruction on Sesame Street: A content analysis of the word on the street initiative. Language, Speech and Hearing Services in Schools, 46(3), 207-221. doi: 10.1044/2015_LSHSS-14-0079

Presentations

Larson, A.L., & Rahn, N.L. (2015). Vocabulary instruction on Sesame Street: A content analysis of the word on the street initiative. Language, Speech and Hearing Services in Schools [Advance online publication], doi: 10.1044/2015_LSHSS-14-0079.

Larson, A., & McConnell, S. (2014, February 20-22). LENA and RtI: Progressive progress monitoring in a low-income neighborhood. Poster presented at Conference on Research Innovations in Early Intervention, San Diego, California.