Solaman Cooperson Ph.D.

Solaman Cooperson has professional experience as a speech-language pathologist working with children and adolescents with developmental disabilities. As a doctoral student on the Academic Clinical Research Training (ACRT) grant at the University of Texas at Austin, he completed research, teaching, and clinical supervision rotations focused on increasing knowledge of language development and disorders in Spanish–English bilinguals. At University of Redlands, he teaches courses in speech sound development and disorders, phonetics, speech science, and language science, and supervises clinical services for children with speech sound disorders. His research interests include speech sound development in bilingual children, relationships between speech sound and language development, and the use of structural priming to examine processes involved in language production.

• Ph.D., communicative sciences and disorders, University of Texas
• M.S., communication sciences and disorders, Pennsylvania State University
• B.A., linguistics, University of Pennsylvania

• Cooperson, S. J., & Taliancich-Klinger, C. L. (2022). Priming of prepositional phrases and direct objects in Spanish-speaking children. Perspectives of the ASHA Special Interest Groups, 7(5), 1539–1550.
• Bedore, L. M., & Cooperson, S. J. (2022). Morphosyntactic development. In B. Goldstein (Ed.), Bilingual Language Development and Disorders in Spanish-English Speakers (3rd ed.). Baltimore, MD: Brookes Publishing.
• Osborn, L., & Cooperson, S. (2021, November). Outcomes from a community-based oral narrative program for at-risk school-age children. Poster presented at the Convention of the American Speech-Language-Hearing Association, Washington, DC.
• Bedore, L. M., Klinger, C. T., & Cooperson, S. J. (2020). Clinical decision making for a bilingual child: Using converging information. In Speech-Language Pathology Casebook (p. 11). Stuttgart, Germany: Georg Thieme Verlag.
• Taliancich-Klinger, C., & Cooperson, S. J. (2017). Clinical supervision in a medical setting: A preliminary study of the practices and beliefs of expert and novice clinician supervisors. Perspectives of the ASHA Special Interest Groups, 2, 8–16.
• Ruiz-Felter, R., Cooperson, S. J., Bedore, L. M., & Peña, E. D. (2016). Influence of current input–output and age of first exposure on phonological acquisition in early bilingual Spanish–English-speaking kindergarteners. International Journal of Language & Communication Disorders, 51, 368–383.

• Meritorious poster submission, American Speech-Language-Hearing Association Convention, Atlanta, 2012