Lisa LaSalle

Professor, Department Chair
Communication Sciences and Disorders

Lisa LaSalle


Truesdail Center
Suite 102
P: 909.748.8163
P: 909.748.8061

Office Hours: Tuesday and Thursday: 11 to noon, or by appointment

Degrees: Ph.D., Communication Sciences and Disorders, Syracuse University, 1993; M.Ed., Speech-Language Pathology, University of Virginia, 1988; B.S., Speech-Language Pathology, Mary Washington College, 1986

Areas of Expertise

Stuttering and other speech fluency disorders; phonetics; speech science and research methods

Professional Background Highlights

Dr. Lisa LaSalle is an ASHA-certified speech-language pathologist with specialty training in stuttering and fluency disorders. Dr. LaSalle has taught in graduate programs in Communication Sciences and Disorders for twenty years. Her research interests have focused on young children who stutter, concomitant disorders associated with stuttering and a fluency disorder known as cluttering.

Dr. LaSalle is currently mentoring University of Redlands Communicative Disorders students on a research project aimed at dissociations between language, phonology, and fluency among normally fluent two-to-four-year-olds.

Courses Offered at Redlands

CDIS 204 - Speech and Language Science
CDIS 629 - Disorders of Fluency
CDIS 645 - Clinic in Fluency Disorders
CDIS 652 - Evidence Based Practice in Communicative Disorders

Previous Teaching Experience

University of Wisconsin-Eau Claire
Syracuse University

Awards and Honors

University of Redlands, Sponsored Research Working Group, Proposal Writing Faculty Fellows, 2014-2015

University of Redlands, Learning Spatially (LENS), "Mapping Acoustically Valid Accents," 2013-2015

University of Wisconsin-Eau Claire, Ron Satz Teacher/Scholar Award, 2010-2011

University of Wisconsin-Eau Claire, Student Research Day, with thesis student Sara Bender, presenting student poster, "Effects of phonological encoding variation on sentence imitation of normally fluent children." First place graduate entry, 2006.



LaSalle, L. (2015). Slow speech rate effects on stuttering preschoolers with disordered phonology. Clinical Linguistics and Phonetics. 29:5, 354-377, DOI: 10.3109/02699206.2014.100397


LaSalle, L. and Huffman, G. (2015). Speech sample measures in Japanese children and adults who stutter. Speech, Language and Hearing, 18 (2), 64-73.


Wolk, L. and LaSalle, L. (2014). Phonological Complexity in School-Aged Children who Stutter and Exhibit a Language Disorder. Journal of Fluency Disorders. doi:10.1016/j.jfludis.2014.11.001


LaSalle, L. and Wolk, L. (2011).  Stuttering, cluttering, and phonological complexity: Case studies. Journal of Fluency Disorders, 36 (4), 285-289.


LaSalle, L. and Duginske, R.D. (2008). Auditory discrimination deficits in boys who stutter: A preliminary investigation.  Perspectives on Fluency and Fluency Disorders. 18, 69-77.  


Carlson, J.S. and LaSalle, L.R. (2004). Slow rate effect on the fluency of preschoolers who stutter: Clinician-child adjacent utterances.  Proceedings of the 4th World Congress on Fluency Disorders, pp. 204-209. 


Logan, K.J. and LaSalle, L.R. (2003). Helping children with concomitant communication disorders.  Seminars in Speech & Language, 24, 13-20.


Yaruss, J.S., LaSalle, L.R., and Conture, E.G. (2000).  Understanding stuttering in young children: A response to Cordes. American Journal of Speech Language Pathology, 9, 165-173.


Logan, K.J. and LaSalle, L.R. (1999). Grammatical characteristics of children’s conversational utterances that contain disfluency clusters.  Journal of Speech, Language, and Hearing Research, 42, 80-91.


Yaruss, J.S., LaSalle, L.R., and Conture, E.G. (1998).  Evaluating stuttering in young children: Diagnostic data. American Journal of Speech Language Pathology, 7, 62-76.


LaSalle, L.R. and Conture, E.G. (1995).  Disfluency clusters of children who stutter: Relation of stutterings to self-repairs.  Journal of Speech and Hearing Research.  38, 965-977.


LaSalle, L.R. and Conture, E.G. (1991).  Eye contact between young stutterers and their mothers.  Journal of Fluency Disorders, 16, 173-199.