Andrea D. Warner-czyz
Professor
Communication and science Disorders
School of Behavioral and Brain Sciences, UT Dallas
United States of America
Biography
Dr. Andrea Warner-Czyz focuses her research on early communication development and the quality of life for children with hearing loss, particularly those wearing cochlear implants. A recent paper showed infants can discriminate spectrally degraded speech — like that of a cochlear implant — but require more spectral detail than older children and adults to do so. Dr. Czyz also published an article exploring parental perspectives of their child’s quality of life and another examining self-reported self-esteem in children with hearing loss. Dr. Warner-Czyz’s previous work focused on early word acquisition and production accuracy in children with hearing loss who wear cochlear implants. Dr. Warner-Czyz earned her bachelor’s degree at University of Illinois and her master’s degrees from the University of Florida and from The University of Texas Southwestern Medical Center. She earned her PhD. at The University of Texas at Austin. Dr. Andrea Warner-Czyz focuses her research on early communication development and the quality of life for children with hearing loss, particularly those wearing cochlear implants. A recent paper showed infants can discriminate spectrally degraded speech — like that of a cochlear implant — but require more spectral detail than older children and adults to do so. Dr. Czyz also published an article exploring parental perspectives of their child’s quality of life and another examining self-reported self-esteem in children with hearing loss. Dr. Warner-Czyz’s previous work focused on early word acquisition and production accuracy in children with hearing loss who wear cochlear implants. Dr. Warner-Czyz earned her bachelor’s degree at University of Illinois and her master’s degrees from the University of Florida and from The University of Texas Southwestern Medical Center. She earned her PhD. at The University of Texas at Austin.
Research Interest
Child language from a longitudinal and processing perspective, specifically bilingual language development in typically developing children and those with language impairments.
