Brian Goldstein

Brian A. Goldstein, PhD, is an accomplished higher education leader with nearly two decades of experience in academic administration, program development, and institutional growth. He has served in senior roles including president and chief academic officer at the University of St. Augustine for Health Sciences and provost and vice president for Academic Affairs at La Salle University where he oversaw academic strategy across three schools, faculty development, and new program creation. Earlier in his career, Dr. Goldstein held leadership positions at Temple University, serving as associate dean for Faculty and Academic Affairs, department chair and program director in the College of Health Professions and Social Work.

He is a nationally recognized scholar in speech-language pathology, specializing in bilingual language development and disorders, and has published extensively in the field, including several influential books and numerous journal articles. A Fellow of the American Speech-Language-Hearing Association and recipient of Temple University’s Great Teacher Award and Lindback Award for Distinguished Teaching, Dr. Goldstein brings a blend of academic leadership, research expertise, and a deep commitment to advancing higher education.

PhD, Speech-Language Pathology
Temple University

MA, Speech-Language Pathology
Temple University

BA, Linguistics and Cognitive Science
Brandeis University

• Great Teacher Award, Temple University
• Certificate of Recognition for Special Contribution in Multicultural Affairs, American Speech-Language-Hearing Association
• Lindback Foundation Award for Distinguished Teaching, Temple University
• Fellow, American Speech-Language-Hearing Association

• Assessing Bilingual Phonological Development in Young Children, National Institute of Child Health and Human Development. Co-Investigator (PI: C. Hammer). 1 R01 HD51542-01 () Direct: $2,955,657
• Language Learning Research Grant, English Phonological Development in English Language Learners. Principal Investigator. Direct: $10,000
• Kids Write and Create: A Mentored Literacy Program, Barra Foundation. Co-Principal Investigator (PI: R. Krakow). Direct $112,941
• Kids Write and Create: A Mentored Literacy Program, Dolfinger-McMahon Foundation. Co-Principal Investigator (PI: R. Krakow). Direct $7500
• Output and Phonological Skills in Bilingual Children, National Institute of Child Health & Human Development. Principal Investigator 1 R03 HD050208-01A1. Direct: $100,000
• Development and Validation of a Language Test for Children Speaking Nonstandard English: A Study of Bilingual Hispanic Children, National Institute of Deafness and Other Communication Disorders. Research Associate (A. Iglesias, V. Gutierrez-Clellan, E.Peña, PIs) N01-DC-8-2100. Direct: $2,815,348

• Certificate of Clinical Competence (CCC), American Speech-Language-Hearing Association

• Language, Speech, Hearing Services in Schools, Editor (2004–2006)
• Language, Speech, Hearing Services in Schools, Associate Editor (2001–2003)
• Communications Disorders and Sciences in Culturally and Linguistically Diverse Populations Newsletter, Editor (1997–1999)
• Clinical Linguistics and Phonetics Editorial Board, Journal of Multilingual Communication Disorders Topic Committee Member, Annual convention of the American Speech-Language-Hearing Association, Editorial Board (multiple years)
• International Expert Panel on Multilingual Children’s Speech Grant Review Panel Member: Early Intervention/Early Childhood Education, Institute for Education Sciences, US Department of Education, Member (2011–2013)
• National Institutes of Health, Department of Health and Human Services, Biological & Physiological Sciences Special Emphasis Panel, Peer Reviewer

• American Speech-Language-Hearing Association

• Goldstein, B. (2025). Cultural and linguistic diversity: A bilingual child with a phonological and language disorder. In S. Chabon, E. Cohn, & D. Lee-Wilkerson (Eds.), The Communication Disorders Casebook: Learning by Example (2nd ed.) (pp. 233-242). San Diego, CA: Plural Publishing.
• Goldstein, B. (2023). Children with speech sound disorders who are multilingual. In C. Bowen (Ed.), Children's speech sound disorders (3rd ed.) (pp. 479-483). Oxford: Wiley-Blackwell.
• Goldstein, B., Fabiano-Smith, L., & Iglesias, A. (2022). Language and Dialectal Variations. In J. Bernthal, N. Bankson, & P. Flipsen (9th ed.) (Eds.), Speech sound disorders in children: Articulation and phonological disorders (pp. 425-457). Baltimore, MD: Brookes Publishing.
• Goldstein, B. (Ed., 2022). Bilingual language development and disorders in Spanish-English speakers (3rd edition). Baltimore: Brookes.
• Lopez, L., Komaroff, E., Hammer, C., Rodriguez, B., Scarpino, S., Bitetti, D., & Goldstein, B. (2020). Are we all speaking the same language? Exploring language interactions in the homes of young Latino DLLs living in the U.S. Early Education and Development, 31, 1247-1263.
• Scarpino, S., Hammer, C., Rodriguez, B., Lopez, L., & Goldstein, B. (2020). Vocabulary and Phonological Abilities Affect Dual Language Learners’ Consonant Production Accuracy Within and Across Languages: A Large-scale study of 3-6-year-old Spanish-English Dual Language Learners. American Journal of Speech-Language Pathology, 29, 1196-1211.
• Scarpino, S., Hammer, C., Goldstein, B., Rodriguez, B., & Lopez, L. (2019). Effects of Home Language, Oral Language Skills, and Cross-Linguistic Phonological Abilities on Whole-Word Proximity in Spanish- English Speaking Children. American Journal of Speech-Language Pathology, 28, 174-187.
• Rojas, R., Iglesias, A., Goldenberg, C., Reese, L., Bunta, F., & Goldstein, B. (2016). Interlocutor differential effects on the expressive language skills of Spanish-speaking English learners. International Journal of Speech-Language Pathology, 18, 166-177.
• Goldstein, B. & Gildersleeve-Neumann, C. (2015). Bilingualism and speech sound disorders. Current Developmental Disorders Reports, 2, 237-244.
• Gildersleeve-Neumann, C. & Goldstein, B. (2015). Cross-Linguistic Generalization in the Treatment of Two Sequential Spanish-English Bilingual Children with Speech Sound Disorders. International Journal of Speech-Language Pathology, 17, 26-40.

• Speech and language development in Spanish-English speaking bilingual children