1. Profile
  2. Tina Grieco-Calub

Tina Grieco-Calub PhD CCC-A

Tina Grieco-Calub
  • Visiting Associate Professor, Visiting Research Scientist
  • Director for Childhood Hearing Research
Gender Pronouns
  • she/her
Contact Information
  • tgcalub [at]
  • Institute for Juvenile Research (IJR)
    1747 W. Roosevelt Rd.
    Chicago IL 60612
  • Room #:226

Tina Grieco-Calub, PhD, CCC-A is a visiting associate professor and the Director of Childhood Hearing Research in the Institute for Juvenile Research (IJR) in the Department of Psychiatry at the University of Illinois Chicago. She is an ASHA-certified audiologist who spent her early career providing clinical services to patients across the lifespan who are deaf or hard of hearing. She has integrated her clinical experience with her diverse research training in neuroscience, auditory development, and language acquisition to develop her current research program. Her research explores the relations between individuals’ ability to hear and perceive speech and their ability to process and learn spoken and written language. She is currently the principal investigator of NIH-funded projects aiming to identify the factors that place children at risk for delays in spoken language, communication, and cognitive development when their hearing experience and/or access to speech is altered.

  • pediatric audiology, speech perception, listening effort, cochlear implants, word learning, early literacy development, eye tracking, child development

  • Representative publications

    • Gordon, K.R. & Grieco-Calub, T.M. (2023). Children build their vocabularies in noisy environments: The necessity of a cross-disciplinary approach to understand word learning. WIREs Cognitive Science, Dec 3, e1671.
    • Ingvalson, E.M., Perry, L.K., VanDam, M. & Grieco-Calub, T.M. (2023). Comparing Scores on the PPVT and ROWPVT in Preschoolers 1 with and without Hearing Loss. American Journal of Speech Language Pathology, 32(4):1610-1619.
    • Ward, K. M., & Grieco-Calub, T. M. (2022). Age and Hearing Ability Influence Selective Attention During Childhood. Ear and Hearing, 43(4), 1125-1138.
    • Simeon, K.M. & Grieco-Calub, T.M. (2021). The impact of hearing experience on children’s use of phonological and semantic information during lexical access. Journal of Speech, Language, and Hearing Research, 64(7):2825-2844.
    • Grieco-Calub, T.M. and Litovsky, R.Y. (2012). Spatial acuity in two-to-three-year-old children with normal acoustic hearing, unilateral cochlear implants, and bilateral cochlear implants. Ear and Hearing, 33(5), 561-72.
    • Grieco-Calub, T.M., Saffran, J.R. and Litovsky, R.Y. (2009). Spoken word recognition abilities in toddlers who use cochlear implants. Journal of Speech, Language, and Hearing Research, 52(6), 1390-400.
Title Description Investigator(s) Category Status
Effects of background noise on word learning in preschool-age children Children’s lives often contain background noise—such as other talkers, televisions and computers, heating and ventilation systems, and outside traffic—that interferes with children’s ability to process speech. ListenUP Research Collaborative On-going
Literacy Development for Preschoolers with Hearing Loss There is a wide range of literacy outcomes among children who are deaf and hard of hearing. Understanding how children develop literacy skills, and how hearing loss influences this development, will inform interventions for this population of children. ListenUP Research Collaborative On-going
The influence of visual speech on lexical access in children During face-to-face communication, we have access to both acoustic and visual parts of speech because we can both hear and see the talker. Visual speech supports speech understanding, especially when there is background noise, when the listener has hearing loss, or when the acoustic parts of speech are distorted. ListenUP Research Collaborative On-going

*System-generated list from psychiatry research website.