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Child Language Lab

Sadra GilliamThe Child Language Lab is involved in collecting and analyzing data related to the assessment and intervention of language and learning disorders in children from preschool through early adolescence. Our focus is on the underlying cognitive processes that drive learning (eg., attention, memory, perception) and the supports that are necessary to improve outcomes for children with deficits in one or more of these areas.

If you are interested in participating in the research, please contact Sandra Gillam at: sandi.gillam@usu.edu or (435) 797-7028.







RONALD B. GILLAM

*Gibson, T.A., *Summers, C., Peña, E.D., Bedore, L.M., Bohman, T.M., & Gillam, R.B. (2014). The role of phonological structure and experience in bilingual children’s nonword repetition performance. Bilingualism: Language and Cognition, First View Online, (September 17, 2014).

Peña, E.D., Gillam, R.B., & Bedore, L.M. (2014). Dynamic Assessment of Narrative Ability in English Accurately Identifies Language Impairment in English Language Learners. Journal of Language, Speech & Hearing Research, 57, 2208-2220. doi:10.1044/2014_JSLHR-L-13-0151

Gillam, S.L., Olszewski, A., Fargo, J., Gillam, & R. B. (2014). Classroom-Based Narrative and Vocabulary Instruction: Results of an Early-Stage, Nonrandomized Comparison Study. Language, Speech & Hearing Services in Schools, 45(3), 204-219. doi: 10.1044/2014_LSHSS-13-0008

Gillam, S.L, Gillam, R. B. (2014). Improving clinical services: Be aware of fuzzy connections between principles and strategies. Language, Speech & Hearing Services in Schools, 45(2), 137-144. doi: 10.1044/2014_LSHSS-14-0024

*Squires, K.E., *Lugo-Neris, M.J, Peña, E.D., Bedore, L.M., Bohman, T.M, Gillam, R.B., (2014). Story retelling by bilingual children with language impairments and typically-developing controls. International Journal of Language and Communication Disorders, 49(1), 60-74; DOI:10.1111/1460-6984.12044.

Gillam, S.L., Fargo, J., Gillam, R.B., & Cruce, C.S. (2013). A Comparison of two directed monitoring conditions for improving comprehension. International Journal of Speech & Language Pathology and Audiology, 1, 52-62. DOI:10.12970/2311-1917.2013.01.02.2.

Gillam, R.B., Peña, E.D., Bedore, L.M., Bohman, T.M., & Mendez-Perez, A. (2013). Identification of Specific Language Impairment in Bilingual Children, Part 1: Assessment in English. Journal of Speech, Language, and Hearing Research, 56, 1813-1823; DOI:10.1044/1092-4388(2013/12-0056).

*Petersen, D. L. & Gillam, R.B. (2013). Predicting reading ability for bilingual Latino children using dynamic assessment. Journal of Learning Disabilities. Early on-line, DOI:10.1177/0022219413486930.

*Petersen, D.L., & Gillam, R.B. (2013). Accurately predicting future reading difficulty for bilingual Latino children at risk for language impairment. Learning Disabilities Research and Practice, 28(3), 113-128. DOI: 10.1111/ldrp.12014

Gillam, S.L., Gillam, R.B., & *Reese, K. (2012). Language Outcomes of Contextualized and Decontextualized Language Intervention: Results of an Early Efficacy Study. Language Speech and Hearing Services in Schools, 43, 276-291, DOI: 10.1044/0161-1461(2011/11-0022).

Bedore, L.M., Peña, E.D., *Summers, C.L., *Boerger, K.M., *Resendiz, M.S., *Greene, K., Bohman, T.M., & Gillam, R.B. (2012). The measure matters: language dominance profiles across measures in Spanish-English bilingual children. Bilingualism, Language and Cognition,15(3), 619-629, DOI:10.1017/S1366728912000090.

Byrd, C.T., Logan, K.J., & Gillam, R.B. (2012). Speech disfluency in school-age children’s conversational and narrative discourse. Language Speech and Hearing Services in Schools, 43, 153-163, DOI: http://dx.doi.org/10.1017/S1351324910000252.

Colozzo, P., Gillam, R. B., *Wood, M., *Schnell, R. D., & Johnston, J. R. (2011). Content and Form in the Narratives of Children with Specific Language Impairment. Journal of Speech, Language, and Hearing Research, 54, 1609-1627, DOI: 10.1044/1092-4388(2011/10-0247).

*Hoffman, L. M., Loeb, D. F., Brandel, J., & Gillam, R. B. (2011). Concurrent and Construct Validity of Oral Language Measures with School Age Children with Specific Language Impairment. Journal of Speech, Language, and Hearing Research, 54, 1597-1608.

Pena, E. D., Gillam, R. B., Bedore, L. M., & Bohman, T. M. (2011). Risk for Poor Performance on a Language Screening Measure for Bilingual Preschoolers and Kindergarteners. American Journal of Speech Language Pathology, 20, 302-314.

Logan, K.J., Byrd, C.T., *Mazzocchi, E.M., & Gillam, R.B. (2010). Speaking rate characteristics of elementary-school-aged children who do and do not stutter. Journal of Communication Disorders, 44, 130-147. (doi:10.1016/j.jcomdis.2010.08.001)

Petersen, D.B., Gillam, S.L., *Spencer, T. & Gillam, R.B. (2010). The effects of literate narrative intervention on children with neurologically-based language impairments: An early stage study. Journal of Speech, Language, and Hearing Research,53, 961-981. DOI: 10.1044/1092-4388

Bedore, L.M., Peña, E.D., Gillam, R.B., & *Ho, T-H. (2010). Language Sample Measures and Language Ability in Spanish English Bilingual Kindergarteners. Journal of Communication Disorders, 43, 498-510 (doi:10.1016/j.jcomdis.2010.05.002).

Bohman, T.M., Bedore, L.M., Peña, E.D., Mendez-Perez, A., & Gillam, R.B. (2010). What you hear and what you say: Language performance in early sequential Spanish English bilinguals. International Journal of Bilingual Education and Bilingualism, 13, 325-344.

*Summers, C., Bohman, T., Gillam, R.B., Peña, E., & Bedore, L. (2010). Bilingual performance on nonword repetition in Spanish and English. International Journal of Language and Communication Disorders, 45(4), 480-493.

Loeb, D.F., Gillam, R.B., *Hoffman, L.R., Brandel, J., & Marquis, J. (2009). The Effects of Fast ForWord-Language on the Phonemic Awareness and Reading Skills of School-Age Children with Language Impairments and Poor Reading Skills. American Journal of Speech-Language Pathology, 18, 376-387. (DOI: 10.1044/1058-0360)

*Ukrainetz, T.A. & Gillam, R.B. (2009). The expressive elaboration of imaginative narratives by children with specific language impairment. Journal of Speech, Language, and Hearing Research, 53, 883-898.

*Hayward, D.V., Schneider, P. & Gillam, R.B. (2009). Age and task related effects on young children’s understanding of a complex picture story. Alberta Journal for Educational Research, 55, 54-72.

Montgomery, J.W., Evans, J.L., & Gillam, R.B. (2009). Relation of auditory attention and complex sentence comprehension in children with specific language impairment: A preliminary study. Applied Psycholinguistics, 30, 123-151.

Cirrin, F., & Gillam, R.B. (2008). Language intervention practices with school-age children with spoken language impairments: A systematic review. Language, Speech, and Hearing Services in Schools, 39, 1 (Supplement), S110-S137.

Gillam, S.L., & Gillam, R.B. (2007). Consulting the evidence to provide treatment for a preschooler with moderate-to-severe speech disorders who has not responded well to previous therapy. Perspectives in Language and Learning.

Hayward, D., Gillam, R., & Lien, P. (2007). Retelling a script-based story: Do children with and without language impairments focus on script and story elements? American Journal of Speech-Language Pathology, 16, 235-245.

White, A.W., & Gillam, R.B. (2007). Brief report: Immediate memory for movement sequences in children with and without language impairment. Canadian Journal of Speech-Language Pathology and Audiology, 31, 186-193.

Cirrin, F.M., and Gillam, R.B. (2006). Review of Evidence-Based Practices for Language Intervention of School-Age Children: Implications for Treatment, Future Research, and Personnel Preparation in Speech-Language Pathology. (COPSSE Document Number OP-2E). Gainesville, FL: University of Florida, Center on Personnel Studies in Special Education.

Gillam, S.L., & Gillam, R.B. (2006). Making evidence-based decisions about language intervention services for children. Language, Speech, and Hearing Services in Schools, 37, 304-315.Narrative Articles

Hayward, D., Gillam, R., & Lien, P. (2007). Retelling a script-based story: Do children with and without language impairments focus on script and story elements? American Journal of Speech-Language Pathology, 16, 235-245.

Justice, L.M., Bowlels, R., Kadaravek, J.N., Ukrainetz, T.A., Eisenberg, S.L., & Gillam, R.B. (2006). The index of narrative micro-structure (INMIS): A clinical tool for analyzing school-age children's narrative performance. American Journal of Speech-Language Pathology, 15, 177-191.

Ukraintez, T.A., Justice, L.M., Kadaravek, J.N., Eisenberg, S.N., Gillam, R.B., & Horn, M. (2005). The development of expressive elaboration in fictional narratives. Journal of Speech-Language-Hearing Research, 48, 1363-1377.

Muñoz, M.L., Gillam, R.B., Peña, E.D., & Gulley, A. (2003). Measures of language development in fictional narratives of Latino children.Language, Speech, and Hearing Services in Schools, 34, 332-342.

McFadden, T.U., & Gillam, R. B. (1996). An examination of the quality of narratives produced by children with language disorders. Language, Speech, and Hearing Services in Schools, 27, 48-56.

Gillam, R. B., & Johnston, J. (1992). Spoken and written language relationships in language/learning impaired and normally achieving school-age children. Journal of Speech and Hearing Research, 35, 1303-1315.

SANDRA LAING GILLAM

Journal Articles

Gillam, S., & Fargo, J., Foley, B., & Olszewski, A. (In Press). A Nonverbal Phoneme Deletion Task Administered In A Dynamic Assessment Format. Journal Of Communication Disorders.

**Gillam, S., & Justice, L. (2010). Progress Monitoring Tools For Slps In Response To Intervention (Rti): Primary Grades. The American Speech Hearing And Language Leader, 9/ 21 Issue: Feature.

*Petersen, D., Gillam, S., Spencer, T., & Gillam, R. (2010). Narrative Intervention For Children With Neurologically Based Speech And Language Disorders. A Single Subject, Multiple Baseline Study. Journal Of Speech, Language And Hearing Research, 53, 961-981.

*Burr, A., Cox, J., Gillam, S., & Boyce, L. (2010, April). Relationships Among Emphasis On Literacy In The Home, Income, Maternal Depression And Education On Toddlers Participating In Early Intervention Services. Proceedings Of The National Conference On Undergraduate Research (Ncur). University Of Montana, Missoula. Missoula, Montana.

*Shaw, J., & Blackburn, A., Gillam, S., & Boyce, L. (2010, April). The Relationship Among Socioeconomic Status, Education, Maternal Language Input, And Maternal Book-Sharing Practices In Wordless And Printed Book Contexts. Proceedings Of The National Conference On Undergraduate Research (Ncur). University Of Montana, Missoula. Missoula, Montana.

*Morrey, K., Slater, L., Bailey, K., Taylor, M., Gillam, S. (2010). A Comparison Of Intervention Approaches For Improving Literate Language Use By Children With Language Impairments. Proceedings Of The National Conference On Undergraduate Research (Ncur). University Of Montana, Missoula. Missoula, Montana.

*Gillam, S., Fargo, J., & Robertson, K. (2009). Comprehension Of Expository Text: Insights Gained From Think-Aloud Data. American Journal Of Speech Language Pathology, 18, 82-94.

*Spencer, T., Petersen, D., & Gillam, S. (2008). Picture Exchange Communication System (Pecs) Or Sign Language: An Evidence-Based Decision Making Example, Teaching Exceptional Children, 41, 40-47.

*Gillam, S., & Gillam, R. (2008). Teaching Graduate Students To Make Evidence-Based Intervention Decisions: Application Of A Seven-Step Process Within An Authentic Learning Context. Topics In Language Disorders, 28, 209-225.

*Petersen, D, Gillam, S., & Gillam, R. (2008). Emerging Procedures In Narrative Assessment: The Index Of Narrative Complexity. Topics In Language Disorders, 28, 115-130.

**Gillam, S. (2008). What Is Rti And How Do I Fit In? The Communicator, Utah Speech Language Hearing Association, 47, 7.

**Gillam, S. & Gillam, R. (2007). Consulting The Evidence To Provide Treatment For A Preschooler With Moderate-To-Severe Speech Disorders Who Has Not Responded Well To Previous Therapy. Perspectives On Language Learning And Education, Division 1, Volume 14, (1), 4-6.

*Gillam, S. & Kamhi, A. (2007). Ebp Brief: Intervention For Preschool Children With Moderate-Severe Phonological Impairment. Evidence Based Practice Briefs, 1, 59- 68.

*Gillam, S. & Gillam, R. (2006). Making Evidence-Based Decisions About Child Language Intervention In Schools. Language, Speech, And Hearing Services In Schools, 37, 1-12.

**Gillam, R. & Laing, S. (2006). Making Evidence-Based Decisions About Language Intervention With Primary Grade Children. Perspectives On Language Learning And Education, Division 1, 13, 10-16. (Circulation, 4,122+ Each Month).

**Laing, S. (2006). Phonological Awareness, Reading Fluency, And Strategy-Based Reading Comprehension Instruction For Children With Language Learning Disabilities: What Does Research Show? Perspectives On Language Learning And Education, Division 1, 13, 17-22.

**Gillam, S. (2006, April). Building The Phd Pipeline. Proceedings Of The Council Of Academic Programs In Communication Sciences And Disorders, Destin, Florida.

*Laing, S., & Espeland, W. (2005). The Impact Of A Classroom-Based Preschool Phonological Awareness Training Program For Children With Spoken Language And Expressive Phonological Impairments. Journal Of Communication Disorders, 38, 65-82. (5-Year Impact Factor, 2.28; Ranking 7/51). (Article With Graduate Student).

**Laing, S. (2004). Efficacy And Cross-Domain Effects Of A Phonological Awareness And Reading Intervention For Children With Moderate-Severe Language Impairment (Invited Paper By Www.Speechpathology.Com).

*Laing, S., & Kamhi, A. (2003). Assessment Of Language And Literacy In Culturally And Linguistically Diverse Populations. Language, Speech, And Hearing Services In The Schools, 34, 44-55. (Acceptance Rate, 51%, 5-Year Impact Factor, 1.52; Ranking 19/52).

**Laing, S. (2003). Research Improves Speech-Impaired Children’s Reading. The University Of Alabama, Research: The Foundation For Economic Expansion, Vol. 1, Issue 1, 29.

*Laing, S. (2003). Assessment Of Phonology In Preschool African American Vernacular English Speakers Using An Alternate Response Mode. American Journal Of Speech Language Pathology, 12, 3-15. (Acceptance Rate, 47%, 5-Year Impact Factor, 2.04; Ranking 9/51)

*Laing, S. (2002). Miscue Analysis In School-Age Children. American Journal Of Speech Language Pathology, 11, 407-416. (Acceptance Rate, 47%, 5-Year Impact Factor, 2.04; Ranking 9/51)

*Laing, S., & Kamhi, A. (2002). The Use Of Think-Aloud Protocols To Compare Inferencing Abilities Of Average And Below Average Readers. Journal Of Learning Disabilities, 35, 436-447. (5-Year Impact Factor, 2.15; Ranking 6/51).

*Kamhi, A., & Laing, S. (2001). The Importance Of Orthographic Analogies In Learning To Read, Journal Of Logopedics, Phoniatrics, & Vocology, 25, 29-34.

Book Chapters

Justice, L., Gillam, S., & McGinty, A. (In Press). Teaching Students With Language Disorders. In R. McWilliam, M. Tankersley, & B. Cook (Eds), Effective Practices In Special Education. New York, NY: Pearson.

Gillam, S., & Kamhi, A. (2010). Specific Language Impairment. In M. Ball., J. Damico, And N. Mueller (Eds.), Blackwell Handbook In Linguistics: The Handbook Of Language And Speech Disorders. Hoboken, NJ: Wiley-Blackwell.

Gillam, R., & Gillam, S. (2010). An Introduction To The Discipline Of Communication Sciences And Disorders. In R. Gillam, T. Marquardt, & F. Martin, (Eds.), Communication Sciences And Disorders: From Science To Clinical Practice. Boston, MA: Jones & Barlett.

Gillam, R., Montgomery, J., & Gillam, S. (2009). Memory And Attention In Children With Language Impairments. In R. G. Schwartz (Ed), Handbook Of Child Language Disorders (Pp. 201-125). New York: Psychology Press.

Gillam, S. (2007). Intervention For Text Comprehension Deficits. In A. G. Kamhi, J. J. Masterson, & K. Apel (Eds.), Clinical Decision Making In Developmental Language Disorders (Pp. 267-284). Boston, MA: Allyn & Bacon.

Kamhi, A., & Laing, S. (2001). The Path To Reading Success Or Reading Failure: A Choice For The Millennium. In J. Harris, A. Kamhi, & K. Pollock (Eds.), Literacy In African-American Communities (Pp. 267-284), Mahwey, New Jersey: Lawrence Erlbaum Associates, Inc.

Professional Education Publications

Gillam, R. & Gillam, S. (2009). Assessing And Treating Narrative Language In Children With Language Impairments (Self-Study Publication With Audio Cd And Manual). Rockville, Md: American Speech- Language-Hearing Association.

 

Faculty

Sandra Laing Gillam
Ronald Gillam
Chad Bingham
Tamie Pyfer
Cindy Jones
Jamison Fargo
Sarah Clark

Doctoral Students

Vicki Simonsmeier (Disability Studies and SLP)
Carla Orellana (SLP)
Sarai Holbrook (SLP)
Rebekah Wada (SLP)