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School-Age Language Research Lab

Ron, Sandi, Teresa

Teresa Ukrainetz, Ron Gillam, Sandi Gillam

Welcome to the School-age Language Lab website. Professors Ron Gillam, Sandi Gillam, and Teresa Ukrainetz are dedicated to advancing knowledge and improving intervention for children with language-learning difficulties across the grades. The topics of their research and scholarship span the intricacies of memory structure of children with specific language impairment to narrative and expository language intervention. They offer evidence-based but practical ideas to help SLPs help their students succeed.


  

Teresa Ukrainetz, Ph.D., S-LP(C)

Contact Information
Teresa Ukrainetz
Lilywhite 103
435-797-1384
teresa.ukrainetz@usu.edu

Who I Am and What I Do

I joined the COMDDE department of USU as Professor and Division Chair for Speech-Language Pathology in January, 2017. I obtained my Ph.D. from the University of Texas at Austin in 1995 and was at the University of Wyoming from 1995 to 2016. I am a Canadian-certified speech-language pathologist (M.S.’87, University of British Columbia) and worked as an SLP in a school district near Vancouver, Canada between my graduate degrees. I have authored 2 books, 40 articles and chapters, and more than 100 research and clinical presentations. I am currently teaching COMD 2500 – Language, Speech, and Hearing Development and COMD 6230 – Introduction to Research in Communication Disorders.

My research and scholarship pertain to the framework, procedures, and tools of school-age language assessment and treatment. I study how language assessments and treatments intersect with contexts of use, and how to optimize those intersections. My work is driven by the need for effective, practical interventions that tap the distinctive expertise of SLPs. Educational speech-language pathology encompasses the broad and overlapping domains of speech, language, cognition, and literacy. With large caseloads and many competing demands, school SLPs endeavor to improve underlying processes, skills, and strategies that will make meaningful impacts on the academic performance of students with a diverse array of learning difficulties – and I try to help them do it better.

I have investigated norm-referenced tests, dynamic assessment, phonemic awareness intervention, narrative development and intervention, expository intervention, and the role of the school SLP. My methods of investigation are varied, including group experimental, single-subject experimental, group descriptive, and qualitative – but almost always occur within the busy life of schools and preschools. My current research examines the effect of treatment involving note-taking and verbal rehearsal on comprehension and expression of informational texts for students with language-related learning disabilities.

students with teacher in a restaurantThe research team at the end of post-testing in nine schools in Cheyenne, WY in March, 2017. The study investigated an SLP treatment of oral and written expository language for fourth to sixth graders with learning disabilities.

In the group picture, front L to R: RJ Risueno (USU), Tristin Hampshire (USU), Amy Petersen (Cheyenne school district), Cathy Ross (UWyo); back L to R: Kristin Fitzgerald (USU), Haley Hight (UWyo), Riley Dolezal (UWyo), Teresa Ukrainetz, Nicole Pearson (USU).

Curriculum Vitae

students with teacher

The stalwart USU research assistants, Kristin, Nicole, Tristin, and RJ, with their very grateful professor.


Ukrainetz, T.A. (Ed.) (2015). School-age language intervention: Evidence-based practices. Austin, TX: Pro-Ed. 

Ukrainetz, T.A. (Ed.) (2006). Contextualized Language Intervention: Scaffolding PreK–12 Literacy Achievement. Austin, TX: Pro-Ed.

Ukrainetz, T.A. (2017). Commentary on “reading comprehension is not a single ability”: Implications for language intervention. Invited article for Language, Speech, and Hearing Services in Schools, 48, 92-97.

Ukrainetz, T.A. (2016). Strategic intervention for expository texts: Teaching text preview and lookback. Perspectives on Language, Learning, and Education, 1, 99-108.

Ukrainetz, T.A. (2015). Improving text comprehension: Scaffolding adolescents into strategic reading. Seminars in Speech and Language, 36, 17-30.

Ukrainetz, T.A. (2009). Foreword: How much is enough? The intensity evidence in language intervention. Topics in Language Disorders, 29, 291-293.

Ukrainetz, T.A. (2009). Phonemic awareness: How much is enough within a changing picture of reading instruction? Topics in Language Disorders, 29, 344-359.

Ukrainetz, T.A. (2008). Phonemic awareness instruction for preschoolers: The evidence for pre-phonemic versus phonemic tasks. EBP Briefs, 2, 47-58.

Ukrainetz, T.A. (2006). Using emergent writing to develop phonemic awareness. In L.M. Justice (Ed.), Clinical Approaches to Emergent Literacy Intervention (pp. 225-259). San Diego, CA: Plural Publishing.

Ukrainetz, T.A. (2006). EBP, RTI, and the Implications for SLPs: Commentary on L.M. Justice. Language, Speech, and Hearing Services in Schools, 37, 298-303.

Ukrainetz, T.A. (2001). Narrative assessment: Coherence, cohesion, and captivation. Perspectives on Language Learning and Education, 8(2), 11-15.

Gillam, R.B., McFadden, T.U., & van Kleeck, A. (1995).  Improving the narrative abilities of children with language disorders: Whole language and language skills approaches.  In M. Fey, J. Windsor & J. Reichle (Eds.), Communication intervention for school-age children (pp. 145-182)Baltimore, MD: Paul H. Brookes.

book cover  book cover

* student authors

Petersen, D.B., Chanthongthip*, H., Ukrainetz, T.A., Spencer, T.D., & Steeve, R.W. (2017). Dynamic assessment of narratives: Efficient, accurate classification of bilingual students with language impairment. Journal of Speech, Language, and Hearing Research, 60, 983-998.

Petersen, D.B., Brown*, C.L., Ukrainetz, T.A., Wise*, C., Spencer, T.D., & Zebre*, J. (2014). Systematic individualized language intervention on the personal narratives of children with autism. Language, Speech, and Hearing Services in Schools, 45, 67-86.

Allen, M.M., Ukrainetz, T.A., & Carswell*, A.L. (2012). The narrative performance of three types of at-risk first grade readers. Language, Speech, and Hearing Services in Schools, 43, 205-221.

Ukrainetz, T.A., Nuspl*, J.J., Wilkerson*, K., & Beddes*, S.R. (2011). The effect of syllable instruction on phonemic awareness in preschoolers. Early Childhood Research Quarterly, 26, 50-60.

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, 52, 883-898.

McGee, L.M., & Ukrainetz, T.A. (2009). Using scaffolding to teach phonemic awareness in preschool and kindergarten. Reading Teacher, 62, 599-603.

Ukrainetz, T.A., Ross, C.L., & Harm, H.M. (2009). An investigation of treatment scheduling for phonemic awareness with kindergartners at risk for reading difficulties. Language, Speech, and Hearing Services in Schools, 40, 86-100.

Eisenberg, S.L., Ukrainetz, T.A., Hsu, J.R., Kaderavek, J.N, Justice, L.M., & Gillam, R.B. (2008). Noun phrase elaboration in children’s spoken stories. Language, Speech, and Hearing Services in Schools, 39, 145-157.

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

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

Ukrainetz, T.A. (2005). What to work on how: An examination of the practice of school-age language intervention. Contemporary Issues in Communication Sciences and Disorders, 32, 108-119.

Kaderavek, J.N., Gillam, R.B., Ukrainetz, T.A., Justice, L.M., & Eisenberg, S.L. (2004). School-age children’s self-assessment of oral narrative production. Communication Disorders Quarterly, 26, 37-48 (2004 in journal, but referenced as 2005 in EBSCO).

Ukrainetz, T.A., & Fresquez*, E.F. (2003). What isn’t language?: A qualitative study of the role of the school speech-language pathologist. Language, Speech, and Hearing Services in Schools, 34, 284-298.

Ukrainetz, T.A., & Blomquist*, C. (2002).  The criterion validity of four vocabulary tests compared to a language sample. Child Language Teaching and Therapy, 18, 59-78.

Ukrainetz, T.A., Cooney, M.H., Dyer*, S.K., Kysar*, A.J. , & Harris*, T.J. (2000). An investigation into teaching phonemic awareness through shared reading and writing. Early Childhood Research Quarterly, 15, 331-355.     

Ukrainetz, T.A. & Duncan, D.S. (2000). From old to new: Examining score increases on the Peabody Picture Vocabulary Test - III. Language, Speech and Hearing Services in Schools, 31, 350-353.

Ukrainetz, T.A., Harpell*, S., Walsh*, C., & Coyle*, C. (2000). A preliminary investigation of dynamic assessment with Native American kindergartners. Language, Speech and Hearing Services in Schools, 31, 142-153.

Ukrainetz, T.A. & Trujillo*, A. (1999). “You know, I just don’t know what else you’d do?” Five SLPs’ perspectives on children’s literature in speech-language intervention. Contemporary Issues in Communication Sciences and Disorders, 26, 35-48.

Zimmerman*, D.L., & Ukrainetz, T.A. (1999). Incorporating computers into language intervention from a social context perspective. Contemporary Issues in Communication Sciences and Disorders, 26, 128-136.

Ukrainetz, T.A., Roswell*, R., & Shippen*, D. (1998). Who’s afraid of the big bad wolf?: A critical thinking unit. Rocky Mountain Journal of Communication Disorders, 12, 27-36.

McFadden, T.U. (1998). Sounds and stories: Teaching phonemic awareness in print contexts. American Journal of Speech-Language Pathology, 7, 5-13.

McFadden, T.U. (1998). The immediate effects of pictographic drafting on children’s narratives. Child Language Teaching and Therapy, 14, 51-67.

Ukrainetz, T.A. (1998). Stickwriting stories: A quick and easy narrative notation strategy. Language, Speech, and Hearing Services in the Schools, 29, 197-207.

Van Kleeck, A., Gillam, R.B., & McFadden, T.U. (1998).  A study of classroom-based phonological awareness training for preschoolers with speech and/or language disorders. American Journal of Speech-Language Pathology, 7, 65-76.

Ukrainetz, T.A. (1998). Beyond Vygotsky: What Soviet activity theory offers naturalistic language intervention. Journal of Speech-Language Pathology and Audiology, 22, 122-133.

McFadden, T.U., & Gillam, R. (1996). An examination of the quality of narratives produced by children with language disorders. Language, Speech, and Hearing Services in the Schools, 27, 48-57.                

McFadden, T.U. (1996). Creating language impairments in typically-achieving children: The pitfalls of "normal" normative sampling. Language, Speech, and Hearing Services in the Schools, 27, 3-9.

Gillam, R.B., & McFadden, T.U. (1994). Redefining assessment as a holistic discovery process. Journal of Childhood Communication Disorders, 16 (1), 36-40.

McFadden, T.U. (1991).  Narrative and expository language: A criterion-based assessment procedure for school-age children. Journal of Speech-Language Pathology and Audiology, 15 (4), 57-64.

Bengurel, A-P., & McFadden, T.U. (1989).  The effect of coarticulation on the role of transitions in vowel perception. Phonetica, 46, 80-96. 

Ukrainetz, T.A., Ross, C.L., & Peterson, A.K. (2017, November). Improving expository speaking, writing, and comprehension of students with learning disability: A researcher-clinician collaboration. Invited 1-hr seminar, ASHA Annual Convention, Los Angeles, LA.

Ukrainetz, T.A. (2017, October). Expository language intervention: Teaching How-To Talk. Invited 6-hr presentation. British Columbia Association of Speech-Language Pathologists and Audiologists, Vancouver, Canada.

Ukrainetz, T.A. (2017, Sept). PDQ version of contextualized skill language intervention for school SLPs. Invited 2-day workshop. Edmonton Public School SLPs, Edmonton, Canada.

Ukrainetz, T.A. (2017, June). Expository language intervention: Teaching How-To Talk. Invited 6-hr presentation. Dept Com Dis & Deaf Ed, Utah State University, Logan, UT.

Wolter, J., Ukrainetz, T., & Ross, C. (2016, November). The game is still the aim: Writing contextualized goals & monitoring progress in the schools. 2-hr seminar, ASHA Annual Convention, Philadelphia, PA.

Ukrainetz, T.A., Petersen, D., Gillam, S. (2016, October). Interventions for oral and written language in school-aged children: Exposition, narration and curricular discourse. 1-hr webinar. ASHA Language, Learning, and Education Special Interest Group.

Ukrainetz, T.A. (2016, October). Phonemic awareness & expository discourse intervention. Invited 6-hr presentation. Oregon Speech-Language-Hearing Association Conference, Salem, OR.

Ukrainetz, T.A. (2016, August). Intervention for narrative structure and text comprehension. Invited 6-hr presentation. Natrona County School District, Casper, WY.

Ukrainetz, T.A. (2016, September). Text comprehension & expository discourse intervention. Invited 6-hr presentation. Kansas Speech-Language-Hearing Association Conference, Topeka, KS.

Sandra Laing Gillam, Ph.D., CCC-SLP

Contact Information
Sandra Laing Gillam
435-797-9629
sandi.gillam@usu.edu

Who I Am and What I Do

Sandra Laing Gillam is a Professor in Communication Disorders and Deaf Education. She received her BS and MS degrees from Auburn University and her PhD from The University of Memphis. She is currently the Vice President for Speech Language Pathology Practice for the American Speech Language and Hearing Association. Her research interests include evidence-based practices, assessment and intervention for language and literacy impairments, multi-cultural populations and processes involved in text comprehension. She has recently begun to study narrative proficiency in children with Autism. Dr. Gillam has presented in the U.S., Canada, Chile, Africa, Spain, Australia, Germany and Italy addressing each of these topics. 

Curriculum Vitae

students with teacher

 


Books

Reutzel, R., Clarke, S., Jones, C., and Gillam, S. (2016). Making Meaning and Growing Knowledge: Comprehension Instruction in the Common Core Classroom, Pre-K-3. Teachers College Press, New York, NY.

Book Chapters

Gillam, S., & Holbrook, S. (in press). Language Intervention/Therapy. In Jack S. Damico & Martin J. Ball (Eds.), The SAGE Encyclopedia of Human Communication Sciences. SAGE Publications. Thousand Oaks, California.

Gillam, R., Gillam, S., Holbrook, S., & Orellano, C. (in press). Language Disorder. In Samuel Goldstein & Melissa DeVries (Eds). Handbook of DSM 5 Childhood Disorders. Springer Publishers, Manhattan, New York

Gillam, R., Montgomery, J., & Gillam, S., & Evans, J. (2017).  Memory and attention in children with language impairments.  In R. G. Schwartz (Ed), Handbook of Child Language Disorders 2nd Edition, pp. 213-237. New York: Psychology Press.

Gillam, R., Gillam, S., & Fey, M. (2016). Supporting Knowledge in Language and Literacy (SKILL): A narrative intervention program. In McCauley, R., Fey, M., & Gillam, R., Eds.), Treatment of Language Disorders (2nd Edition). Brooks Publishing, Baltimore, MD.

Gillam, S., & Reutzel, R. (2016). Effective interventions for decoding and reading comprehension. In McCauley, R., Fey, M., & Gillam, R., Eds.), Treatment of Language Disorders (2nd Edition). Brooks Publishing, Baltimore, MD.

Gillam, S., & Gillam, R. (2015).  An introduction to the discipline of communication Sciences and Disorders, pp. 3-33. In R. Gillam, T. Marquardt, & F. Martin, (Eds.), Communication Sciences and Disorders: From Science to Clinical Practice. Boston, MA: Jones & Barlett.

Gillam, S., & Gillam, R. (2015).  Language Impairment in Children, pp. 281-318. In R.

Gillam, T. Marquardt, & F. Martin, (Eds.), Communication Sciences and Disorders: From Science to Clinical Practice. Boston, MA: Jones & Barlett.

Gillam, S., & Simonsmeier, V. (2015). Spoken language problems in school-age populations, 193-224. In G. Lof & A. Johnson (Eds), National Speech-Language Pathology Examination Review and Study Guide. Therapy Education, Evanston, Illinois.

Gillam, S., & Gillam, R. (2013). The development of morphology and syntax. In B. Shulman, B., & N. Capone, N. (Eds), Language Development: Foundations, processes, and clinical applications, Second Edition. Jones & Bartlett Learning, Burlington, MA.

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.

book list

Complexity of Story Retells Elicited from Children with ASD Spectrum Disorders (ASD Gillam, S., Olszewski, S., Squires, K., Snyder-Wolf, K., & Gillam, R. (in press). Improving Narrative Production in Children with Specific Language Impairment: an Early-Stage Clinical Trial of Supporting Knowledge in Language. Language, Speech and Hearing Services in the Schools.

Studenka, B., Gillam, S., Hartzheim, D., & Gillam, R. (2017). Motor and verbal perspective taking in children with Autism Spectrum Disorder: Changes in social interaction with people and tools. Research in Developmental Disabilities.

Olszewski, A., Panorska, A., & Gillam, S. (2017). Training verbal and nonverbal communication interview skills to adolescents. Communication Disorders Quarterly, accepted, October, 9, 2016 

Pyle, N., Crowther, A., Lignugaris-Kraft, B., Gillam, S., Reutzel, D. R., Olszewski, A., Segura, H., Hartzheim, D., Laing, W., & Pyle, D. (2017). Effects of expository text structure interventions on comprehension: A meta-analysis. Reading Research Quarterly.

Gillam, S., Holbrook, S., & Westenskow, A. (2016). Addressing the language of math: Collaboration is essential. Perspectives on Language Learning and Education, Sig 1, Vol. 1 (Part 3). 118-122.

Israelsen, M., & Gillam, S. (2016). The Relationship between Narrative Proficiency and Syntactic). Autism Open Access 6: 181. doi:10.4172/2165-7890.1000181

Gillam, S., Gillam, R., Fargo, J., Olszewski, A., & Segura, H. (2016). Monitoring indicators of scholarly language (MISL): A progress-monitoring tool for scoring narratives produced by school-age children with language impairments. Communication Disorders Quarterly. 1525740116651442, first published on June 7, 2016.

Gillam, S. (2016). Issue editor foreword: Discourse intervention across the lifespan. Topics in Language Disorders, 36, 3-5.

Gillam, S., & Gillam, R. (2016). Narrative discourse intervention for school-age children with language impairment. Topics in Language Disorders, 36, 20-34.

Gillam, S., Hartzheim, D., Studenka, B., Simonsmeier, V., & Gillam, R. (2015). Narrative intervention for children with Autism Spectrum Disorder (ASD). Journal of Speech, Language and Hearing Research, 1-14.

Gillam, R., & Gillam, S. (2015). Communication Disorders. The Encyclopedia of Clinical Psychology. Published Online: 23 JAN 2015, DOI: 10.1002/9781118625392.wbecp560

Gillam, S., & Gillam, R. (2014). Improving clinical services: Be aware of fuzzy connections between principles and strategies. Language, Speech, and Hearing Services in Schools, 45, 137-144.

Gillam, S., Olszewski, A., Fargo, J., & Gillam, R. (2014). Classroom-based narrative and vocabulary instruction: Results of an early-stage, nonrandomized comparison study. Language, Speech, and Hearing Services in Schools, 45, 204-219.

Gillam, S., Fargo, J., Gillam, R., & Cruce, C. (2013). A comparison of two directed monitoring conditions for improving comprehension. International Journal of Speech and Language Pathology and Audiology, 1, 52-62.

Boyce, L., Gillam, S., Innocenti, M., Akers, J., Cook, G., & Ortiz, E. (2013). An examination of language input and vocabulary development of Spanish-English bilingual children living in poverty. First Language, 33, 572-593.

Squires, K. & Gillam, S., Reutzel, D.R. (2013). Characteristics of children who struggle with reading: Teachers and Speech-Language Pathologists collaborate to support young learners. The Early Childhood Education Journal, 41 401-411.

Gillam, S., Gillam, R., & 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.

Gillam, S., & Ford, M. (2012). Dynamic assessment of phonological awareness for children with speech sound disorders. Child Language Teaching and Therapy, 28, 297-308.

Gillam, S., Fargo, J., Petersen, D., & Clark, M. (2012). Assessment of structure

dependent narrative features in modeled contexts: African American and European American children. English Linguistics Research, 1, 1-17.

Anthony, J. L., Williams, J. M., Duran, L., Gillam, S., Liang, L., Aghara, R., Swank, P., Assel, M., & Landry, S. (2011). Dimensionality and Development of Spanish Phonological Awareness. Journal of Educational Psychology, 103, 857-876.

Gillam, S., & Fargo, J., Foley, B., & Olszewski, A. (2011). A nonverbal phoneme deletion task administered in a dynamic assessment format. Journal of Communication Disorders, 44, 236-245.

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. 

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. & Gillam, R. (2006).  Making evidence-based decisions about child language intervention in schools.  Language, Speech, and Hearing Services in Schools, 37, 1-12.

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.

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.

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.

Laing, S. (2002). Miscue analysis in school-age children. American Journal of Speech Language Pathology, 11, 407-416.

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.

Kamhi, A., & Laing, S. (2001).  The Importance of Orthographic Analogies in Learning to Read, Journal of Logopedics, Phoniatrics, & Vocology, 25, 29-34.

Ron Gillam, Ph.D., CCC-SLP

Contact Information

Ron Gillam, PhD
Language and Literacy Clinic
2610 Old Main Hill
Logan, UT 84321
435-797-1704
ron.gillam@usu.edu

Who I Am and What I Do

I have conducted research on information processing, language development and literacy in children with SLI and children developing typically for more than 20 years.  My areas of methodological and technical expertise include language sample analyses, psychometrics, assessment of narrative comprehension and production, development of cognitive processing measures, language intervention protocols, database management, and multi-level modeling. I started studying attention and working memory in 1992 when I received a K08 award from the National Institute on Deafness and Other Communication Disorders Nelson Cowan, PhD and Anne van Kleeck, PhD as my mentors. We collaborated closely on a number of studies testing various hypotheses of specific language impairment.

ron makes a pointSince that time, I have continued to study information processing in school-age children with and without language impairments. I have explored a variety of factors that contribute to information process
ing problems in children with SLI including speech perception, phonological short-term memory, working memory, executive functions and general capacity limitations. Across a number of studies that have been supported by R01 and U01 awards from the National Institute on Deafness and Other Communication Disorders, we have shown that children with SLI perform mental phonological coding and recoding slower their their typically-developing peers, that they remember less information at syllable, word, sentence and text levels, that their memory for sequence is unusually compromised, and that they organize and extract higher-level representations from long-term memory less efficiently.    

For the past 8 years, I have been collaborating with Jim Montgomery (Ohio University) and Julia Evans (the University of Texas at Dallas) on studies of cognitive processing and sentence comprehension.  Our latest research has focused on modeling the abilities underlying complex sentence comprehension in elementary school-age children with SLI.  The primary aim of our multi-PI R01 (R01DC010883) was to investigate domain-specific and domain-general accounts of sentence comprehension in children with SLI.  The results of our large-scale study were more consistent with domain-general explanations of sentence comprehension abilities than domain-general explanations.  Our modeling revealed general language knowledge did not have a significant direct relationship to sentence comprehension as was predicted by the domain-specific account.  Rather, attention and language had indirect effects on sentence comprehension in that they both contributed significantly to working memory which, in turn, contributed significantly to comprehension.

I have a longstanding collaboration with my wife, Sandra Gillam.  We were Co-PI’s on a grant from the Institute of Educational Science in the US Department of Education to develop a narrative intervention program. The program that we developed, called Supporting Knowledge of Language and Literacy, is available for sale at Utah State University [https://usuworks.usu.edu/Details.cfm?ProdID=32&category=0 ]. We have preliminary data demonstrating the feasibility of that program for children with developmental language disorders, children with autism spectrum disorders, English Language Learners, and children who are at-risk for language and learning difficulties. We recently received a Goal 3 (Efficacy) grant from the Institute for Educational Sciences to conduct a multi-site randomized clinical trial to test the language and literacy outcomes of the SKILL program with children who are at-risk for language impairments.

My research has also focused on assessment and intervention processes.  I have developed a widely-used norm-referenced test (The Test of Narrative Language) and have studied the diagnostic markers of language impairment in bilingual children (with Liz Peña and Lisa Bedore).  With respect to language intervention, I was the PI on a RCT, funded by NIDCD, that compared the outcomes of four language intervention programs for children with Specific Language Impairments, and I was the Co-PI, with Sandra Gillam, on an IES grant to develop and test a narrative intervention program.

Most recently, I have initiated a research program that focuses on the neural processes that impact language development, educational outcomes, and cognitive processing in children and adults. We use functional Near-Infrared Spectroscopy to study cortical activation patterns as participants comprehend and produce language, complete educational tasks, and/or listen and process sound.  Our research group, which also includes Kerry Jordan from the Department of Psychology, Katheran Mohr from the School of Teacher Education and Leadership, Sandi Gillam from the Department of Communicative Disorders and Deaf Education, Todd Moon from the Department of Engineering, and Breanna Studenka from the Department of Kinesiology and Health Sciences, is actively investigating relationships between eye-tracking and neural activation patterns. 


Books and Tests

Gillam, R.B. & Pearson, N. (2017). Test of Narrative Language (2nd Edition).  Austin, TX: PRO-ED.

McCauley, R., Fey, M.E., & Gillam, R.B (2017). Treatment of Language Disorders (2nd Edition).  Baltimore, MD: Brookes.

Gillam, R. B., Marquardt, T. P. (Eds.) (2015). Communication Sciences and Disorders: From Science to Clinical Practice (3rd Edition).  Burlington, MA: Jones & Bartlett.

Gillam, R. B., Marquardt, T. P., & Martin, F. R. (Eds.) (2010).  Introduction to Communication Sciences and Disorders: From Science to Clinical Practice (2nd Edition).  Sudbury, MA: Jones & Bartlett.

Gillam, R.B., Logan, K.L., & Pearson, N. (2009).  Test of Childhood Stuttering.  Austin, TX: PRO-ED.

Gillam, R. B. & Pearson, N. (2004).  Test of Narrative Language.  Austin, TX: PRO-ED.

Miller, L., Gillam, R. B., & Peña, E. (2001). Dynamic Assessment and Intervention: Improving Children’s Narrative Abilities. Austin, TX: PRO-ED. 

Gillam, R. B., Marquardt, T. P., & Martin, F. R. (Eds.) (2000).  Communication Sciences and Disorders: From Science to Clinical Practice.  San Diego, CA: Singular.

Gillam, R. B. (Ed.) (1998).  Memory and Language Impairment in Children and Adults: New Perspectives.  Gaithersburg, MD: Aspen.

Chapters in Books

*Orellana, C., *Skaria, J., & Gillam, R.B. (in press).  Neural Imaging. In M. Ball & J. Damico (Eds.), SAGE Encyclopedia of Communication Sciences and Disorders.  Thousand Oaks, CA: Sage Publishing.

Gillam, R.B., Gillam, S.L., *Holbrook, S., & *Orellana, C. (in press).  Language Disorder.  In S. Goldstein & M. DeVries (Eds.), Handbook of DSM-5 Disorders in Children and Adolescents, NY: Springer. 

Gillam, R.B., Montgomery, J.W., Gillam, S.L., & Evans, J.L. (2017).  Working memory in child language disorders.  In. R.G. Schwartz (Ed.), Handbook of Child Language Disorders (pp. 213-237). New York, NY: Routledge

Gillam, R.B., Gillam, S.L., & Fey, M.E. (2017). Supporting knowledge in language and literacy (SKILL): A narrative-based language intervention. In R. McCauley, M.E. Fey, and R.B. Gillam (Eds.), Treatment of Language Disorders - Second Edition (pp. 389-420).  Baltimore, MD: Brookes.

McCauley, R.J., Fey, M.E., & Gillam, R.B. (2017).  Introduction to treatment of language disorders in children. In R. McCauley, M.E. Fey, and R.B. Gillam (Eds.), Treatment of Language Disorders - Second Edition (pp. 1 - 22).  Baltimore, MD: Brookes.

Gillam, R.B., McCauley, R.J., & Fey, M.E. (2017).  Interventions targeting more advanced language and literacy. In R. McCauley, M.E. Fey, and R.B. Gillam (Eds.), Treatment of Language Disorders - Second Edition (pp. 239 - 245).  Baltimore, MD: Brookes.

Gillam, R.B., Bedore, L.M., & Davis, B.L. (2015).  Communication across the lifespan.  In R.B. Gillam & T.M. Marquardt (Eds.), Communication Sciences and Disorders: From Science to Clinical Practice – Third Edition. (pp. 33-62).  Burlington, MA: Jones & Bartlett Learning.

Gillam, S.L., & Gillam, R.B. (2015). An Introduction to the Discipline of Communication Sciences and Disorders.  In R.B. Gillam & T.M. Marquardt (Eds.), Communication Sciences and Disorders: From Science to Clinical Practice – Third Edition. (pp. 3 - 32).  Burlington, MA: Jones & Bartlett Learning.

Byrd, C.T. & Gillam, R.B. (2015).  Fluency Disorders.  In R.B. Gillam & T.M. Marquardt (Eds.), Communication Sciences and Disorders: From Science to Clinical Practice – Third Edition. (pp. 193 - 228).  Burlington, MA: Jones & Bartlett Learning.

Gillam, S.L. & Gillam, R.B. (2015). Language Impairment in Children.  In R.B. Gillam & T.M. Marquardt (Eds.), Communication Sciences and Disorders: From Science to Clinical Practice – Third Edition. (pp. 279 - 318).  Burlington, MA: Jones & Bartlett Learning.

Montgomery, J.W., Gillam, R.B, & Evans, J.L. (2015).  Information processing in children with specific language impairment.  In R. H. Bahr & E. R. Silliman (Eds.), Routledge Handbook of Communication Disorders (pp 183-192), New York: Routledge.

Gillam, R.B., & Gillam, S.L. (2015).  Communication Disorders.  In R. Cautin and S. Lilienfeld (Eds.), The Encyclopedia of Clinical Psychology.  NY: Wiley-Blackwell, DOI: 10.1002/9781118625392.

Gillam, S.L. & Gillam, R.B. (2013). The Development of Morphology and Syntax.  In B. Shulman and N. Capone (Eds.), Language Development: Foundations, Processes and Clinical Applications (2nd edition) (pp, 165-184). Burlington MA: Jones and Bartlett.

Gillam, R. B., & Gillam, S. L. (2010).  An Introduction to the discipline of communication sciences and disorders. In Gillam, R. B., Marquardt, T. P., & Martin, F. R. (Eds.), Introduction to Communication Sciences and Disorders: From Science to Clinical Practice (2nd Edition) .  Sudbury, MA: Jones & Bartlett.

Gillam, R. B., Bedore, L. M., & Davis, B. (2010).  Communication across the life span. In Gillam, R. B., Marquardt, T. P., & Martin, F. R. (Eds.), Introduction to Communication Sciences and Disorders: From Science to Clinical Practice (2nd Edition).  Sudbury, MA: Jones & Bartlett.

Byrd, C. T., & Gillam, R. B. (2010).  Fluency disorders. In Gillam, R. B., Marquardt, T. P., & Martin, F. R. (Eds.),  Introduction to Communication Sciences and Disorders: From Science to Clinical Practice (2nd Edition).  Sudbury, MA: Jones & Bartlett. 

Gillam, R. B., & *Petersen, D. B. (2010).  Language disorders in school-age children. In Gillam, R. B., Marquardt, T. P., & Martin, F. R. (Eds.), Introduction to Communication Sciences and Disorders: From Science to Clinical Practice (2nd Edition).  Sudbury, MA: Jones & Bartlett. 

Gillam, R. B., Montgomery, J.M., & Gillam, S.L. (2009).   Attention and memory in children with language disorders.  In Schwartz, R. (Ed.), Handbook of Language Disorders (pp. 201-215).  New York: Psychology Press.

Gillam, R. B., & *Ukrainetz, T. M. (2006).  Language intervention through literature-based units.  In T. M. Ukrainetz (Ed.), Literate language intervention: Scaffolding PreK-12 literacy achievement (pp. 59-94).  Austin, TX: Pro-Ed.

Gillam, R. B., & *Gorman, B. (2005). Language and Discourse Contributions to Word Recognition and Text Interpretation: Implications of a Dynamic Systems Perspective.  In E. R. Silliman & L. Wilkinson (Eds.), Language and literacy learning in schools (pp. 63-97).  New York, NY: Guilford.

Gillam, R. B., & *Hoffman, L. M. (2001).  Language assessment during childhood.  In D. Rosello (Ed.), Tests and Measurements in Speech-Language Pathology (pp. 77-118).  Newton, MA: Butterworth Heinemann.

Gillam, R.B., & *Hoffman, L. M. (2003).  Information processing in children with specific language impairment.  In L. Verhoeven & H. van Balkom (Eds.), Classification of Developmental Language Disorders: Theoretical Issues and Clinical Implications (pp. 137-157).  Mahwah, NJ: Lawrence Erlbaum. 

Gillam, R. B., & Bedore, L. M. (2000).  Communication across the lifespan.  In R. B. Gillam, T. P. Marquardt, & F. R. Martin (Eds.),  Communication Sciences and Disorders: From Science to Clinical Practice (pp. 25-62).  San Diego, CA: Singular.

Gillam, R. B., Marquardt, T. P., and Martin, F. R. (2000).  An overview of communication disorders. In R. B. Gillam, T. P. Marquardt, & F. R. Martin (Eds.),  Communication Sciences and Disorders: From Science to Clinical Practice (pp. 85-98).  San Diego, CA: Singular.

Gillam, R. B. (2000).  Fluency disorders. In R. B. Gillam, T. P. Marquardt, & F. R. Martin (Eds.),  Communication Sciences and Disorders: From Science to Clinical Practice (313-340).  San Diego, CA: Singular.

Gillam, R. B. & Bedore, L. M. (2000).  Language science. In R. B. Gillam, T. P. Marquardt, & F. R. Martin (Eds.),  Communication Sciences and Disorders: From Science to Clinical Practice (385-408).  San Diego, CA: Singular.

Gillam, R. B. (2000).  Language disorders in school-age children. In R. B. Gillam, T. P. Marquardt, & F. R. Martin (Eds.),  Communication Sciences and Disorders: From Science to Clinical Practice (437-460).  San Diego, CA: Singular.     

Peña, E. D., & Gillam, R. B. (2000). Dynamic assessment of children referred for speech and language evaluations. In C. Lidz & J. Elliott (Eds.), Dynamic assessment:  Prevailing models and applications (Vol. 6, pp. 543-576). Oxford: Elsevier Science Ltd.

Gillam, R. B. (1999).  Adopting an integrated apprenticeship model in a university clinic.  In P. S. Murphy, R. McGuire, C. O’Rourke, & W. Swisher (Eds.), Proceedings from the 1999 Meeting of the Council of Programs in Communication Sciences and Disorders: New Horizons (pp. 97-99).

Gillam, R. B. (1998).  Putting memory to work in language intervention: Implications for practitioners. In R. B. Gillam (Ed.), Memory and Language Impairment in Children and Adults: New Perspectives (pp. 209-218).  Gaithersburg, MD: Aspen Publishers.  Reprinted from Topics in Language Disorders, 18(1).

Hudson, J., & Gillam, R. B. (1998).  Factors affecting children's long term memory.  In R. B. Gillam (Ed.), Memory and Language Impairment in Children and Adults: New Perspectives (pp. 117-135).  Gaithersburg, MD: Aspen Publishers.  Reprinted from Topics in Language Disorders, 18(1)

*Wynn-Dancy, M. L., & Gillam, R. B. (1998).  Accessing long-term memory: metacognitive strategies and strategic action in adolescents.   In R. B. Gillam (Ed.), Memory and Language Impairment in Children and Adults: New Perspectives (pp. 156-172).  Gaithersburg, MD: Aspen Publishers.  Reprinted from Topics in Language Disorders, 18(1).  

Gillam, R. B., & van Kleeck, A.  (1998). Phonological awareness training and short-term working memory: Clinical implications.  In R. B. Gillam (Ed.), Memory and Language Impairment in Children and Adults: New Perspectives (pp. 83-96).  Gaithersburg, MD: Aspen Publishers.  Reprinted from Topics in Language Disorders, 17(1).

Gillam, R. B., Peña, E., Davis, B, & Granof, D. (1996).  Change is inevitable: Rethinking the form and function of university speech and hearing clinics. In B. Wagner (Ed.),  Partnerships in Supervision: Innovative and Effective Practices:  Proceeding of the 1996 Conference on Clinical Supervision (pp. 141-144).  Grand Forks, ND: University of North Dakota.

Gillam, R. B., *McFadden, T. U., & van Kleeck, A. (1995).  Improving the narrative abilities of children with language disorders: Whole language and language skills approaches.  In. M. Fey, J. Windsor, & J. Reichle (Eds.), Communication Intervention for School-age Children (pp. 145-182). Baltimore: Paul H. Brookes.

Gillam, R. B. (1995).  Whole language principles at work in language intervention.  In D. Tibbits (Ed.), Language intervention: Beyond the primary grades (pp. 219-256).  Austin, TX: PRO-ED.

Patterson, S., & Gillam, R. B. (1995).  Team collaboration in the evaluation of language in students above the primary grades.  In D. Tibbits (Ed.), Language intervention: Beyond the primary grades (pp. 137-181), Austin, TX: PRO-ED.

Richardson, A., & Gillam, R. B. (1994).  Efficacy research in university settings: Supervisory issues.  In M.C. Bruce (Ed.), Proceedings of the 1994 International and Interdisciplinary Conference on Supervision: Toward the 21st Century (pp. 202-206).  Burlington, VT: The University of Vermont.

Gillam, R. B. (1992).  Special needs children become authors: Exploring the creating/learning process.  In M. Bixby, D. King, S. Ohanian, S. Crenshaw, & P. Jenkins (Eds.), Perspectives on whole language: Past, present, potential. Selected proceedings of the First Whole Language Umbrella Conference.  Columbia, MO:  Whole Language Umbrella.

Gillam, R. B. (1991).  A personal paradigm shift.  In K. Goodman, Y. Goodman, & L. Bird (Eds.), The whole language catalog (p.56).  NY: Macmillan-McGraw Hill.

Strike, C., & Gillam, R. B. (1988). Toward practical research in supervision.  In J. Anderson (Ed.), The supervisory process in speech-language pathology and audiology.  San Diego: Little Brown/ College Hill.

Strike, C., & Gillam, R. B. (1987).  Problem-solving in supervision research with single subject design.  In S. Farmer (Ed.), Clinical supervision: A coming of age, Proceedings of the National Conference on Supervision, (pp. 38-44).  Las Cruces, NM: New Mexico State University.

books list

* students or post-docs

Studenka, B. E., Gillam, S. L., *Hartzheim, D., & Gillam, R. B. (in press). Motor and verbal perspective taking in children with autism spectrum disorder: Changes in social interaction with people and tools. Research in Developmental Disabilities.

Montgomery, J.W., Gillam, R.B., & Evans, J.L. (2016). Syntactic versus memory accounts of the sentence comprehension deficits of specific language impairment: Looking back, looking ahead. Journal of Speech, Language, and Hearing Research, 59(6), 1491-1504. DOI: 10.1044/2016_JSLHR-L-15-0325

Gillam, S.L., Gillam, R.B., Fargo, J.D., Olszewski, A., & Segura, H. (2016). Monitoring Indicators of Scholarly Language: A progress-monitoring instrument for measuring narrative discourse skills.  Communication Disorders Quarterly, Published online before print June 7, 2016, doi: 10.1177/1525740116651442.  

Montgomery, J.W., Evans, J.L., Gillam, R.B., Sergeev, A.V., & *Finney, M.C. (2016).  “Whatdunit?” Developmental changes in children’s syntactically-based sentence interpretation abilities and sensitivity to word order. Applied Psycholinguistics, 37(6) 1281-1309. 

Fu, G., *Wan, N.J.A., *Baker, J.M., Montgomery, J.W., Evans, J.L., & Gillam, R.B (2016).  A proof-of-concept study of function-based statistical analysis of fNIRS data: Syntax comprehension in children with Specific Language Impairment compared to typically-developing controls. Frontiers in Behavioral Neuroscience, 10:108, 1-15, DOI: 10.3389/fnbeh.2016.00108.    

Gillam, S.L., & Gillam, R.B. (2016). Narrative discourse intervention for children with language disorders.  Topics in Language Disorders, 36 (1), 20-34.

Fossi, N.F., Lindau, T.A., Gillam, R.B, & Giacheti, C.M. (2016).  Cultural adaptation of the Test of Narrative Language (TNL) into Brazilian Portuguese.  CoDAS, 28 (5), 506 – 516. DOI.10.1590/2317-1782/20162016018

*Lugo-Neris, M.J., Peña, E.D., Bedore, L.M., & Gillam, R.B. (2015).  Utility of a language screening measure for predicting risk for language impairment in bilinguals. American Journal of Speech-Language Pathology.  24(3), 426-437.

Gillam, S.L., *Hartzheim, D., Studenka, B., *Simmonsmeier, V., & Gillam, R.B. (2015).  Narrative intervention for children with autism spectrum disorder (ASD).  Journal of Speech, Language, and Hearing Research, 58, 920-933. DOI:10.1044/2015_JSLHR-L-14-0295.

*Baker, J., Martin, T., Aghababyan, A., *Armaghanyan, A., & Gillam, R.B.  (2015).  Cortical activations during a computer-based fraction learning game: Preliminary results from a pilot study.  Technology, Knowledge and Learning. 20(3), 339-355.  DOI 10.1007/s10758-015-9251-y.

*Gibson, T.A., *Summers, C., Peña, E.D., Bedore, L.M., Bohman, T.M., & Gillam, R.B. (2015). The role of phonological structure and experience in bilingual children’s nonword repetition performance. Bilingualism: Language and Cognition, 18(3), 551-560. DOI: http://dx.doi.org.dist.lib.usu.edu/10.1017/S1366728914000248 

*Finney, M.C., Montgomery, J.M., Gillam, R.B., & Evans, J.L. (2014).  Role of Working Memory Storage and Attention Focus Switching in Children’s Comprehension of Spoken Object Relative Sentences.  Child Development Research, 2014, 1-11. DOI: http://dx.doi.org/10.1155/2014/450734

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: 10.1044/1092-43882011/10-0247)

*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.

Peña, 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. (http://dx.doi.org.dist.lib. usu.edu/10.1017/S0142716408090061)

Gillam, S.L., & Gillam, R.B. (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, 212-228.

Eisenberg, S.N., Ukrainetz, T.A., Gillam, R.B., Kadaravek, J.M., & Justice, L.M. (2008). Noun Phrase Elaboration in Children’s Spoken Stories. Language, Speech, and Hearing Services in Schools, 39, 145-157.

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

Gillam, R.B., Loeb, D.F., *Hoffman, L.M., Bohman, T., Champlin, C.A., Thibodeau, L., Widen, J., Brandl, L., & Friel-Patti, S. (2008). The Efficacy of Fast ForWord-Language Intervention in School-Age Children with Language Impairment:  A Randomized Clinical Trial, Journal of Speech, Language, and Hearing Research, 51, 97-119.

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.

*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.

*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.

Peña, E.D., *Resendiz, M., & Gillam, R.B. (2007).  The role of clinical judgments of modifiability in the diagnosis of language impairment.  Advances in Speech-Language Pathology, 8, 1-14.

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.

Peña, E.R., Gillam, R.B., *Malek, M., *Ruez-Felter, R., *Recendez, M., & *Sabel, T. (2006).  Dynamic assessment of school-age children’s narrative ability: An investigation of reliability and validity.  Journal of Speech, Language, and Hearing Research, 49, 1037-1057. 

van Kleeck, A., Gillam, R.B., & *Hoffman, L.M. (2006). Training in Phonological Awareness Generalizes to Phonological Working Memory: A Preliminary Investigation.  Journal of Speech-Language Pathology – Applied Behavior Analysis, 1 (No.3), 228-243.

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, and Hearing Research, 48, 1363-1377.

*Burlingame, I., Sussman, H., Gillam, R.B., & *Hay, J. (2005). An Investigation of Speech Perception in Children with SLI on a Continuum of Formant Transition Duration.  Journal of Speech, Language, and Hearing Research, 48 (4), 805-816.

Kadaravek, J. N., Gillam, R. B., *Ukrainetz, T. A., Justice, L. M., & Eisenberg, S. N. (2004).  School-age children’s self-assessment of oral narrative production.  Communication Disorders Quarterly, 26, 37-48. 

*Hoffman, L.M., & Gillam, R. B. (2004).  Verbal and spatial information processing constraints in children with specific language impairment.  Journal of Speech, Language, and Hearing Research, 47, 114-125.

*Gorman, B. & Gillam, R.B. (2003). Phonological Awareness in Spanish: A Tutorial for Speech-Language Pathologists, Communication Disorders Quarterly, 25, 13-23.

*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.

Gillam, R. B. (2002).  The Role of Working Memory in Vocabulary Development.  Perspectives on Language, Learning, and Education, 6, 3-5. 

*Marler, J.A., Champlin, C.A., & Gillam, R.G.  (2002).  Auditory memory for backward masking signals in children with language impairments.  Psychophysiology, 39, 767-780.

Gillam, R. B., *Hoffman, L. M., *Marler, J. A., & *Wynn-Dancy, M. L. (2002).  Sensitivity to increased task demands: Contributions from data-driven and conceptually-driven processing deficits.  Topics in Language Disorders, 22 (3), 30 - 49.

*Kester, E. S., Peña, E. D., Gillam, R. B. (2001). Outcomes of dynamic assessment with culturally and linguistically diverse students: A comparison of three teaching methods within a test-teach-retest framework.  Journal of Cognitive Education and Psychology, 2 (1), 42 - 59.

Gillam, R. B., *Crofford, J., *Gale, M., & *Hoffman, L.H. (2001).  Language change following computer-assisted language instruction with Fast ForWord or Laureate Learning Systems software.  American Journal of Speech-Language Pathology, 10, 231-248.

Friel-Patti, S., Gillam, R. B., & Loeb, D. F. (2001).  Looking ahead: An introduction to five exploratory studies of Fast ForWord.  American Journal of Speech-Language Pathology, 10, 195-202.

*Marler, J. A., Champlin, C. A., & Gillam, R. B (2001).  Backward and simultaneous masking measured in language-learning impaired children who received intervention with Fast ForWord or Laureate Learning systems software. American Journal of Speech-Language Pathology, 10, 258-268.

Gillam, R.B., Loeb, D. F., & Friel-Patti, S. (2001).  Looking back: A summary of five exploratory studies of Fast ForWord. American Journal of Speech-Language Pathology, 10, 269-273.

Gillam, R. B. (2000).  Fast ForWord: Training Children’s Brains to Learn Language?  Neurophysiology and Neurogenic Speech and Language Disorders, 10:1, 15-19.    

Gillam, R. B. (1999).  Computer Assisted Language Intervention Using Fast ForWord: Theoretical and Empirical Issues in Clinical Decision-Making.  Language, Speech, and Hearing Services in Schools, 30, 363-370.

Gillam, R. B, Peña, E.D., & Miller, L. B. (1999).  Dynamic assessment of narrative and expository texts. Topics in Language Disorders, 20 (1), 15-29.

Gillam, R.B. (1999).  Phonological awareness after the primary grades.  Language Learning and Education, 6(1), 20-22.

Marquardt, T.P. & Gillam, R.B. (1999).  Assessment in communication disorders: Some observations on current issues.  Language Testing, 16, 249-269.

Gillam, R. B., Cowan, N., & *Marler, J.  (1998).  Information processing by school-age children with specific language impairment: Evidence from a modality effect paradigm.   Journal of Speech, Language and Hearing Research, 41, 913-926.

van Kleeck, A., Gillam, R. B., & *McFadden, T.  (1998).  Teaching rhyming and phonological awareness to preschool-aged children with language disorders.   American Journal of Speech-Language Pathology, 7, 66-77. 

Espinosa, L. M., Gillam, R. B., Busch, R. F., & Patterson, S. S.  (1998).  Evaluation of an in-service model to teach child care providers about inclusion.   Journal of Research in Childhood Education, 12, 130-142. 

van Kleeck, A., Gillam, R. B., *Hamilton, L., & *McGrath, C. (1997).  The development of abstract language: Influences of parent talk during book sharing. Journal of Speech and Hearing Research, 40, 1261-1271.

Gillam, R.B. (1997).  Putting memory to work in language intervention: Implications for practitioners. Topics in Language Disorders, 18(1), 72-79. 

Hudson, J., & Gillam, R. B. (1997).  Factors affecting children's long-term memory.  Topics in Language Disorders, 18(1), 1-15. 

*Wynn-Dancy, M. L., & Gillam, R. B. (1997).  Accessing long-term memory: metacognitive strategies and strategic action in adolescents.   Topics in Language Disorders, 18(1), 32-44. 

van Kleeck, A., Gillam, R. B., & Davis, B. (1997).  When is "watch and see" warranted? A Response to Paul's 1996 article, "Clinical implications of the natural history of slow expressive language development.   American Journal of Speech-Language Pathology, 6, 34-39.

Gillam, R. B., & *Carlile, R. M. (1997).  Oral reading and story retelling of students with specific language impairment.  Language, Speech, and Hearing Services in Schools, 28, 30-42.

Gillam, R. B., & van Kleeck, A.  (1996). Phonological awareness training and short-term working memory: Clinical implications.  Topics in Language Disorders, 17(1), 72-81.

*Helzer, J. R., Champlin, C. A., & Gillam, R. B. (1996).  Temporal resolution in specifically language impaired and age-matched children.  Perceptual and Motor Skills, 83, 1171-1181.

*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., & Peña, E. D. (1995).  Clinical education: A social constructivist perspective.  The Supervisors' Forum, 2, 24-29.

Gillam, R. B., Cowan, N., & Day, L. (1995).  Sequential memory in children with and without language impairment.  Journal of Speech and Hearing Research, 38, 393-402.

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.

Gillam, R. B., Roussos, C. S., & Anderson, J. (1990).  Facilitating changes in supervisees' clinical behaviors: An experimental investigation of supervisory effectiveness.  Journal of Speech and Hearing Disorders, 55, 729-739. 

Gillam, R. B., & Johnston, J. (1985).  Development of print awareness in language-disordered preschoolers.  Journal of Speech and Hearing Research, 28, 521-526.

Gillam, S.L., & Gillam, R.B.  (2017). Promoting language comprehension and production through narratives: Applications for children with language disorders or autism spectrum disorder.  Weill Cornell Medicine, Department of Otolaryngology – Head and Neck Surgery, Center for Speech and Hearing, New York, NY, May.

Gillam, R.B. & Gillam, S.L. (2017).  Cognitive Processing in Children with Language Disorders.  Lecture presented to the Overseas Association of Communication Sciences, Vincenza, Italy, April.

Gillam, R.B & Gillam, S.L. (2015). Translating Cognitive Theory into Language Interventions for School-Age Children with Language Impairments.  Lecture presented at the 10th Annual Elanor M. Saffran Cognitive Neuroscience Conference, Philadelphia, PA, September.

Gillam, S.L & Gillam, R.B (2015).  Overview: Supporting Knowledge in Language and Literacy (SKILL). Lecture presented at the 10th Annual Elanor M. Saffran Cognitive Neuroscience Conference, Philadelphia, PA, September.

Gillam, S.L. & Gillam, R.B. (2015).  Child language treatment applications in school or clinic settings.  Workshop presented at the 10th Annual Elanor M. Saffran Cognitive Neuroscience Conference, Philadelphia, PA, September.