S. Gray

发表

Assessing Working Memory in Children: The Comprehensive Assessment Battery for Children – Working Memory (CABC-WM)

Kathryn L. Cabbage, N. Cowan, T. Hogan, 2017, Journal of visualized experiments : JoVE.

Short-term Memory in Childhood Dyslexia: Deficient Serial Order in Multiple Modalities.

Nelson Cowan, Kathryn L. Cabbage, Mary Alt, 2017, Dyslexia.

The impact of multisensory instruction on learning letter names and sounds, word reading, and spelling

S. Gray, Nora Schlesinger, Nora W Schlesinger, 2017, Annals of Dyslexia.

Teaching alphabetic knowledge to pre-school children with developmental language delay and with typical language development

M. Wilcox, S. Gray, Addie E. Lafferty, 2005 .

The effect of Tier 2 intervention for phonemic awareness in a response-to-intervention model in low-income preschool classrooms.

S. Gray, Anthony D. Koutsoftas, M. Harmon, 2009, Language, speech, and hearing services in schools.

What Clinicians Need to Know About Early Literacy Development in Children With Hearing Loss.

S. Gray, Elizabeth A Runnion, Shelley I Gray, 2019, Language, speech, and hearing services in schools.

Phonological vulnerability for school-aged Spanish-English-speaking bilingual children

N. Cowan, T. Hogan, Mary Alt, 2018, International journal of bilingual education and bilingualism.

Language Ability Groups in Bilingual Children: A Latent Profile Analysis.

M. Restrepo, M. Thompson, Maria Kapantzoglou, 2015, Journal of speech, language, and hearing research : JSLHR.

Fast mapping and word learning by preschoolers with specific language impairment in a supported learning context: effect of encoding cues, phonotactic probability, and object familiarity.

Shara Brinkley, S. Gray, Shelley I Gray, 2011, Journal of speech, language, and hearing research : JSLHR.

Fast Mapping and Word Learning by Preschoolers with SLI in a Supported Learning Context: Effect of Encoding Cues, Phonotactic Probability and Object Familiarity

Shara Brinkley, S. Gray, Shelley I Gray, 2011 .

Spelling errors reveal underlying sequential and spatial processing deficits in adults with dyslexia

Beate Peter, S. Gray, Andria Albert, 2020, Clinical linguistics & phonetics.

Optimizing literacy in English language learners.

M. Restrepo, S. Gray, 2007, Seminars in speech and language.

Resources for LSHSS Authors.

S. Gray, 2017, Language, speech, and hearing services in schools.

Talk It Out: A Conflict Resolution Program for Preschool Children with Speech and Language Impairments

B. Kiernan, S. Gray, 2013, Seminars in Speech and Language.

Phonological Working Memory and Sentence Production in School-Age Children with Typical Language, Dyslexia, and Comorbid Dyslexia and Developmental Language Disorder.

N. Cowan, T. Hogan, Mary Alt, 2022, Journal of child language.

Word learning by preschoolers with specific language impairment: effect of phonological or semantic cues.

S. Gray, Shelley I Gray, 2005, Journal of speech, language, and hearing research : JSLHR.

Introduction to the Clinical Forum: Reading Comprehension Is Not a Single Ability.

S. Gray, 2017, Language, speech, and hearing services in schools.

Double-Bubble Thinking Maps and Their Effect on Reading Comprehension in Spanish-English Bilingual Middle School Students With Learning Disabilities

S. Gray, Kristie L. Calvin, Shelley I Gray, 2020, Learning Disability Quarterly.

Are working memory and behavioral attention equally important for both reading and listening comprehension? A developmental comparison

James A. Bovaird, Shayne B. Piasta, A. O'connell, 2018, Reading and writing.

The impact of multisensory instruction on learning letter names and sounds, word reading, and spelling

S. Gray, Nora W Schlesinger, 2017, Annals of Dyslexia.

Development of comprehension monitoring in beginner readers

Shayne B. Piasta, A. O'connell, L. Justice, 2017, Reading and Writing.

The Structure of Working Memory in Young Children and Its Relation to Intelligence.

Nelson Cowan, Mary Alt, Shelley Gray, 2017, Journal of memory and language.

The Diagnostic Accuracy of Four Vocabulary Tests Administered to Preschool-Age Children.

Elena Plante, Shelley Gray, E. Plante, 1999, Language, speech, and hearing services in schools.

The Dimensionality of Language Ability in Young Children.

Ann A. O'Connell, Richard G. Lomax, James A. Bovaird, 2015, Child development.

Interactions between bilingual effects and language impairment: Exploring grammatical markers in Spanish-speaking bilingual children

A. Pérez-Leroux, M. Restrepo, S. Gray, 2015, Applied Psycholinguistics.

The Process and Product of Coherence Monitoring in Young Readers: Effects of Reader and Text Characteristics

K. Cain, M. Restrepo, Gillian Francey, 2020, Scientific studies of reading : the official journal of the Society for the Scientific Study of Reading.

Oral Language and Listening Comprehension: Same or Different Constructs?

Jessica A. R. Logan, J. Pentimonti, H. Catts, 2017, Journal of speech, language, and hearing research : JSLHR.

Effect of onset and rhyme primes in preschoolers with typical development and specific language impairment.

M. Reiser, Shara Brinkley, S. Gray, 2012, Journal of speech, language, and hearing research : JSLHR.

Novel Word Learning in Children Who Are Bilingual: Comparison to Monolingual Peers.

N. Cowan, T. Hogan, Mary Alt, 2019, Journal of speech, language, and hearing research : JSLHR.

Use of internal consistency coefficients for estimating reliability of experimental task scores

Samuel B. Green, Nelson Cowan, Yanyun Yang, 2016, Psychonomic bulletin & review.

Use of internal consistency coefficients for estimating reliability of experimental task scores

N. Cowan, T. Hogan, Yanyun Yang, 2015, Psychonomic Bulletin & Review.

Children With Dyslexia Benefit From Orthographic Facilitation During Spoken Word Learning.

Kathryn L. Cabbage, N. Cowan, T. Hogan, 2018, Journal of speech, language, and hearing research : JSLHR.

Effect of phonotactic probability and neighborhood density on word-learning configuration by preschoolers with typical development and specific language impairment.

A. Pittman, S. Gray, Juliet Weinhold, 2014, Journal of speech, language, and hearing research : JSLHR.

Word learning by preschoolers with SLI: effect of phonotactic probability and object familiarity.

Dubravka Svetina, Shara Brinkley, S. Gray, 2012, Journal of speech, language, and hearing research : JSLHR.

The Structure of Word Learning in Young School-Age Children.

N. Cowan, T. Hogan, R. Levy, 2020, Journal of speech, language, and hearing research : JSLHR.

Spoken Word Learning Differences Among Children With Dyslexia, Concomitant Dyslexia and Developmental Language Disorder, and Typical Development.

N. Cowan, T. Hogan, Mary Alt, 2019, Language, speech, and hearing services in schools.

Do Bilingual Children Have an Executive Function Advantage? Results From Inhibition, Shifting, and Updating Tasks.

N. Cowan, T. Hogan, Mary Alt, 2018, Language, speech, and hearing services in schools.

Word Learning Deficits in Children With Dyslexia.

Kathryn L. Cabbage, N. Cowan, T. Hogan, 2017, Journal of speech, language, and hearing research : JSLHR.

The Dimensionality of Spanish in Young Spanish-English Dual-Language Learners.

James A. Bovaird, Shayne B. Piasta, A. O'connell, 2015, Journal of speech, language, and hearing research : JSLHR.

Phonological working memory and central executive function differ in children with typical development and dyslexia.

N. Cowan, T. Hogan, R. Levy, 2021, Dyslexia.

Development and validation of the Spanish-English Language Proficiency Scale (SELPS).

Joanna S. Gorin, Shelley Gray, M. Restrepo, 2013, Language, speech, and hearing services in schools.

Performance of Low-Income Dual Language Learners Attending English-Only Schools on the Clinical Evaluation of Language Fundamentals-Fourth Edition, Spanish.

A. Castilla-Earls, M. Restrepo, S. Gray, 2018, Language, speech, and hearing services in schools.

Executive Function in Preschoolers with Primary Language Impairment.

S. Gray, Hui-Chun Yang, Shelley I Gray, 2017, Journal of speech, language, and hearing research : JSLHR.

Working Memory Profiles of Children With Dyslexia, Developmental Language Disorder, or Both.

N. Cowan, T. Hogan, A. Fox, 2019, Journal of speech, language, and hearing research : JSLHR.

Working Memory Predicts New Word Learning Over and Above Existing Vocabulary and Nonverbal IQ.

N. Cowan, T. Hogan, R. Levy, 2022, Journal of speech, language, and hearing research : JSLHR.

Word learning in a supported-learning context by preschool children with specific language impairment.

B. Kiernan, S. Gray, Shelley I Gray, 1998, Journal of speech, language, and hearing research : JSLHR.

Efficacy of the "TELL" Language and Literacy Curriculum for Preschoolers with Developmental Speech and/or Language Impairment.

M. Wilcox, S. Gray, Addie E. Lafferty, 2011 .

Computer-based and paper-based reading comprehension in adolescents with typical language development and language-learning disabilities.

Pradyumn Srivastava, Shelley Gray, S. Gray, 2012, Language, speech, and hearing services in schools.

A structural equation model of the writing process in typically-developing sixth grade children

S. Gray, Anthony D. Koutsoftas, 2012, Reading & Writing.

A structural equation model of the writing process in typically-developing sixth grade children

Anthony D. Koutsoftas, Shelley Gray, S. Gray, 2013 .

Comparison of narrative and expository writing in students with and without language-learning disabilities.

S. Gray, Anthony D. Koutsoftas, Shelley I Gray, 2012, Language, speech, and hearing services in schools.

Word learning by preschoolers with specific language impairment: predictors and poor learners.

Shelley Gray, S. Gray, Shelley I Gray, 2004, Journal of speech, language, and hearing research : JSLHR.

Preschoolers with developmental speech and/or language impairment: Efficacy of the Teaching Early Literacy and Language (TELL) curriculum

M. Reiser, M. Wilcox, S. Gray, 2020 .

The relationship between phonological memory, receptive vocabulary, and fast mapping in young children with specific language impairment.

S. Gray, Shelley I Gray, 2006, Journal of speech, language, and hearing research : JSLHR.

Assessing Measurement Invariance for Spanish Sentence Repetition and Morphology Elicitation Tasks.

M. Restrepo, M. Thompson, Maria Kapantzoglou, 2016, Journal of speech, language, and hearing research : JSLHR.

Development of a Language Impairment Screener for Spanish Speaking Children--SSLIC: Phase 1--Task Development.

Joanna S. Gorin, M. Restrepo, G. Morgan, 2010 .

Selective visual attention skills differentially predict decoding and reading comprehension performance across reading ability profiles.

S. Gray, H. Lancaster, Jing Li, 2021, Journal of research in reading.

Word-learning by preschoolers with specific language impairment: what predicts success?

Shelley Gray, S. Gray, Shelley I Gray, 2003, Journal of speech, language, and hearing research : JSLHR.

Sequential and spatial letter reversals in adults with dyslexia during a word comparison task: demystifying the “was saw” and “db” myths

Beate Peter, H. Panagiotides, S. Gray, 2020, Clinical linguistics & phonetics.

Self-Monitoring Effects on Articulation Carryover in School-Age Children

S. Gray, R. Shelton, 1992 .

Diagnostic accuracy and test-retest reliability of nonword repetition and digit span tasks administered to preschool children with specific language impairment.

S. Gray, Shelley I Gray, 2003, Journal of communication disorders.