Shelley Gray

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

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

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

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

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

Optimizing literacy in English language learners.

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

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.

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

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

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

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

Talk it out: a conflict resolution program for preschool children with speech and language impairments.

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

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

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

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

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

Interactions between Bilingual Effects and Language Impairment: Exploring Grammatical Markers in Spanish-Speaking Bilingual Children.

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

Exciting Changes Coming to LSHSS! You Are Invited to Participate!

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

Executive Function in Preschoolers with Primary Language Impairment.

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

Word Learning Deficits in Children With Dyslexia.

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

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