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Shelley Gray

Professor, Department of Speech and Hearing Science

Info

 480-965-6796
 CV

Education

  • Ph.D. - University of Arizona, Speech and Hearing Sciences
  • M.S. - University of Arizona, Speech and Hearing Sciences
  • B.S. - University of Arizona, Public Administration

Research Interests

  • Child language development and disorders
  • Early literacy, reading, and writing development and disorders
  • Language and literacy assessment
  • Language, early literacy, and reading curriculum and professional development
  • Working memory
  • Vocabulary development and word learning

Research Publications

Gray, S., Green, S., Alt, M., Hogan, T., Kuo, T., Brinkley, S., & Cowan, N. (2017). The structure of working memory in young school-age children and its relationship to intelligence. Journal of Memory and Language, 92, 183-201.

Cabbage, K.L., Brinkley, S., Gray, S., Alt, M., Cowan, N., Green, S., Kuo, T., & Hogan, T.P. (2016). Assessing working memory in children: The Comprehensive Assessment Battery for Children – Working Memory (CABC-WM). Accepted for publication in Journal of Visualized Experiments, pending revisions.

Language and Reading Research Consortium (in press). Oral language and listening comprehension: Same or different constructs? Journal of Speech, Language, and Hearing Research.

Yang, H. & Gray, S. (in press). Executive function in preschoolers with primary language impairment. Journal of Speech, Language, and Hearing Research.

Language and Reading Research Consortium (in press). Use of the curriculum research framework (CRF) for developing a reading-comprehension curricular supplement for the primary grades. The Elementary School Journal, 116, -  DOI: 10.1086/684827

Kapantzoglou, M., Thompson, M. S., Gray, S., Restrepo, M.A., & Gorin, J. (in press). Assessing measurement invariance for Spanish sentence repetition and morphology elicitation tasks. Journal of Speech, Language, and Hearing Research.

Castilla-Earls, A.P., Restrepo, M., Perez-Leroux, A.T., Gray, S., Gaile, D., & Ziqiang, C. (in press). Interactions between bilingual effects and language impairment: Exploring grammatical markers in Spanish-speaking bilingual children. Applied Psycholinguistics.

Murphy, K., Language and Reading Research Consortium, Farquharson, K. (in press).  Investigating profiles of lexical quality in preschool and their contribution to first grade reading. Reading and Writing, 1-26.

Language and Reading Research Consortium, Arthur, A., & Davis, D. L. (2016). A pilot study of the impact of double-dose robust vocabulary instruction on children’s vocabulary growth. Journal of Research on Educational Effectiveness, 9, 173-200.

Green, S. B., Yang, Y., Alt, M. Brinkley, S., Gray, S., Hogan, T., & Cowan, N. (2016). Use of internal consistency coefficients for estimating reliability of experimental task scores. Psychonomic Bulletin & Review, 23, 750-763.

Language and Reading Research Consortium, Johanson, M., & Arthur, A. (2016). Improving the language skills of pre-kindergarten students: Preliminary impacts of the Let’s Know! experimental curriculum. Child and Youth Care Forum, 45, 367-392.

Language and Reading Research Consortium, Farquharson, K. and Murphy, K.A. (2016) Ten steps to conducting a large, multi-site, longitudinal investigation of language and reading in young children. Frontiers in Developmental Psychology, 7, 1-16. doi: 10.3389/fpsyg.2016.00419

Language and Reading Research Consortium (2015). The dimensionality of language ability in young children. Child Development, 86, 1948-1965. DOI: http://dx.doi.org/10.1111/cdev.12450

Language and Reading Research Consortium (2015). Learning to read: should we keep things simple? Reading Research Quarterly, 50, 151-169. DOI: 10.1002/rrq.99

Kapantzoglou, M., Restrepo, M.A., Gray, S., Thompson, M. S., & Gorin, J. (2015). Language ability groups in bilingual children: A latent profile analysis. Journal of Speech, Language, and Hearing Research, 58, 1549-1562.

Language and Reading Research Consortium (2015). The dimensionality of Spanish in young Spanish-English dual language learners. Journal of Speech, Language, and Hearing Research, 58, 754-766. DOI: 10.1044/2015_JSLHR-L-13-0266.

Language and Reading Research Consortium, Pratt, A., & Logan, J. (2014). Improving language-focused comprehension instruction in primary-grade classrooms: Impacts of the Let’s Know! experimental curriculum. Educational Psychology Review, 26, 357-377.

Gray, S., Pittman, A., & Weinhold, J. (2014).  Effect of phonotactic probability and neighborhood density on word learning by preschoolers with typical development and specific language impairment. Journal of Speech, Language, and Hearing Research, 57, 1011-1025PMID: 24686926PMCID: in progress. DOI: http://dx.doi.org/10.1044/2014_jslhr-l-12-0282

Gray, S. & Kiernan, B. (2013). Talk It Out: A conflict resolution program for preschool children with speech and language impairments. Seminars in Speech and Language, 34, 94-102. DOI: http://dx.doi.org/10.1055/s-0033-1342980

Smyk, E., Restrepo, M. A., Gorin, J., & Gray, S. (2013). Development and validation of the Spanish-English Language Proficiency Scale (SELPS). Language, Speech, and Hearing Services in Schools, 44, 252-265.

Koutsoftas, A. D. & Gray, S. (2013). A structural equation model of the writing process in typically-developing sixth grade children. Reading and Writing: An Interdisciplinary Journal, 26, 941-966. DOI: http://dx.doi.org/10.1007/s11145-012-9399-y

Gray, S., Brinkley, S. & Svetina, D. (2012). Word learning by preschoolers with SLI: Effect of phonotactic probability and object familiarity. Journal of Speech, Language, and Hearing Research, 55, 1289-1300. PMCID:  PMC3288736.

Koutsoftas, A. D. & Gray, S. (2012). Comparison of narrative and expository writing in fourth and fifth grade students with and without language learning disabilities. Language, Speech, and Hearing Services in Schools, 43, 395-409.

Srivastava, P. & Gray, S. (2012). Computer-based and paper-based reading comprehension in adolescents with typical language development and language-learning disabilities. Language, Speech, and Hearing Services in Schools, 43, 424-437.

Gray, S., Reiser, M. & Brinkley, S. (2012). Effect of onset and rhyme primes in preschoolers with typical development and specific language impairment. Journal of Speech, Language, and Hearing Research, 55, 32-44. PMCID: PMC3288736

Gray, S. & Brinkley, S. (2011). 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. Journal of Speech, Language, and Hearing Research, 54, 870-884. PMCID: PMC3032818

Wilcox, M. J., Gray, S., Reiser, M. & Guimond, A. (2011). Efficacy of the TELL Language and Literacy Curriculum for preschool children with developmental speech and/or language impairment. Early Childhood Research Quarterly, 26, 278-294. DOI: http://dx.doi.org/10.1016/j.ecresq.2010.12.003

Research Activity