Shelley Gray
Biography
Shelley Gray is a Professor of Speech and Hearing Science in the College of Health Solutions at Arizona State University and a certified speech-language pathologist. She is also an affiliate faculty member in the Mary Lou Fulton Teachers College and a Barrett Honors Faculty member. She leads the Child Language and Literacy Lab (CHILLL) that focuses on the development of early literacy, reading, and working memory in children and adolescents and the development and testing of assessments and curricula to improve childrens learning and academic success. In collaboration with many talented colleagues, CHILLL has ongoing studies investigating the development and testing of the Teaching Early Literacy and Language (TELL) preschool curriculum, testing of the Comprehensive Assessment Battery for Children Working Memory (CABC-WM), and longitudinal studies of reading and working memory in elementary through high school students.
Education
- Ph.D. Speech and Hearing Sciences, University of Arizona
- M.S. Speech and Hearing Sciences, University of Arizona
- B.S. Public Administration, University of Arizona
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 development and disorders
- Vocabulary development and word learning
Publications
Note. The Language and Reading Research Consortium, of which I am an investigator, publishes its papers as a consortium. Named authors are contributors from outside the consortium.
Language and Reading Research Consortium (LARRC), Mesa, C., & Yeomans-Maldonado (in press). English and Spanish Predictors of Grade 3 Reading Comprehension in Bilingual Children. Journal of Speech, Language, and Hearing Research.
Currie, N. K., Francey, G., Davies, R., Gray, S. Bridges, M. S., Restrepo, M. A., Thompson, M. S., Ciralo, M. F., Hu, J., & Cain, K. (in press). The process and product of coherence monitoring in young readers: Effects of reader and text characteristics. Scientific Studies of Reading.
Peter, B., Albert, A., Panagiotides, H. & Gray, S. (in press). Sequential and spatial letter reversals in adults with dyslexia during a word comparison task: Demystifying the ‘was saw’ and ‘db’ myths. Clinical Linguistics and Phonetics. DOI: 10.1080/02699206.2020.1780322
Calvin, K. & Gray, S. (2020). Double bubble thinking maps and their effect on reading comprehension in Spanish-English bilingual middle school students with learning disabilities. Learning Disability Quarterly, 0, 1-13. https://doi.org/10.1177/0731948720958644
Peter, B., Albert, A., & Gray, S. (2020). Spelling errors reveal underlying sequential and spatial processing deficits in adults with dyslexia. Clinical Linguistics & Phonetics. DOI: 10.1080/02699206.2020.1780322
Gray, S., Lancaster, H., Alt, M., Hogan, T. P., Green, S., Levy, R., & Cowan, N. (2020). The structure of word learning in young school-age children. Journal of Speech, Language, and Hearing Research, 63, 1446-1466. PMCID: Pending. https://doi.org/10.1044/2020_JSLHR-19-00186
Wilcox, M. J., Gray, S., & Reiser, M. (2020). Preschoolers with developmental speech and/or language impairment: Efficacy of the Teaching Early Literacy and Language (TELL) curriculum. Early Childhood Research Quarterly, 51, 124-143.
Alt, M., Gray, S., Hogan, T. P., & Nelson, C. (2019). Spoken word learning differences among children with dyslexia, concomitant dyslexia and developmental language disorder, and typical development. Language, Speech, and Hearing Services in Schools, 50, 540-561. doi: 10.1044/2019_LSHSS-VOIA-18-0138. PubMed PMID: 31600465.
Language and Reading Research Consortium (LARRC), Currie, N. K., & Muijselaar, M. M. L. (2019). Inference making in young children: The concurrent and longitudinal contributions of verbal working memory and vocabulary. Journal of Educational Psychology, 111, 1416-1431.
Language and Reading Research Consortium (LARRC), Mesa, & Yeoman’s-Maldonado (2019). The role of prek Spanish in predicting first grade English word reading among dual language learners. Journal of Speech, Language, and Hearing Research, 62, 1755-1774. https://doi.org/10.1044/2019_JSLHR-L-17-0146
Alt, M., Arizmendi, G. D., Gray, S., Hogan, T. P., Green, S., & Cowan, N. (2019). Novel word learning in children who are bilingual: Comparison to monolingual peers. Journal of Speech, Language, and Hearing Research, 62, 2332-2360. doi: 10.1044/2019_JSLHR-L-18-0009. Epub 2019 Jun 21. PubMed PMID: 31225982; PubMed Central PMCID: PMC6808359.
Language and Reading Research Consortium, Jiang, H. & Logan, J. (2019). Improving Reading Comprehension in the Primary Grades: Mediated Effects of a Language-Focused Classroom Intervention. Journal of Speech, Language, and Hearing Research, 62, 2812-2828.
Gray, S., Fox, A., Green, S., Alt, M., Hogan, T., Petscher, Y., & Cowan, N. (2019). Working memory profiles of children with dyslexia, developmental language disorder, or both. Journal of Speech, Language, and Hearing Research, 62, 1839-1858. https://doi.org/10.1044/2019_JSLHR-L-18-0148. PubMed PMID: 31112436; PubMed Central PMCID: PMC6808376.
Runnion, E., & Gray, S. (2019). What clinicians need to know about early literacy development in children with hearing loss. Language, Speech, and Hearing Services in Schools, 50, 16-33.
Erikson, J., Alt, M., Gray, S., Green, S. Hogan, T. P., & Cowan, N. (2018). Phonological vulnerability for school-aged Spanish-English-speaking bilingual children. International Journal of Bilingual Education and Bilingualism. DOI: 10.1080/13670050.2018.1510892
Language and Reading Research Consortium (LARRC), Yeomans-Maldonado, G., Bengochea, A., & Mesa, C. (2018). The dimensionality of oral language in kindergarten Spanish-English dual-language learners. Journal of Speech, Language, and Hearing Research, 61, 2779-2795.
Language and Reading Research Consortium, Farquharson, K., & Jiang, H. (2018). Are memory and attention equally important for reading and listening comprehension? A developmental comparison. Reading and Writing, 31, 1449-1477.
Language and Reading Research Consortium (LARRC) & Chiu, Y. D. (2018). The simple view of reading across development: The prediction of grade 3 reading comprehension by prekindergarten skills. Remedial and Special Education, 39, 289-303.
Language and Reading Research Consortium (LARRC) & Muijselaar, M. M. L. (2018). The dimensionality of inference making: Are local and global inferences distinguishable? Scientific Studies of Reading, 22, 117-136.
Baron, L. S., Hogan, T. P., Alt, M., Gray, S., Cabbage, K. L., Green, S., & Cowan, N. (2018). Children with dyslexia benefit from orthographic facilitation during spoken word learning. Journal of Speech Language Hearing Research, 61, 2002-2014. PubMed PMID: 29984372; PubMed Central PMCID: PMC6198916.
Arizmendi, G.D., Alt, M., Gray, S., Hogan, T., Green, S., & Cowan, N. (2018). Do bilingual children have an executive function advantage? Results from inhibition, shifting, and updating tasks. Language, Speech, and Hearing Services in Schools, 49, 356 378. doi:10.1044/2018_LSHSS-17-0107. PubMed PMID: 29978206; PubMed Central PMCID: PMC6105129.
Language and Reading Research Consortium (LARRC), Jiang, H., Logan, J. A., & Jia, R. (2018). Modeling the nature of grammar and vocabulary trajectories from pre-kindergarten to third grade. Journal of Speech, Language, and Hearing Research, 61, 910-923. doi: 10.1044/2018_JSLHR-L-17-0090. PubMed PMID: 29642241.
Barragan, B., Castilla-Earls, A., Martinez-Nieto, L., Restrepo, M. A., & Gray, S. (2018). Performance of low-income dual language learners attending English-only schools on the Clinical Evaluation of Language Fundamentals – Fourth Edition, Spanish. Language, Speech, and Hearing Services in Schools, 49, 292-305. doi:10.1044/2017_LSHSS-17-0013
Language and Reading Research Consortium, Jiang, H., & Davis, D. (2017). Let’s Know! proximal impacts on prekindergarten through grade 3 students’ comprehension-related skills. The Elementary School Journal, 118, 177-206.
Cowan, N., Hogan, T.P., Alt, M., Green, S., Cabbage, K.L., Brinkley, S., & Gray, S. (2017). Short-term memory in childhood dyslexia: Deficient serial order in multiple modalities. Dyslexia, 23, 209-233. DOI: 10.1002/dys.1557. PMCID: PMC5540735, PMID 28497530.
Schlesinger, N. W., & Gray, S. (2017). The impact of multisensory instruction on learning letter names and sounds, word reading and spelling. Annals of Dyslexia, 67, 19-258. DOI: 10.1007/s11881-017-0140-z
Language and Reading Research Consortium (LARRC) & Yeomans-Maldonado, G. (2017). Development of comprehension monitoring in beginner readers. Reading and Writing. doi:10.1007/s11145-017-9765-x
Cabbage, K., Brinkley, S., Gray, S., Alt, M., Cowan, N., Green, S., Kuo, T., & Hogan, T. P. (2017). Assessing working memory in children: The Comprehensive Assessment Battery for Children – Working Memory (CABC-WM). Journal of Visual Experiments, 124, URL: https://www.jove.com/video/55121. doi:10.3791/55121. PubMed PMID: 28654032; PubMed Central PMCID: PMC5608376.
Language and Reading Research Consortium and Logan, J. (2017). Pressure points in reading comprehension: A quantile multiple regression analysis. Journal of Educational Psychology, 109, 451-464. http://dx.doi.org/10.1037/edu0000150
Alt, M., Hogan, T., Green, S., Gray, S., Cabbage, K., & Cowan, N. (2017). Word learning deficits in children with dyslexia. Journal of Speech, Language, and Hearing Research, 60, 1012-1028. DOI: 10.1044/2016_JSHLR-L-16-0036. PubMed PMID: 28388708; PubMed Central PMCID: PMC5548075.
Language and Reading Research Consortium (2017). Oral language and listening comprehension: Same or different constructs? Journal of Speech, Language, and Hearing Research, 60, 1273-1284. https://doi.org/10.1044/2017_JSLHR-L-16-0039
Yang, H. & Gray, S. (2017). Executive function in preschoolers with primary language impairment. Journal of Speech, Language, and Hearing Research, 60, 379-392. doi:10.1044/2016_JSLHR-L-15-0267
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. PubMed PMID: 27990060; PubMed Central PMCID: PMC5157932.
Language and Reading Research Consortium (2016). Use of the curriculum research framework (CRF) for developing a reading-comprehension curricular supplement for the primary grades. The Elementary School Journal, 116, 459-486. DOI: 10.1086/684827
Alonzo, C., Yeomans-Maldonado, G., Murphy, K., Bevens, B., & Language and Reading Research Consortium (2016). Predicting second grade listening comprehension using pre-kindergarten measures. Topics in Language Disorders, 36, 312-333. DOI: 10.1097/TLD.0000000000000102
Kapantzoglou, M., Thompson, M. S., Gray, S., Restrepo, M.A., & Gorin, J. (2016). Assessing measurement invariance for Spanish sentence repetition and morphology elicitation tasks. Journal of Speech, Language, and Hearing Research, 59, 254-266. doi: 10.1044/2015_JSLHR-L-14-0319
Castilla-Earls, A.P., Restrepo, M., Perez-Leroux, A.T., Gray, S., Gaile, D., & Ziqiang, C. (2016). Interactions between bilingual effects and language impairment: Exploring grammatical markers in Spanish-speaking bilingual children. Applied Psycholinguistics, 37, 1147-1173. DOI: 10.1017/S0142716415000521
Murphy, K., Language and Reading Research Consortium, Farquharson, K. (2016). Investigating profiles of lexical quality in preschool and their contribution to first grade reading. Reading and Writing, 29, 1745-1770.
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.
McIlraith, A. L., and Language and Reading Research Consortium (2016) Predicting word reading ability: a quantile regression study. Journal of Research in Reading. doi: 10.1111/1467-9817.12089.
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. PubMed PMID: 27064308; PubMed Central PMCID: PMC4812066.
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. PubMed PMID: 26509742.
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, 1011-1025. doi: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. PMID: 22411280; PMCID: PMC3376702; DOI: 10.1044/1092-4388(2012/11-0095)
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
Koutsoftas, A., Towle-Harmon, M. & Gray, S. (2009). The effect of tier 2 intervention for phonemic awareness in a response-to-intervention model in low-income preschool classrooms. Language, Speech, and Hearing Services in Schools, 40, 116-130. DOI: http://dx.doi.org/10.1044/0161-1461(2008/07-0101)
Gray, S. (2007). Promoting early literacy through professional development, early literacy curriculum and classroom environment, Early Childhood Services, 1, 17-31.
Gray, S. (2006). Commentary on keynote - Nonword repetition and word learning: The nature of the relationship by Susan E. Gathercole. Applied Psycholinguistics, 27, 562-564.
Gray, S. (2006). The relationship between phonological memory, receptive vocabulary, and fast mapping by preschoolers with specific language impairment. Journal of Speech, Language, and Hearing Research, 49, 955-969. DOI: http://dx.doi.org/10.1044/1092-4388(2006/069)
Gray, S. (2005). Word learning by preschoolers with specific language impairment: Effect of phonological or semantic cues. Journal of Speech, Language, and Hearing Science, 48, 1452-1467. DOI: http://dx.doi.org/10.1044/1092-4388(2005/101)
Lafferty, A. E., Gray, S., & Wilcox, J. (2005). Teaching alphabetic knowledge skills to preschool children with specific language impairment and typically developing language. Child Language Teaching and Therapy, 21, 263-277. DOI: http://dx.doi.org/10.1191/0265659005ct292oa
Gray, S. (2005). Word learning by preschoolers with specific language impairment. Perspectives, 12, 17-21.
Gray, S. (2004). Word-learning by preschoolers with specific language impairment: predictors and poor learners. Journal of Speech, Language, and Hearing Research, 47, 1117-1132. DOI: http://dx.doi.org/10.1044/1092-4388(2004/083)
Gray, S. (2003). Word-learning by preschoolers with specific language impairment: What predicts success? Journal of Speech, Language, and Hearing Research, 46, 56-67. DOI: http://dx.doi.org/10.1044/1092-4388(2003/005)
Gray, S. (2003). Diagnostic accuracy and test-retest reliability of nonword repetition and digit span tasks administered to preschool children with specific language impairment. Journal of Communication Disorders, 36, 129-151. DOI: http://dx.doi.org/10.1016/s0021-9924(03)00003-0
Gray, S., Plante, E., Vance, R., and Henrichsen, M. (1999). The diagnostic accuracy of four vocabulary tests administered to preschool-age children. Language, Speech, and Hearing Services in Schools, 30, 196-206. DOI: http://dx.doi.org/10.1044/0161-1461.3002.196
Kiernan, B., & Gray, S. (1998). Word learning in a supported- learning context by preschool children with specific language impairment. Journal of Speech, Language, and Hearing Research, 41, 161-171. DOI: http://dx.doi.org/10.1044/jslhr.4101.161
Gray, S. & Shelton, R. (1992). Self-monitoring effects on articulation carry-over in school age children. Language, Speech, and Hearing Services in Schools, 23, 334-342. DOI: http://dx.doi.org/10.1044/0161-1461.2304.334
Research Activity
External Funding
U.S. Department of Education Grant R324A190181 Wilcox (PI) Gray (Co-PI) 08/01/19-07/31/24
A Conceptual Efficacy Replication of the TELL Preschool Curriculum with Web-Based Implementation Support and Professional Development Variations
$3,599,825
National Institutes of Health – NIDCD 2R01DC010784-06 Gray (PI) 07/01/18-06/30/23
Profiles of Working Memory for Educational Research
$3,329,721
U.S. Department of Education Grant R324A180093 Gray (PI) 07/01/18-06/30/22
Developing an Extension of the TELL Curriculum for Three-Year-Old Children with Developmental Speech and/or Language Impairment
$1,400,000
National Institutes of Health – NICHD 1R01HD096144-01 Bridges (PI) Gray (Co-I) 09/01/18-05/31/23
Monolingual and Bilingual Reading Comprehension in Middle School Students
Subaward to Arizona State University $1,075,639
National Institutes of Health – NICHD 1R01HD093003-01 Gray (PI) 08/01/17-07/31/22
Reading Comprehension in Monolingual and Bilingual Children
$2,821,233
U.S. Department of Education Grant H325D170061 Gray (PI) 08/01/17-07/31/22
Interdisciplinary Program to Prepare Faculty in Evidence-Based Interventions for
English Language Learners with Learning Disabilities
$1,250,000
U.S. Department of Education Institute of Education Sciences R305A170068 Gray (PI) 07/01/17-06/30/21
Efficacy of the TELL Curriculum for Preschool Children who are Economically Disadvantaged
$3,288,658
Internal Funding
ASU College of Health Solutions Translational Team Grant Gray (PI) 01/01/20-12/31/21
Improving Language Outcomes in Children with Developmental Disabilities
$28,000
Courses
| Summer 2021 | |
|---|---|
| Course Number | Course Title |
| CHS 280 | Exptl Comm Hlth & Research |
| CHS 484 | Internship |
| BIO 495 | Undergraduate Research |
| SHS 592 | Research |
| SHS 792 | Research |
| SHS 799 | Dissertation |
| Spring 2021 | |
|---|---|
| Course Number | Course Title |
| CHS 280 | Exptl Comm Hlth & Research |
| CHS 484 | Internship |
| CHS 494 | Special Topics |
| SHS 498 | Pro-Seminar |
| SHS 586 | Language Essentials Teach Read |
| SHS 592 | Research |
| SHS 593 | Applied Project |
| SHS 599 | Thesis |
| SHS 790 | Reading and Conference |
| SHS 792 | Research |
| SHS 795 | Continuing Registration |
| SHS 799 | Dissertation |
| Fall 2020 | |
|---|---|
| Course Number | Course Title |
| BIO 495 | Undergraduate Research |
| SHS 498 | Pro-Seminar |
| SHS 592 | Research |
| SHS 593 | Applied Project |
| SHS 599 | Thesis |
| SHS 790 | Reading and Conference |
| SHS 792 | Research |
| SHS 799 | Dissertation |
| Summer 2020 | |
|---|---|
| Course Number | Course Title |
| BIO 495 | Undergraduate Research |
| SHS 792 | Research |
| Spring 2020 | |
|---|---|
| Course Number | Course Title |
| CHS 294 | Special Topics |
| CHS 494 | Special Topics |
| SHS 498 | Pro-Seminar |
| SHS 586 | Language Essentials Teach Read |
| SHS 592 | Research |
| SHS 599 | Thesis |
| SHS 790 | Reading and Conference |
| SHS 792 | Research |
| SHS 799 | Dissertation |
| Fall 2019 | |
|---|---|
| Course Number | Course Title |
| CHS 493 | Honors Thesis |
| CHS 494 | Special Topics |
| BIO 495 | Undergraduate Research |
| SHS 498 | Pro-Seminar |
| SHS 592 | Research |
| SHS 599 | Thesis |
| SHS 792 | Research |
| Summer 2019 | |
|---|---|
| Course Number | Course Title |
| BIO 495 | Undergraduate Research |
| SHS 792 | Research |
| Spring 2019 | |
|---|---|
| Course Number | Course Title |
| SHS 492 | Honors Directed Study |
| SHS 493 | Honors Thesis |
| SHS 494 | Special Topics |
| SHS 498 | Pro-Seminar |
| SHS 499 | Individualized Instruction |
| SHS 586 | Language Essentials Teach Read |
| SHS 592 | Research |
| SHS 599 | Thesis |
| SHS 792 | Research |
| Fall 2018 | |
|---|---|
| Course Number | Course Title |
| SHS 492 | Honors Directed Study |
| SHS 493 | Honors Thesis |
| SHS 494 | Special Topics |
| BIO 495 | Undergraduate Research |
| SHS 498 | Pro-Seminar |
| SHS 499 | Individualized Instruction |
| SHS 592 | Research |
| SHS 599 | Thesis |
| SHS 792 | Research |
| Summer 2018 | |
|---|---|
| Course Number | Course Title |
| BIO 495 | Undergraduate Research |
| Spring 2018 | |
|---|---|
| Course Number | Course Title |
| SHS 492 | Honors Directed Study |
| SHS 493 | Honors Thesis |
| SHS 494 | Special Topics |
| BIO 495 | Undergraduate Research |
| SHS 498 | Pro-Seminar |
| SHS 499 | Individualized Instruction |
| SHS 573 | Lang Assess/Intervent Sch Age |
| SHS 592 | Research |
| SHS 599 | Thesis |
| SHS 792 | Research |
| Fall 2017 | |
|---|---|
| Course Number | Course Title |
| SHS 492 | Honors Directed Study |
| BIO 495 | Undergraduate Research |
| SHS 498 | Pro-Seminar |
| SHS 499 | Individualized Instruction |
| SHS 592 | Research |
| SHS 599 | Thesis |
| SHS 792 | Research |
| Summer 2017 | |
|---|---|
| Course Number | Course Title |
| BIO 495 | Undergraduate Research |
| Spring 2017 | |
|---|---|
| Course Number | Course Title |
| SHS 492 | Honors Directed Study |
| SHS 493 | Honors Thesis |
| BIO 495 | Undergraduate Research |
| SHS 498 | Pro-Seminar |
| SHS 499 | Individualized Instruction |
| SHS 573 | Lang Assess/Intervent Sch Age |
| SHS 592 | Research |
| SHS 598 | Special Topics |
| SHS 790 | Reading and Conference |
| SHS 792 | Research |
| Fall 2016 | |
|---|---|
| Course Number | Course Title |
| CHS 101 | The ASU Experience |
| SHS 492 | Honors Directed Study |
| SHS 493 | Honors Thesis |
| BIO 495 | Undergraduate Research |
| SHS 498 | Pro-Seminar |
| SHS 499 | Individualized Instruction |
| SHS 592 | Research |
| SHS 599 | Thesis |
| SHS 792 | Research |
Presentations
Gray, S., Green, S., Alt, M., Hogan, T., & Cowan, N. (2017, July). Working memory profiles of children with dyslexia, language impairment, and typical development. Talk presented at the Society for the Scientific Study of Reading 24th Annual Meeting, Halifax, Nova Scotia.
OConnell, A. A., Yeomans-Maldonado, G., Bhaktha, N., Murphy, K., & Language and Reading Research Consortium (LARRC). Ecological profiles of pre-k childrens home environment and their relationship to early language and reading skills. Talk presented at the Society for the Scientific Study of Reading 24th Annual Meeting, Halifax, Nova Scotia.
Arizmendi, G. D., Alt, M., Gray, S. Hogan, T., Green, S., & Cowan, N. (2017, June). Exploring the Bilingual Advantage in 2nd Grade Children: Monolingual and Bilingual Performance on Central Executive Tasks of Working Memory. Poster presented at the Symposium on Research in Child Language Disorders, Madison, Wisconsin.
Mettler, H., Alt, M., Gray, S., Hogan, T., Green, S., & Cowan, N. (2017, June). The relationship between phonological working memory and sentence production in school-age children. Poster presented at the Symposium on Research in Child Language Disorders, Madison, WI.
Alonzo, C.N.; Hogan, T.P.; Yeomans-Maldonado, G.; Murphy, K.; & the Language and Reading Research Consortium (2016, July). Predicting second grade listening comprehension using prekindergarten & kindergarten measures. Society for the Scientific Study of Reading 23rd Annual Meeting, Porto, Portugal.
Bengochea, A., Mesa, C., Restrepo, M. A., Piasta, S. B., Jiang, H., & The Language and Reading Research Consortium (2016, July). Piloting a supplemental, language-enhancement English/Spanish curriculum for dual language learners: A feasibility study of �Vamos a aprender! In Connor, C. M. (Chair), Reading for Understanding Initiative. Symposium conducted at the meeting of Scientific Study of Reading, Porto, Portugal.
Piasta, S.B. Language and Reading Research Consortium, & Jiang, H. (2016, July). Targeting lower- and higher-level language skills to support comprehension: Initial results for Lets Know! Paper presented at the Annual Meeting of the Society for the Scientific Study of Reading, Porto, Portugal.
Murphy, K.A., Farquharson, K., Yeomans-Maldonado, G., & LARRC (2016, July). Investigating profiles of lexical quality in preschool and their contribution to first grade reading. Poster presented at the annual meeting of the Society for the Scientific Study of Reading, Porto, Portugal.
Restrepo, L., Yeomans-Maldonado, G., Mesa, C., Gray, S., Hogan, T., & the Language and Reading Research Consortium. (2016, July). The Contribution of Oral Language, High-Level Language and Decoding Across Grades in Reading Comprehension in Dual Language Learners. Presentation given at the Society for the Scientific Study of Reading, Porto, Portugal.
Baron, L. S., Hogan, T. P., Alt, M., Shelley, G., Cabbage, K. L., Green, S.B., & Cowan, N. (2016, July). Predictors of orthographic boost during word learning in second-graders with dyslexia and language impairment. In symposium led by S. Adlof, entitled, Oral and written word learning in special populations: Dyslexia, SLI, and second-language learners. Society for the Scientific Study of Reading Annual Convention, Porto, Portugal.
Hogan, T. P., Green, S.B., Alt, M., Gray, S., Brinkley, S., & Cowan, N. (2016, July). Modeling Working Memory in School-Age Children with Dyslexia. Society for the Scientific Study of Reading Annual Convention, Porto, Portugal
Gray, S., Alt, M., Hogan, T., Brinkley, S., Schlesinger, N., Green, S., & Cowan, N. (2016, June). Children with dyslexia and concomitant dyslexia and SLI show different phonological processing deficits, but not visual recall deficits, during word learning. Poster presented at the Symposium on Research in Child Language Disorders, Madison, WI.
Cowan, N., Hogan, T.P., Alt, M., Green, S., Cabbage, K.L., Brinkley, S., & Gray, S. (2016, June). Profiles of Memory Span: A Microanalysis of Span Elucidates Developmental Dyslexia with and Without Specific Language Impairment. Oral presentation at the Symposium on Research in Child Language Disorders, Madison, WI.
Wilcox, M. J. & Gray, S. (2016, June). Coaching Teachers to Embed Early Literacy and Language Teaching Strategies across the Curriculum (United States). Paper presented at the International Society on Early Intervention Conference, Stockholm, Sweden.
Gray, S., Hogan, T., Alt, M., Green, S., Brinkley, S., & Cowan, N. (2016, March). Working memory deficits in children with dyslexia: Beyond phonology? Oral presentation at the tenth biennial conference of the British Dyslexia Association, Oxford, England.
Alt, M., Hogan, T., Green, S., Gray, S., Cabbage, K., & Cowan, N. (2016, February). Word learning deficits in children with dyslexia. Poster presented at Pacific Coast Research Conference, Coronado, CA.
Gray, S., Logan, J., Catts, H., Pentimonti, J., & Language and Reading Research Consortium (2016, February). Oral Language and Listening Comprehension: Same or Different Construct? Poster presented at the Pacific Coast Research Conference, Coronado, CA.
Yang, H. & Gray, S., (2015, November). Executive Function in Preschoolers with Primary Language Impairment. Poster presented at the annual meeting of the American Speech-Language-Hearing Association, Denver, CO.
Baron, L., Hogan, T., Alt, M., Gray, S., Cabbage, K., Limson, C., Brinkley, S., Green, S., & Cowan, N. (2015, November). Orthographic Influences on Word Learning by Second-Graders with Comorbid Dyslexia and Specific Language Impairment. Poster presented at the annual meeting of the American Speech-Language-Hearing Association, Denver, CO.
Riordan, M., Restrepo, M. A., Gray, S., & Smyk, E. (2015, November). Validation of the Spanish-English Language Proficiency Scale Revised. Poster presented at the annual meeting of the American Speech-Language-Hearing Association, Denver, CO.
Gray, S., Green, S., Alt, M., Hogan, T. Brinkley, S., & Cowan, N. (2015, October). The Structure of Working Memory in Young Children with Typical Development. Poster presented at the Ninth Biennial Meeting of the Cognitive Development Society, Columbus, Ohio.
Hogan, T.P., Gray, S., Alt, M., Baron, L., Cabbage, K.L., Green, S.B. & Cowan, N. (2015, July). Orthographic Influences on Word Learning by Second-Graders with Dyslexia and Typical Development. Society for the Scientific Studies of Reading, Kona, HI.
Arizmendi, G., Alt, M., Gray, S., Hogan, T., Green, S., Cowan, N. (2015, June). Word learning in Spanish-English Bilingual Children. Poster presented at Poster presented at the Symposium on Research in Child Language Disorders, Madison, WI.
Gray, S. & Language and Reading Research Consortium (2015, February). Background and Development of the Lets Know! and �Vamos a Aprender! Curriculum Supplements. Paper presented at the Pacific Coast Research Conference, Coronado, CA.
Brown, J. & Gray, S. (November, 2014). The Perceived Value of the Teaching Early Language & Literacy Curriculum: The Teachers' Perspective. Poster presented at the annual meeting of the American Speech-Language-Hearing Association, Orlando, FL.
Gray, S., Bridges, M. & Hogan, T. (November, 2014). Preliminary Impacts of Let's Know! Curriculum Supplement to Improve Reading Comprehension in Grades PK3. Seminar presented at the annual meeting of the American Speech-Language-Hearing Association, Orlando, FL.
Yang, H., Gray, S., Reno, E., Parikh, A., Brinkley, S., Hogan, T., Alt, M. & Green, S. (November, 2014). Do Children with Dyslexia Have a Phonological Short-Term Memory Deficit? Poster presented at the annual meeting of the American Speech-Language-Hearing Association, Orlando, FL.
Kapantzoglou, M., Restrepo, M. A., Gray, S., & Thompson, M. (November, 2014). How Are Children Grouped in an Unclassified Sample Based on CELF-4 Spanish? Latent Profile Analysis. Poster presented at the annual meeting of the American Speech-Language-Hearing Association, Orlando, FL.
Hogan, T.P., Gray, S., Alt, M., Green, S.B., Cabbage, K.L. & Cowan, N. (2014, October) Working memory in children with dyslexia. 2nd Annual Meeting of the New England Research on Dyslexia (NERDY) Society, Boston, MA.
Hogan, T. P., Gray, S., Alt, M., Green, S.B., Cabbage, K.L. & Cowan, N. (2014, September). Working memory deficits in children with dyslexia: global or local? Oral presentation at the Seventh European Working Memory Symposium, Edinburgh, Scotland.
Gray, S., Yang, H., Schlesinger, N., & Weinhold, J. (2014, June). Strengths and Weaknesses of Phonological and Semantic Processing and Word Representations in Preschoolers with Specific Language Impairment. Poster presented at the thirty-fifth Annual Symposium on Research in Child Language Disorders, University of Wisconsin, Madison, WI
Language and Reading Research Consortium (LARRC) (2014, June). Language Intervention for Preschool Children: Impacts of Lets Know! Poster presented at the thirty-fifth Annual Symposium on Research in Child Language Disorders, University of Wisconsin, Madison, WI
Alt, M., Gray, S., Hogan, T., Green, S., & Cowan, N. (2014, June). Word Learning Deficits in Children with Dyslexia: More than Phonology. Poster presented at the thirty-fifth Annual Symposium on Research in Child Language Disorders, University of Wisconsin, Madison, WI
Kapantzoglou, M., Restrepo, M., Gray, S., Thompson, M., & Gorin, J., (2014, June). Bilingual Children with and without Language Impairment: Are There Only Two Groups? Poster presented at the thirty-fifth Annual Symposium on Research in Child Language Disorders, University of Wisconsin, Madison, WI
Runnion, E., Ratiu, I., Restrepo, M., Gray, S., Gorin, J., & Thompson, M. (2014, June). Comparing the Measurement Structure of a Language Screener Between Spanish-speaking Children with and without Language Impairment. Poster presented at the thirty-fifth Annual Symposium on Research in Child Language Disorders, University of Wisconsin, Madison, WI
Castilla-Earls, A., Restrepo, L., Perez-Leroux, A., & Gray, S. (2014, June). Language Impairments vs. Bilingual Effects in Spanish-Speaking Children. Poster presented at the thirty-fifth Annual Symposium on Research in Child Language Disorders, University of Wisconsin, Madison, WI
Wilcox, M. J., Gray, S., Reiser, M. (April, 2014). Growth of Language and Early Literacy Skills in Preschool Children with Developmental Speech and/or Language Impairment. Poster presented at the annual meeting of the American Educational Research Association, Philadelphia, PA.
Gray, S. and the Language and Reading Research Consortium (March, 2014). Impact of the Lets Know! Curriculum Supplement on Preschool and Elementary Classroom Environments. Seminar presented at the biennial conference of the British Dyslexia Association, Guildford, England.
Honors/Awards
2014 Distinguished Alumnus Award, Department of Speech, Language, and Hearing Sciences,
University of Arizona
2013 Fellow, American Speech-Language-Hearing Association
2013 American Speech-Language-Hearing Association Clinical Practice Research Institute Awardee
2012 Meritorious Poster, American Speech-Language-Hearing Association
2012 American Speech-Language-Hearing Association Award for Continuing Education
2011 National Center for Special Education Research, Institute of Education Sciences, Summer Research Training Institute on Single Subject Research Designs Traineeship
2011 American Speech-Language-Hearing Association Award for Continuing Education
2010 University of Pittsburgh Teaching Survival Skills and Ethics Program Traineeship
2009 Leadership Development Initiative ASU Office for Developing Transformational Leaders
2008 Spencer Foundation Workshop in Quasi-Experimental Design and Analysis in Education Traineeship
2008 American Speech-Language-Hearing Association Award for Continuing Education
2007 National Center for Education Research Institute for Education Sciences Summer Research Training Institute on Cluster Randomized Trials Traineeship
2006 Presidents Medal for Social Embeddedness awarded to the Tempe Early Reading First Partnership (PI)
2006 Nominated for the Deans Distinguished Teaching Award
2005 American Speech-Language-Hearing Association Award for Continuing Education
2005 Nominated for the Deans Distinguished Teaching Award
Editorships
Editor, Language, Speech, and Hearing Services in Schools, 2016-2019
Guest Editor, Topics in Language Disorders, 2015-2016
Associate Editor, Journal of Speech, Language, and Hearing Research, 2013-2016
Guest Associate Editor, Speech, Language, and Hearing Services in Schools, 2014
Guest Associate Editor, Journal of Speech, Language, and Hearing Research, 2009-2013
Associate Editor, Language, Speech, and Hearing Services in Schools, 2007-2012
Guest Associate Editor, Language, Speech, and Hearing Services in Schools, 2006
Professional Associations
American Speech-Language-Hearing Association (ASHA) Society for the Scientific Study of Reading (SSSR) Arizona Speech-Language-Hearing Association (ArSHA)
Service
Editor, Language, Speech, and Hearing Services in Schools, 2016-2019
Guest Editor, Topics in Language Disorders, 2015-2016
Associate Editor, Journal of Speech, Language, and Hearing Research, 2013-2016
Guest Associate Editor, Speech, Language, and Hearing Services in Schools, 2014
Guest Associate Editor, Journal of Speech, Language, and Hearing Research, 2009-2013
Reviewer, American Journal of Speech-Language Pathology, 2015
Reviewer, Language, Speech, and Hearing Services in Schools, 2013-2014
Reviewer, Scientific Studies of Reading, 2013-2015
Reviewer, The Elementary School Journal, 2013-2014
Reviewer, Archives of Clinical Neuropsychology, 2013
Associate Editor, Language, Speech, and Hearing Services in Schools, 2007-2012
Reviewer, Journal of Research in Reading, 2012
Reviewer, Early Childhood Research Quarterly, 2008-2009, 2011-2012
Reviewer, Developmental Psychology, 2012-2013
Editorial Consultant, Journal of Speech, Language, and Hearing Research 2005-2010
Reviewer, Developmental Psychology, 2008, 2011
Reviewer, Applied Psycholinguistics, 2009-2011
Reviewer, International Journal of Speech-Language Pathology, 2008
Reviewer, Language, Speech, and Hearing Services in Schools 2001-2003, 2005-2008
Reviewer, Early Childhood Services: An Interdisciplinary Journal of Effectiveness, 2007
Guest Associate Editor, Language, Speech, and Hearing Services in Schools, 2006
Reviewer, Journal of Speech, Language, and Hearing Research 1999-2001, 2003-2004
Reviewer, American Journal of Speech-Language Pathology 2006
Reviewer, Psychological Science 2006-2007
Reviewer, Journal of Communication Disorders 2002-2003
American Speech-Language-Hearing Association Publications Board, Member, 2015-2019
American Speech-Language-Hearing Association Research and Scientific Affairs Committee, Member, 2012-2014
American Speech-Language-Hearing Association Scientific and Professional Education Board, Member, 2012-2014
Standing Member, National Institutes of Health National Institute on Deafness and Other Communication Disorders, Communication Disorders Review Committee, 2015-2019
Grant Reviewer, National Institutes of Health Center for Scientific Review, Ad Hoc LCOM Study Section, 2015
Grant Reviewer, National Institutes of Health Center for Scientific Review, Brain Disorders, Language, Communication and Related Neurosciences F01 Study Section, 2014-2016
Grant Reviewer, U.S. Department of Education Institute for Education Sciences Early Intervention and Early Childhood Education Panel, 2014
Grant Reviewer, National Science Foundation, Behavioral and Cognitive Sciences, 2013
Grant Reviewer, NIH NIDCD F31, F32, 2013
Grant Reviewer, NIH NIDCD Special Emphasis Panels, 2011, 2012, 2013
Grant Reviewer, Georgia IES Striving Readers Program, 2012, 2013
Grant Reviewer, U.S. Dept. of Education IES Striving Readers Program, 2011
Grant Reviewer, Standard Research Grants program of the Social Sciences and Humanities Research Council of Canada, 2009-2010
Grant Reviewer, Health Research Board of Ireland, 2007
Grant Reviewer, Israel Science Foundation, 2007
Grant Reviewer, Canadian Language and Literacy Research Network Research Program Applications 2006
Grant Reviewer, American Speech-Language-Hearing Foundation New Investigator Awards 2005-200
Grant Reviewer, American Speech-Language-Hearing Foundation Student Research Grant in Early Childhood Language Disorders, 2003-2005, 2007
External Ph.D. Examiner, University of Canterbury, New Zealand, 2009
External Ph.D. Examiner, Curtin University, Australia, 2012
Faculty Mentor, American Speech-Language-Hearing Association Grant Review and Reviewer Training (2014)
Faculty Mentor, Arizona State University Obama Scholars, 2009-2015
Faculty Mentor, American Speech-Language-Hearing Association ‘Lessons for Success’, 2012-2014
Faculty Mentor, American Speech-Language-Hearing Association ‘Clinical Practice Research Institute’, 2010-2013
Faculty Mentor, American Speech-Language-Hearing Association ‘Mentoring Academic Research Careers’, 2008-2010
Faculty Mentor, American Speech-Language-Hearing Association ‘Building Undergraduate-Faculty Research Connections’ Program, 2008-2009