This PhD Leadership training grant is funded by the United States Department of Education. The goal of this project is to prepare six pre-service doctoral students in speech-language pathology to be highly qualified in meeting the language and literacy needs of preschool and elementary school children with speech-language impairment through research, teaching, and service delivery. As such, the project provides trainees with theoretical and practical knowledge on the complicated issues associated with speech-language and literacy services and research and to prepare trainees to evaluate the effectiveness of scientifically-based interventions, particularly on the language and literacy outcomes of children with speech-language impairment.
Six PhD students have been funded on this training grant:
Jamie Fisher
Jamie has an undergraduate and master’s degree in speech-language pathology. She is interested in the language and literacy development in children from socioeconomically disadvantaged backgrounds. Her predissertation projects have focused on the development of complex syntax in children from low SES families as compared to child from families with college-educated parents.
Awards
Travel Award to the Symposium for Research on Child Language Disorders
Dissertation Fellowship, Southeast Education Regional Board
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Hope Lancaster
Hope has an undergraduate degree in psychology. She is interested in exploring language and cognition profiles of children with primary language impairment.
Awards
Travel Award to the Symposium for Research on Child Language Disorders
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Emily Lund
Emily has an undergraduate degree in economics and a graduate degree in speech-language pathology. She is interested in language and literacy development in children with hearing loss, particularly children who are English language learners’ speech-language pathology. She is interested in language development of children with hearing loss.
Awards
Early Childhood Language Research Grant, American Speech-Language-Hearing Foundation
Travel Award to the Symposium for Research on Child Language Disorders
Student Travel Award to the 13th Symposium for Cochlear Implants in Children
New Century Scholars Doctoral Scholarship, American Speech-Language-Hearing Foundation ($10,000)
Lessons for Success Conference Fellow, American Speech-Language-Hearing Association
Publications
Lund, E. (2013). The role of the speech-language pathologist in the assessment of pediatric cochlear implant candidacy. In R. Gifford (Ed.), Cochlear implant patient assessment: from candidacy to postoperative performance and outcomes. San Diego, CA: Plural Publishing.
Lund, E. (2013). The role of the speech-language pathologist and teacher of the deaf in the post-operative assessment of children. In R. Gifford (Ed.), Cochlear implant patient assessment: from candidacy to postoperative performance and outcomes. San Diego, CA: Plural Publishing
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Brian Weiler
Brian has an undergraduate degree in English and a graduate degree in speech-language pathology. He is interested in school age language and literacy development.
Awards
Travel Award to the Symposium for Research on Child Language Disorders
New Century Scholars Doctoral Scholarship, American Speech-Language-Hearing Foundation ($10,000)
Graduate Student Scholarship, American Speech-Language-Hearing Foundation ($5,000)
Publications
Weiler, B. (2013). Verb selection and past-tense morphology: Crystal's criteria revisited. Topics in Language Disorders, 33,152-164.
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Krystal Werfel
Krystal has an undergraduate degree in early childhood and a master’s degree in speech-language pathology. She is interested in the language and literacy skills of children with hearing loss. Her predissertation projects have focused on the development of phonological awareness. Krystal was awarded the Early Childhood Language Student Research Grant from the American Speech-Language-Hearing Foundation.
Awards
Early Childhood Language Research Grant, American Speech-Language-Hearing Foundation
Students Preparing for Academic and Research Career (SPARC) Award, American Speech-Language-Hearing Association
Travel Award to the Symposium for Research on Child Language Disorders
New Century Scholars Doctoral Scholarship, American Speech-Language-Hearing Foundation ($10,000)
Jeanne S. Chall Dissertation Award, International Reasing Association
Lessons for Success Conference Fellow, American Speech-Language-Hearing Association
Publications
Korrapati, K., Werfel, K., Barnett, Z., and Schuele, C. M. (2013). Visual Attention to Print in Preschool Children with and without Hearing Loss, Young Scientist: A High School Research Journal.
Werfel, K. & Schuele, C. M. (2012). Segmentation and Representation of Consonant Blends in Kindergarten Children's Spellings. Language, Speech, and Hearing Services in Schools, 43, 292-307.
Simon, C. G., Werfel, K. L., & Schuele, C. M. (2011). Vowel representation in the spelling of kindergarten children. Young Scientist, 1, 29-31.
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Tiffany Woynaroski
Tiffany has an undergraduate degree in psychology and a graduate degree in speech-language pathology. She is interested in language and literacy development in children with autism.
Publications
Yoder, P., Woynaroski, T., Fey, M., & Warren, S. (in press). Effects of dose frequency of early communication intervention in young children with and without Down syndrome, American Journal on Intellectual and Developmental Disabilities.
Woynaroski, T., Dowell, L., Foss-Feig, J., Stevenson, R., Siemann, J., Camarata, S., Wallace, M. (in press). Multisensory speech perception in high-functioning children with autism spectrum disorders. Journal of Autism and Developmental Disorders.
Yoder, P., Bottema-Beutel, K., Woynaroski, T., Chandrasekhar, R., & Sandbank, M. (in press). Social communication intervention effects vary by dependent variable type in preschoolers with autism spectrum disorders. Autism Research.
Bottema-Beutel, K., Yoder, P., & Woynaroski, T., & Sandbank, M. (submitted). Targeted interventions for social communication symptoms in preschoolers with autism spectrum disorders. In F.R. Volkmar, R. Paul, A. Klin (Editor), & D.J. Cohen (Eds.) Handbook of autism and pervasive developmental disorders (4th ed.). New York: John Wiley & Sons, Inc.
Woynaroski, T., Fey, M., Warren, S., & Yoder, P. (submitted). Prelinguistic communication intervention research: a focus on treatment intensity. In M. Romski & R. Sevcik (Eds.), Examining the science and practice of communication interventions for individuals with severe disabilities. Baltimore, MD: Brookes Publishing.
Please click here for more information about Tiffany Woynaroski and her presentations and publications.