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Peer reviewed articles
McDaniel, J. & Schuele, C. M. (2021). When will he talk? An evidence-based tutorial for measuring progress toward use of spoken words in preverbal children with autism spectrum disorder. American Journal of Speech-Language Pathology, 30(1), 1-18.
Weiler, B. & Schuele, C. M. (2021). Tense marking in the kindergarten population: Testing the bimodal distribution hypothesis. Journal of Speech-Language-Hearing Research, 64(2), 593-612.
Hessling, A. & Schuele, C. M. (2020). Individualized narrative intervention for school-age children with specific language impairment. Language, Speech, and Hearing Services in School, 51, 687-705.
Werfel, K., Schuele, C. M., & Reed, P. (2019). Linguistic contributions to word-level spelling accuracy in elementary school children with and without specific language impairment. American Journal of Speech-Language Pathology, 28, 599-611.
Wisman Weil, L. & Schuele, C. M. (2019). Complex syntax interventions for young children with language impairments. EBP Briefs, 13(5), iii, 1-9.
Krimm, H., Werfel, K., & Schuele, C. M. (2019). Toward understanding the lexical-morphological networks of children with SLI: Analysis of responses on a morphological production task. Journal of Speech-Language-Hearing Research, 62, 4131-4136.
Weiler, B., Schuele, C. M., Feldman, J., & Krimm, H. (2018). A multi-year population-based study of kindergarten language screening failure rates using the Rice Wexler Test of Grammatical Impairment. Language, Speech, and Hearing Services in Schools, 49, 248-259.
Abel, A., Schuele, C. M., Barako Arndt, K. Lee, M. & Blankenship, K. (2017). Another look at the influence of maternal education on preschoolers’ performance on two norm-referenced measures. Communication Disorders Quarterly, 38, 231-241. [no PMID number]
Lund, E. & Schuele, C. M. (2017). Word-learning performance of children with and without cochlear implants given synchronous and asynchronous cues. Clinical Linguistics and Phonetics, 31, 777-790. [PMID: 28521543]
Werfel, K., Hendricks, A., & Schuele, C M. (2017). The potential of past tense marking in oral reading as a clinical marker of SLI in school-age children. Journal of Speech-Language-Hearing Research, 60, 3561-3672. [PMID: 29222571]
Krimm, H., Schuele, C. M., & Brame, C. (2017). Viability of online learning for ensuring basic skills in speech-language pathology. Perspectives of the ASHA Special Interest Groups (SIG 10), 2 (Part 1), 49-58.
Schuele, C. M. & Young, K. (2017). On the cusp of middle school...with minimal reading and writing skills. Perspectives of the ASHA Special Interest Groups (SIG 1), 2(Part 3), 138-150.
Lund, E., Werfel, K. & Schuele, C. M. (2015). Phonological awareness and vocabulary performance of monolingual and bilingual preschool children with hearing loss. Child Language Teaching and Therapy, 31, 85-100. [doi:10.1177/0265659014531261]. [PMID: not available]
Werfel, K., Lund, E. & Schuele, C. M. (2015). Print knowledge of preschool children with hearing loss. Communication Disorders Quarterly, 36, 107-111. [doi: 10.1177/1525740114539002]
Lund, E. & Schuele, C. M. (2015). Synchrony of maternal auditory and visual cues about unknown words to children with and without cochlear implants. Ear and Hearing, 36, 229-238 [doi: 10.1097/AUD.0000000000000104] [PMID: 25285961]
Gordon, R., Jacobs, M., & Schuele, C. M. (2015). Perspectives on the rhythm–grammar link and its implications for typical and atypical language development. Annals of the New York Academy of Sciences, 1337, 16-26 [PMID: 25773612]
Hu, C. F. & Schuele, C. M. (2015). When language experience fails to explain word reading development: Early cognitive and linguistics profiles of young foreign language learners. The Modern Language Journal, 99, 754-770. [no PMID number]
Lund, E., Douglas, M. & Schuele, C. M. (2015). Semantic richness and word learning in children with hearing loss who are developing spoken language: A single case design study. Deafness & Education International, 17, 163-175. [no PMID number]
Abel, A. & Schuele, C. M. (2014). The influence of two cognitive-linguistic variables on incidental word learning in 5-year-olds. Journal of Psycholinguistic Research, 43, 447-463. [doi: 10.1007/s10936-013-9264-4] [PMID: 23979141]
O’Dell, H., Weiler, B., & Schuele C. M. (2014). Explicit phonemic awareness of adolescents: Skills at baseline and following brief instruction. Young Scientist, 4, 45-48. [PMID: not available]
Lund, E. & Schuele, C. M. (2014). Effects of a word-learning training on children with cochlear implants. Journal of Deaf Studies and Deaf Education, 19, 68-84. [doi: 10.1093/deafed/ent036] [PMID: 23981321]
Werfel, K. & Schuele, C. M. (2014). Improving initial sound segmentation skills of preschool children with severe to profound hearing loss: An exploratory investigation. Volta Review, 114, 113-134 [PMID: not available]
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.
Weiler, B. (2013). Verb selection and past-tense morphology: Crystal's criteria revisited. Topics in Language Disorders, 33,152-164.
Barako Arndt, K. & Schuele, C. M. (2013). Multiclausal utterances aren't just for big kids: A framework for analysis of complex syntax production in spoken language of preschool- and early school-age children. Topics in Language Disorders, 33, 125-139.
Barako Arndt, K. & Schuele, C. M. (2012). Production of infinitival complements by children with specific language impairment. Clinical Linguistics and Phonetics.
Schuele, C. M. (2013). Beyond fourteen grammatical morphemes: Toward a broader view of grammatical development. Topics in Language Disorders, 33, 118-124.
Spencer, E. & Schuele, C. M. (2012). A preliminary examination of fast mapping skills in
preschool children from families of low socioeconomic status. Clinical Linguistics and Phonetics, 26, 845-852.
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.
Spencer, E., Schuele, C. M., Guillot, K. & Lee, M. (2011). Phonemic awareness skill of undergraduate and graduate students relative to speech-language pathologists and other educators. Contemporary Issues in Communication Science and Disorders.
Dunn, M., Rodriguez, E., Miller, K., Gerhardt, C., Vannatta, K., Saylor, M., Schuele, C. M., & Compas, B. (2011). Assessment of mother-child communication in pediatric cancer: Direct observation of verbal and non-verbal behavior and emotion. Journal of Pediatric Psychology, 36, 5.
Simon, C. G., Werfel, K. L., & Schuele, C. M. (2011). Vowel representation in the spelling of kindergarten children. Young Scientist, 1, 29-31.
van Kleeck, A. & Schuele, C. M. (2010). Historical perspectives on literacy in early childhood. American Journal of Speech-Language Pathology, 19, 341-355.
Schuele, C. M., Justice, L., Cabell, S., Knighton, K., Kingery, B., & Lee, M. (2008). Field-based evaluation of two-tiered instruction for enhancing kindergarten phonological awareness. Early Education and Development, 19, 726-752.
Spencer, E., Schuele, C. M., Guillot, K., & Lee, M. (2008). Phonemic awareness skill of speech-language pathologists and other educators. Language, Speech, and Hearing Services in Schools, 39, 512-520.
Schuele, C. M. & Boudreau, D. (2008). Phonological awareness intervention: Beyond the basics. Language, Speech, and Hearing Services in Schools, 39, 3-20.
Hu, C. F. & Schuele, C. M. (2005). Learning nonnative names: The effect of poor native phonological awareness. Applied Psycholinguistics, 26, 343-362.
Schuele, C. M. & Dykes, J. (2005). A longitudinal study of complex syntax development in a child with specific language impairment. Clinical Linguistics and Phonetics, 19, 295-318.
Schuele, C. M., Haskill, A., & Rispoli, M. (2005). What’s /ðer/? An investigation of pronoun errors in a child with SLI from age 3 to 7. Clinical Linguistics and Phonetics, 19, 89-107.
Schuele, C. M. (2004) The impact of developmental speech and language impairments on the acquisition of literacy skills. Mental Retardation and Developmental Disabilities Research Reviews, 10, 176-183.
Schuele, C. M. (2001). Socioeconomic influences on children’s language acquisition. Journal of Speech-Language Pathology and Audiology, 24, 77-88.
Schuele, C.M. & Tolbert, L. (2001). Omissions of obligatory relative markers in children with specific language impairment. Clinical Linguistics and Phonetics, 15, 257-274.
Schuele, C. M. & Nicholls, L. (2000). Relative clauses: Evidence of continued linguistic vulnerability in children with specific language impairment. Clinical Linguistics and Phonetics, 14, 563-585.
Schuele, C. M. & Hadley, P. (1999). Potential advantages of introducing specific language impairment to families. American Journal of Speech-Language Pathology, 8(1), 11-22
Hadley, P. & Schuele, C. M. (1998). Facilitating peer interaction: Socially-relevant objectives for language intervention. American Journal of Speech-Language Pathology, 7(4), 25-36.
Schuele, C. M., Rice, M. L., & Wilcox, K. A. (1995). Redirects: A strategy to increase peer initiations. Journal of Speech and Hearing Research, 38, 1319-1333.
Fitzgerald, J., Roberts, J., Pierce, P., & Schuele, C. M. (1995). Evaluation of home literacy environment: An illustration with preschool children with Down syndrome. Reading and Writing Quarterly, 11, 311-334.
Schuele, C. M. (1994). Emergent literacy: A necessary component of early intervention practices of speech-language pathologists. Tejas: Texas Journal of Audiology and Speech Pathology, 20(1), 2-7.
Schuele, C. M., Roberts, J. E., Fitzgerald, J., & Moore, P. (1993). Assessing emergent literacy skills in preschool classrooms. Day Care and Early Education, 21(2), 13-21.
Fitzgerald, J., Schuele, C. M., & Roberts, J. (1992). Emergent literacy: What is it and what does the teacher of learning disabled children need to know about it? Reading and Writing Quarterly, 8, 71-85.
Roberts, J. E., & Schuele, C. M. (1990). Otitis media and later academic performance. Topics in Language Disorders, 11(1), 43-62. Reprinted in Hearing impairment and language disorders: Assessment and intervention (1993). Rockville, MD: Aspen Publishing Co.
van Kleeck, A., & Schuele, C. M. (1987). Precursors to literacy: Normal development. Topics in Language Disorders, 7(2), 13-31.
Schuele, C. M., & van Kleeck, A. (1987). Precursors to literacy: Assessment and intervention. Topics in Language Disorders, 7(2), 32-44.
Books, book chapters, invited review articles
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.
Schuele, C.M. & Murphy, N.D. (in press). Intensive Phonological Awareness Program. Baltimore: Brookes.
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.
Justice, L. M., Gillon, G., & Schuele, C. M. (2009). Phonological awareness: Description, assessment, and intervention. In J. Bernthal, N. Bankson, & P. Flipson (Eds.), Articulation and phonological disorders: Speech sound disorders in children (6th ed., pp. 357-383). Boston: Allyn & Bacon.
Schuele, C. M., Spencer, E., Barako Arndt, K. & Guillot, K. (2007). Literacy and children with specific language impairment. Seminars in Speech and Language, 28(1), 35-47.
Schuele, C. M., Skibbe, L. & Rao, P. (2007). Assessing phonological awareness. In K. Pence (Ed.), Assessment in Emergent Literacy (pp. 275-325). San Diego: Plural Publishing.
Larrivee, L. & Schuele, C. M. (2005). Literacy acquisition in children with preschool speech and language impairments. Frequences, 17(3), 31-37.
Schuele, C. M. & Justice, L. (2006). The importance of effect sizes in the interpretation of research. ASHA Leader, 11(10), p. 14-15, 26-27.
Schuele, C. M., & Larrivee, L. (2004). What's my job? Differential diagnosis of the speech-language pathologist's role in literacy learning. Perspectives on Language Learning and Education, 11(3), 4-7.
Justice, L. & Schuele, C. M. (2004). Phonological awareness: Description, assessment, and intervention. In J. Bernthal & N. Bankson (Eds.), Articulation and phonological disorders (5th ed., pp. 376-405). Boston, MA: Allyn & Bacon.
Hadley, P. A. & Schuele, C. M. (1995). Come buddy, help, help me!: Verbal interactions with peers in a preschool language intervention classroom. In M. L. Rice & K. A. Wilcox (Eds.), Building a language-focused curriculum for the preschool classroom (Vol. 1): A foundation for lifelong communication (pp. 105-125). Baltimore, MD: Brookes.
Rice, M. L. & Schuele, C. M. (1995). Speech and language impairments. In E. Meyen & T. Skrtic (Eds.), Special education and student disability (4th ed., pp. 339-374). Denver, CO: Love Publishing.