Presentations
Gray, S. & Restrepo, M. A. (2006, June). Acquiring Early Literacy Skills: The Effect of Participating in
an Early Reading First Classroom. Poster to be presented at the Twenty-Seventh Annual
Symposium on Research in Child Language Disorders, University of Wisconsin,
Madison.
Gray, S., Washington, J., Cullatta, B., & Justice, L. (2005, November). Evidence-Based Practices in
Language & Emergent Literacy. Presentation at the annual meeting of the American
Speech-Language, Hearing Association, San Diego, CA.
Van Kleeck, A., Gray, S., & Beverly, B. (2005, November). Language Goals for Young Children:
Evidence to Guide Our Practice. Presentation at the annual meeting of the American
Speech-Language, Hearing Association, San Diego, CA.
Hogan, T., Capone, N., Gray, S., Storkel, H. & Ellis Weismer, S. (2005, November). Word
Learning I: Word Learning Across Representations and Populations. Presentation at the annual
meeting of the American Speech-Language, Hearing Association, San Diego, CA.
Gray, S. (2005, October). Successful Assessment Strategies for Children, Professional
Development, and Program Evaluation. Invited presentation at the U.S. Department of
Education Early Reading First Grantee Meeting, Miami, FL.
Berman, J. & Gray, S. (2005, June). Performance on Early Literacy Assessments by Preschoolers
with Specific Language Impairment. Poster presented at the Twenty-Sixth Annual Symposium
on Research in Child Language Disorders, University of Wisconsin, Madison.
Gray, S. (2004, November). Learning and Using New Words: Research to Practice. Invited
presentation at the annual meeting of the American Speech-Language, Hearing Association,
Philadelphia, PA.
Lafferty, A., Obediat, K., Gray, S., & Wilcox, M. J. (2004, November). Inter-rater and Test-retest
Reliability of the ELLCO. Poster presented at the annual meeting of the American Speech-
Language-Hearing Association, Philadelphia, PA.
Gray, S. (2004, June). Word Learning by Six-Year-Olds with SLI: Effect of Phonological or Semantic
Cues. Poster presented at the Twenty-Fifth Annual Symposium on Research in Child Language
Disorders, University of Wisconsin, Madison.
Gray, S. (2004, May). Teaching vocabulary to Preschoolers with Language Impairment: What does
the research tell us? Presented at the 44th annual Arizona Speech, Language and Hearing
Association Convention, Tucson, AZ.
Gray, S (2003, November). Word Learning by Preschoolers with Specific Language Impairment:
Effect of Semantic and Phonological Cues. Poster presented at the annual meeting of the
American Speech-Language-Hearing Association, Chicago, Ill.
Lafferty, A., Gray, S., & Wilcox, M. J. (2003, November). Teaching Alphabetic Skills to Preschoolers
with SLI: Learning Rate Study. Poster presented at the annual meeting of the American
Speech-Language-Hearing Association, Chicago, Ill.
Peer Reviewed Publications
Gray, S. (in press). Promoting early literacy through professional development, early literacy
curriculum and classroom environment, Early Childhood Services.
Gray, S. (in press). The relationship between phonological memory, receptive vocabulary, and fast
mapping by preschoolers with specific language impairment. Journal of Speech, Language, and
Hearing Science.
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.
Lafferty, Addie 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.
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.
Gray, S. (2003). Word-learning by preschoolers with specific language impairment: What predicts
success? Journal of Speech, Language, and Hearing Research, 46, 56-67.
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.
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.
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.
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.
Invited Publications
Restrepo, M. A. & Gray, S. (in press). Optimizing literacy in English language learners. Seminars in
Speech and Language.
Gray, S. (in press). Commentary on nonword repetition and word learning: The nature of the
relationship by Susan E. Gathercole. Applied Psycholinguistics.
Gray, S. (2005). Word learning by preschoolers with specific language impairment.
Perspectives, 12, 17-21.
Links
American Speech-Language-Hearing Association
http://www.asha.org/default.htm
National Institutes of Health –
National Institute on Deafness and Other Communication Disorders
http://www.nidcd.nih.gov/
Course for Protection of Human Subjects
http://cme.cancer.gov/clinicaltrials/learning/humanparticipant-protections.asp
U.S. Department of Education Early Reading First
http://www.ed.gov/programs/earlyreading/index.html
U. S. Department of Education
http://www.ed.gov/index.jhtml
Arizona Speech-Language-Hearing Association
http://www.arsha.org/
Arizona Department of Education
http://www.ade.state.az.us/
ASU Undergraduate Application Information
http://www.asu.edu/admissions/applyingtoasu/
ASU Graduate Application Information
http://www.asu.edu/graduate/admissions/
Course Catalog
http://www.asu.edu/catalog/.