Rispoli, M., & Hadley, P. (2001). The leading edge: The significance of sentence disruptions in the development of grammar. Journal of Speech, Language, and Hearing Research, 44, 1131-1143. PMID: 11708532 Rispoli, M. (2003). Changes in the nature of sentence production during the period of grammatical growth. Journal of Speech, Language and Hearing Research, 46, 818-830. PMID: 12959462 Rispoli, M., […]
Congratulations to Macarena Gálvez Barrera on the successful defense of her Early Research Project on April 17, 2020 – Exploring Associations between Children’s Play and Caregivers’ Linguistic Input in Hispanic Caregiver-Child Dyads
Dr. Laura Hahn (PI) and Dr. Pamela Hadley (Co-I) have teamed up to study the contribution of child and maternal gestures and responsive maternal language input to word learning opportunities, production practice, and spoken language vocabulary growth for toddlers with fragile X syndrome. Read the story here.
Congratulations to Colleen Fitzgerald on her recent tenure and promotion to Associate Professor at Bowling Green State University. We are so proud of you, Colleen!
Congratulations to Tracy Preza on the successful defense of her MA thesis on June 26, 2020 — Exploring the interactive and linguistic dimensions of parent input and their role in the development of children’s simple sentences
Hadley, P., Rispoli, M., Fitzgerald, C., & Bahnsen, A. (2011). Predictors of morphosyntactic growth in typically developing toddlers: Contributions of parent input and child sex. Journal of Speech, Language and Hearing Research, 54, 549-566. PMID: 20719872 Fitzgerald, C., Hadley, P., & Rispoli, M. (2013). Are some parents’ interaction styles associated with richer grammatical input? American Journal of Speech-Language Pathology, […]
Kathleen Walsh (2010, MA thesis). Toy talk: A simple strategy to promote richer grammatical input. http://hdl.handle.net/2142/16862 Colleen Fitzgerald (2010, MA thesis). Understanding contributors to input informativeness for tense marking: Overlap between language typology, parent-toddler interaction style, and register. http://hdl.handle.net/2142/18389 Alison Bahnsen (2011, MA thesis). One of a kind grammar: The role of sentence diversity in children’s grammatical development. http://hdl.handle.net/2142/24156 Megan McKenna […]
Hadley, P., & Short, H. (2005). The onset of tense marking in children at-risk for SLI. Journal of Speech, Language, and Hearing Research, 48, 1344-1362. PMID: 16478376 Hadley, P., & Holt, J. (2006). Individual differences in the onset of tense marking: A growth curve analysis. Journal of Speech, Language, and Hearing Research, 49, 984-1000. PMID: 17077210 Rispoli, M., Hadley, […]
Hadley, P. (2014). Approaching early grammatical intervention from a sentence-focused framework. Language, Speech, and Hearing Services in Schools, 45, 110-116. PMID: 24788641 McKenna, M., & Hadley, P. (2014). Assessing sentence diversity in toddlers at-risk for language impairment. SIG 1 Perspectives on Language Learning and Education, 21, 159-172. Hadley, P., Rispoli, M., & Hsu, N. (2016). Toddlers’ verb lexicon diversity and […]
When to worry about language study (W2W-L): Joint consideration of developmental patterning and neural substrates for enhancing early identification of language impairment What is this project about? With collaborators at Northwestern University, the APL is characterizing properties of parent input and vocabulary and grammar growth for toddlers between 2 and 3 years of age. Differences […]