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Infant and Child Development|April 3, 2026
Invisible Print? Reading Skill Predicts Children's Learning of Novel Spoken WordsTaylor J Bryant, Dawna Duff, Bethany Bell, et al.Journal of Learning Disabilities|June 21, 2022
Reading and Math Achievement in Children With Dyslexia, Developmental Language Disorder, or Typical Development: Achievement Gaps Persist From Second Through Fourth GradesDawna M Duff, Alison E Hendricks, Lisa Fitton, et al.Language, Speech, and Hearing Services in Schools|February 15, 2022
Examining the Associations Between Parent Concerns and School-Age Children's Language and Reading Abilities: A Comparison of Samples Recruited for In-School Versus Online ParticipationJessica Chan, Suzanne M Adlof, Dawna Duff, et al.Language, Speech, and Hearing Services in Schools|October 11, 2019
The Effect of Vocabulary Intervention on Text Comprehension: Who Benefits?Dawna DuffLanguage, Speech, and Hearing Services in Schools|October 11, 2019
Has Vocabulary Intervention Had an Effect? A Valid, Reliable, and (Fairly) Quick Outcome Measure for Semantic KnowledgeDawna DuffJournal of Speech, Language, and Hearing Research : JSLHR|October 16, 2020
Promoting Reading Achievement in Children With Developmental Language Disorders: What Can We Learn From Research on Specific Language Impairment and Dyslexia?Suzanne M AdlofPerspectives of the ASHA Special Interest Groups|February 10, 2018
Understanding Word Reading Difficulties in Children With SLISuzanne M AdlofLanguage, Speech, and Hearing Services in Schools|October 11, 2019
Prologue to the Forum: Vocabulary Across the School GradesSuzanne M AdlofJournal of Speech, Language, and Hearing Research : JSLHR|February 28, 2017
Nonword Repetition and Vocabulary Knowledge as Predictors of Children's Phonological and Semantic Word LearningSuzanne M Adlof, Hannah PattenPolicy Insights From the Behavioral and Brain Sciences|September 1, 2020
If we don't look, we won't see: Measuring language development to inform literacy instructionSuzanne M Adlof, Tiffany P HoganPageof 6