2015 Publications: Journal Articles

Journal Articles

1. Crowe, K., McLeod, S., McKinnon, D. H., & Ching, T. Y. C. (2014, in press).  Attitudes towards the capabilities of deaf and hard of hearing adults:  Insights from the parents of deaf and hard of hearing children. American Annals of the Deaf
2. Daffern, T., & Mackenzie, N. (2015). Building strong writers: Creating a balance between the authorial and secretarial elements of writing. Literacy Learning: the Middle Years, 23(1), 23-32.
3. Daffern,T., Mackenzie, N. & Hemmings, B. (2015, in press). The development of a spelling assessment informed by Triple Word Form Theory, Australian Journal of Language and Literacy.
4. Forest, D.E., Garrison, K.L., & Kimmel, S.C. (2015.) “The university for the poor”: Portrayals of class in translated children's literature. Teacher College Record, 117(2).
5. Garrison, K.L., & Hay, L. (2015). Using international literature to support the development of global perspectives and intercultural understandings in teachers and students. The Learning Hub, 2, 14-18.
6. Given, L., Winkler, D., Wilson, R., Davidson, C., Danby, S., & Thorpe, K. (2015, in press). Parents as co-researchers at home: Using an observational method to document young children’s use of digital technology. International Journal of Qualitative Methods.
7. Guo, K & Mackenzie, N.M., (2015). Signs and codes in early childhood settings: an investigation of children’s drawing and second language learning. Australiasian Journal of Early Childhood, 40(2).
8. Harris, L., Davidson, C., & Aprile, K. (in press). Understanding teacher aides’ definitions of reading: Implications for classroom practice. Australian Educational Researcher. Advance online publication doi: 10.1007/s13384-015-0181-4
9. Hopf, S. C. & McLeod, S. (2015, in press). Services for people with communication disability in Fiji: Barriers and drivers of change. International Electronic Journal of Rural and Remote Health Research, Education, Practice and Policy.
10. Ling, L. & Mackenzie, N.M (2015, in press), An Australian perspective on teacher professional development in supercomplex times. Successful Approaches to Teacher Professional Development: International Perspectives, Psychology, Society, and Education. Special Edition
11. Mackenzie, N. M., Scull J., & Bowles, T. (2015, in press). Change over time: An analysis of texts created by Year One students. Australian Educational Researcher
12. McCormack, J. & Verdon, S. (2015, early online). Mapping speech pathology services to developmentally vulnerable and at risk communities using the Australian Early Development Census. International Journal of Speech-Language Pathology. doi: 10.3109/17549507.2015.1034175
13. McCormack, J., Easton, C., & Morkel-Kingsbury, L. (2015). Educating speech-language pathologists for the 21st century...in the 21st century: Course design considerations for a distance education Master of Speech Pathology program. Folia Phoniatrica et Logopaedica. Advance online publication doi: 10.1159/000367710
14. McLeod, S. (2015). Intelligibility in Context Scale: A parent-report screening tool translated into 60 languages. Journal of Clinical Practice in Speech-Language Pathology, 17(1), 7-12.
15. McLeod, S., Crowe, K. & Shahaeian, A. (2015, in press). Intelligibility in Context Scale: Normative and validation data for English-speaking preschoolers. Language, Speech, and Hearing Services in Schools. doi: 10.1044/2015_LSHSS-14-0120
16. McLeod, S., Crowe, K., & Shahaeian, A. (in press). Intelligibility in context scale: Normative and validation data for English-speaking preschoolers. Language, Speech, and Hearing Services in Schools.
17. McLeod, S., Verdon, S., & Theobald, M. (2015, in press). Becoming bilingual: Children's insights about making friends in bilingual settings. International Journal of Early Childhood.
18. Thorpe, K., Hansen, J., Danby, S., Zake, F. M., Grant, S., Davidson, C., & Given, L. (2015). Teachers, teaching and digital technology: Reports from the early childhood classroom. Early Childhood Research Quarterly. Advance online publication doi: http://dx.doi.org/10.1016/j.ecresq.2015.04.001
19. To, C. K. S., McLeod, S., & Cheung, P. S. P. (2015). Phonetic variations and sound changes in Hong Kong Cantonese: Diachronic review, synchronic study and implications for speech sound assessment. Clinical Linguistics and Phonetics, 29(5), 333-353. doi:10.3109/02699206.2014.1003329
20. Verdon, S. (2015). Enhancing practice with culturally and linguistically diverse families: Six key lessons from the field. Journal of Clinical Practice in Speech-Language Pathology 17(1) 2-6.
21. Verdon, S., & McLeod, S. (2015). Indigenous language learning and maintenance among young Australian Aboriginal and Torres Strait Islander children. International Journal of Early Childhood, 47(1), 153-170. doi: 10.1007/s13158-015-0131-3
22. Verdon, S., McLeod, S., & Wong, S. (2015). Reconceptualizing practice with multilingual children with speech sound disorders: People, practicalities and policy. International Journal of Language and Communication Disorders, 50(1), 48-62. doi: 10.1111/1460-6984.12112
23. Washington, K. N., Thomas-Stonell, N., McLeod, S., & Warr-Leeper, G., (2015). Outcomes and predictors in preschoolers with speech-language and/or developmental mobility impairments. Child Language Teaching and Therapy, 31(2), 141-157. doi: 10.1177/0265659014539689

2015 Publications: Books and Book Chapters

This week we will present a series of posts listing 2015 publications by members of the Speech, Language and Literacies Strand.

Books

1. McLeod, S. & McCormack, J. (Eds.) (2015, in press). Introduction to speech, language and literacy. Melbourne, Australia: Oxford University Press.

Book Chapters

1. Cox, F. & McLeod, S. (2015, in press). Speech: Phonetics. In S. McLeod & J. McCormack (Eds.), Introduction to speech, language, and literacy. Melbourne, Australia: Oxford University Press.
2. Danby, S., Davidson, C. Given. L., & Thorpe, K. (in press). Composing an email: Social communication in an early years classroom. In S. Garvis & N. Lemon (Eds.), Technology and young children. Oxon, UK:  Routledge.     
3. Davidson, C. (2015). “Don’t tell him just help him”: Restricted interactional activity during a classroom writing lesson. In F. Chevalier & J. Moore (Eds.), Interactional restrictions, avoidance and withholding in institutional talk: Studies in conversation analysis (pp. 385-437). Amsterdam; Philadelphia, PA: John Benjamins.
4. Easton, C. & McCormack, J. (2015, in press). Environments of speech, language and literacy. In S. McLeod & J. McCormack (Eds.), Introduction to speech, language and literacy. Melbourne, Australia: Oxford University Press.
5. Edwards-Groves, C. (forthcoming, 2016). Teaching and learning as social interaction: What counts IN classroom practices? In P. Grootenboer, C. Edwards-Groves, & S. Choy (Eds.), Practice theory perspectives on pedagogy and education: Praxis diversity and contestation. Singapore: Springer.
6. Grootenboer, P., Rönnerman K., & Edwards-Groves, C. (forthcoming, 2016). The practice of leading from the middle. In P. Grootenboer, C. Edwards-Groves, & S. Choy (Eds.), Practice theory perspectives on pedagogy and education: Praxis diversity and contestation. Singapore: Springer.
7. Leigh, G., & Crowe, K. (2015, in press). Responding to cultural and linguistic diversity among deaf and hard of hearing learners. In H. Knoors & M. Marschark (Eds.), Teaching deaf learners (pp. 69-92). New York, NY: Oxford University Press.
8. Mackenzie, N.M. (in press). Becoming a Writer. In B., Raban, & J., Scull (Eds.), Literacy Research for Practice: Building an Australian evidence-base for teaching in the early years. South Yarra, Australia: Eleanor Curtain Publishing.
9. Mackenzie, N.M. & Scull, J.A. (2015, in press). Literacy: Writing. In S. McLeod & J. McCormack (Eds.), Introduction to speech, language, and literacy. Melbourne, Australia: Oxford University Press.
10. McLeod, S. (2015). The contribution of the ICF-CY to working with children with SSD. In C. Bowen (Ed.), Children’s speech sound disorders (2^nd ed.) (pp. 5-7). Oxford: Wiley-Blackwell. [invited]
11. McLeod, S. & McCormack, J. (2015, in press). What is speech, language and literacy? In S. McLeod & J. McCormack (Eds.). Introduction to speech, language and literacy. Melbourne, Australia: Oxford University Press.
12. Verdon, S., Crowe, K. & McLeod, S. (2015, in press). Multilingualism, language choice, and language use in childhood. In V. Viana (Ed.). Crossing boundaries: Interdisciplinarity in language studies. Amsterdam, The Netherlands: John Benjamins.

Families' communication choices for young children with hearing loss

Kate Crowe's PhD research considered families' communication choices for children with hearing loss. She found that parents' choices were influenced by advice from professionals, their children's access to hearing aids and cochlear implants, children's intervention experiences, children's future opportunities, practicalities of communication, and creating a sense of belonging for their children. In 2014 her research was published in an article titled Communication choices: Translating research to practice for professionals working with children with hearing loss which recently won the  Journal of Clinical Practice in Speech-Language Pathology (JCPSLP) Editor's Prize. Read the CSU news story here:
http://news.csu.edu.au/latest-news/education/ripple/families-communication-choices-for-children-with-hearing-loss

Dr Kate Crowe - Master of Special Education

Recently Dr Kate Crowe has been working to add to her qualifications. She submitted her thesis to finalise her Master of Special Education (Sensory Disabilities) from The University of Newcastle. Her thesis was titled: "Professionals' perspectives on spoken language multilingualism for children with hearing loss." Congratulations Kate!

Dr Kate Crowe and Dr Breda Carty

Early Childhood Educators' and Parents' Understandings of how to Support Early Literacy in Children Under Three

A new study titled Early Childhood Educators' and Parents' Understandings of how to Support Early Literacy in Children Under Three is being undertaken by Dr Noella Mackenzie and Dr Laura Piazza from the School of Education in Albury-Wodonga. Read the CSU news story here: http://news.csu.edu.au/latest-news/education/ripple/early-literacy-study-at-csu

RIPPLE SLL members' presentations at Speech Pathology Australia National Conference

Members of the SLL group presented the following papers and posters at the Speech Pathology Australia National Conference in Canberra: 

• Hopf, S. C. & McLeod, S. (2015, May). Agents of intervention for people with communication disability in Fiji.
• Pham, B. T. & McLeod, S. & McCormack, J. (2015, May). Comparison of consonants, vowels, and tones across three dialects of Vietnamese. 
• Verdon, S., McLeod, S., & Wong, S. (2015, May). Universal principles, individual approaches: The provision of culturally and linguistically appropriate speech pathology services to diverse populations.

Suzanne Hopf and Ben Pham

In addition, the Sound Start Study group presented a symposium that included the following papers

• Baker, E., McLeod, S., Masso, S., Crowe, K., McCormack, J., Wren, Y., & Roulstone, S. (2015, May). Sound Start Study: The home literacy environment and print knowledge of preschool children with speech sound disorders.
• Baker, E., McLeod, S., Masso, S., & Wren, Y. (2015, May). Sound Start Study: Dummies, bottles and thumb sucking in preschool children with speech sound disorders.
• Crowe, K., Cumming, T., McCormack, J., McLeod, S. Wren, Y., &  Roulstone, S. (2015, May). Sound Start Study: Educators’ perceptions of supporting speech pathology intervention in preschools.
• Masso, S., Baker, E., McLeod, S., McCormack, J., & Crowe, K. (2015, May). Polysyllable production in preschool-aged children with speech sound disorders.
• McCormack, J., Baker, E., McLeod, S., Crowe, K., Masso, S., Wren, Y., & Roulstone, S. (2015, May). Sound Start Study: How do children with speech sound disorders feel about their talking?
• McLeod, S., Baker, E., McCormack, J., Wren, Y., Roulstone, S., Crowe, K., & Masso, S. (2015, May). Sound Start Study: A community-based randomized controlled trial for preschoolers with speech sound disorders. 
• McLeod, S., Crowe, K., White, P., Masso, S., Baker, E., McCormack, J., Wren, Y., & Roulstone, S. (2015, May). Sound Start Study: Preschool children’s speech and language is of concern for more parents and teachers than other aspects of development.
   

• 

  Ben Pham, Helen Blake, Sarah Verdon

  

  Sound Start Study team: Sharynne McLeod, Elise Baker,
  Kate Crowe, Jane McCormack

  
  

Introduction to Speech, Language and Literacy

Introduction to Speech, Language and Literacy is in the page proofing stage and Oxford University Press has recently begun advertising the book: http://ukcatalogue.oup.com/product/9780195527926.do
The book contains chapters from educators, speech pathologists and linguists, including a number of people from Charles Sturt University and our Speech, Language and Literacies group (see chapters 1, 2, 3, 4, 9, 10):

Chapter 1: What are speech, language, and literacy?

Sharynne McLeod and Jane McCormack

Chapter 2: Sociolinguistic environments of speech, language, and literacy

Catherine Easton and Jane McCormack

Chapter 3: Speech: Phonetics

 Felicity Cox and Sharynne McLeod

Chapter 4: Speech: Phonology

Sarah Masso and Elise Baker

Chapter 5: Language: Semantics

Natalie Munro and Karla McGregor

Chapter 6: Language: Morphology

Katherine Demuth, Kelly Miles, Sithembinkosi Dube, and Ekaterina Tomas

Chapter 7: Language: Syntax

Rosalind Thornton

Chapter 8: Language: Discourse and pragmatics

Alison Ferguson and Elizabeth Spencer

Chapter 9: Literacy: Reading

Sarah H. McDonagh

Chapter 10: Literacy: Writing

Noella M. Mackenzie and Janet Scull

Chapter 11: Cognitive basis for speech, language, and literacy

Karen Smith-Lock and Lyndsey Nickels

Chapter 12: Neurobiological basis for speech, language, and literacy

Angela Morgan and Frédérique J. Liégeois

Chapter 13: Interaction between speech, language, and literacy

Suze Leitão