PEER-REVIEWED PUBLICATIONS
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Note. In 2022 my citations were ranked within the top 2% of cited scientists within my field.
Ioannidis, John P.A. (2023), October, 2023 data-update for "Updated science-wide author databases of standardized citation indicators," Elsevier Data Repository, DOI: 10.17632/btchxktzyw.6
Note. The Language and Reading Research Consortium, of which I am an investigator, publishes its papers as a consortium. Named authors are contributors from outside the consortium.
Calvin, K., & Gray, S. (in press). Improving expository text comprehension in adolescent Spanish-English bilingual learners with learning disabilities using a graphic organizer. Learning Disability Quarterly.
Mettler, H. M., Alt, M., Gray, S., Hogan, T. P., Green, S., & Cowan, N. (2022). The relationship between phonological working memory and sentence production in school-age children with typical language, dyslexia, and comorbid dyslexia and developmental language disorder. Journal of Child Language, 1-35. https://doi.org/10.1017/S0305000922000435
Calvin, K. & Gray, S. (2022). Double bubble thinking maps and their effect on reading comprehension in Spanish-English bilingual middle school students with learning disabilities. Learning Disability Quarterly, 45, 212-224. https://doi.org/10.1177/0731948720958644
Language and Reading Research Consortium (LARRC), Lo, M. & Xu, M. (2022). Impacts of the Let’s Know! Curriculum on the language and comprehension-related skills of prekindergarten and kindergarten children. Journal of Educational Psychology, advanced preprint.
Gray, S., Levy, R., Alt, M., Hogan, T. P. & Cowan, N. (2022). Working memory predicts new word learning over and above existing vocabulary and nonverbal IQ. Journal of Speech, Language, and Hearing Research, 65, 1044-1069. https://doi.org/10.1044/2021_JSLHR-21-00397
Alt, M., Fox, A., Levy, R., Hogan, T.P., Cowan, N., & Gray, S. (2021). Phonological working memory and central executive function differ in children with typical development and dyslexia. Dyslexia, 28, 20-39. https://doi.org/10.1002/dys.1699
Peter, B., Albert, A., Panagiotides, H. & Gray, S. (2021). Sequential and spatial letter reversals in adults with dyslexia during a word comparison task: Demystifying the ‘was saw’ and ‘db’ myths. Clinical Linguistics and Phonetics, 35. 310-339. DOI: 10.1080/02699206.2020.1780322
Lancaster, H., Li, J., & Gray, S. (2021). Selective visual attention skills differentially predict decoding and reading comprehension performance across reading ability profiles. Journal of Research in Reading, 44, 715-734. DOI:10.1111/1467-9817.12368
Currie, N. K., Francey, G., Davies, R., Gray, S. Bridges, M. S., Restrepo, M. A., Thompson, M. S., Ciralo, M. F., Hu, J., & Cain, K. (2021). The process and product of coherence monitoring in young readers: Effects of reader and text characteristics. Scientific Studies of Reading, 25, 141-158. PMCID: PMC7986958. PMID 33762813. doi: 10.1080/10888438.2020.1831503
Language and Reading Research Consortium (LARRC), Mesa, C., & Yeomans-Maldonado, G. (2021). English and Spanish predictors of grade 3 reading comprehension in bilingual children. Journal of Speech, Language, and Hearing Research, 64, 889-908.
Peter, B., Albert, A., & Gray, S. (2021). Spelling errors reveal underlying sequential and spatial processing deficits in adults with dyslexia. Clinical Linguistics & Phonetics, 3, 310-339. DOI: 10.1080/02699206.2020.1780322. PMID: 32552235
Erikson, J., Alt, M., Gray, S., Green, S. Hogan, T. P., & Cowan, N. (2021). Phonological vulnerability for school-aged Spanish-English-speaking bilingual children. International Journal of Bilingual Education and Bilingualism, 24, 736-756. DOI: 10.1080/13670050.2018.1510892. PMID: 33986624; PMCID: PMC8112070.
Gray, S., Lancaster, H., Alt, M., Hogan, T. P., Green, S., Levy, R., & Cowan, N. (2020). The structure of word learning in young school-age children. Journal of Speech, Language, and Hearing Research, 63, 1446-1466. PMCID: Pending. https://doi.org/10.1044/2020_JSLHR-19-00186
Wilcox, M. J., Gray, S., & Reiser, M. (2020). Preschoolers with developmental speech and/or language impairment: Efficacy of the Teaching Early Literacy and Language (TELL) curriculum. Early Childhood Research Quarterly, 51, 124-143.
Alt, M., Gray, S., Hogan, T. P., Schlesinger, N., & Nelson, C. (2019). Spoken word learning differences among children with dyslexia, concomitant dyslexia and developmental language disorder, and typical development. Language, Speech, and Hearing Services in Schools, 50, 540-561. doi: 10.1044/2019_LSHSS-VOIA-18-0138. PubMed PMID: 31600465.
Language and Reading Research Consortium (LARRC), Currie, N. K., & Muijselaar, M. M. L. (2019). Inference making in young children: The concurrent and longitudinal contributions of verbal working memory and vocabulary. Journal of Educational Psychology, 111, 1416-1431.
Language and Reading Research Consortium (LARRC), Mesa, & Yeoman’s-Maldonado (2019). The role of prek Spanish in predicting first grade English word reading among dual language learners. Journal of Speech, Language, and Hearing Research, 62, 1755-1774. https://doi.org/10.1044/2019_JSLHR-L-17-0146
Alt, M., Arizmendi, G. D., Gray, S., Hogan, T. P., Green, S., & Cowan, N. (2019). Novel word learning in children who are bilingual: Comparison to monolingual peers. Journal of Speech, Language, and Hearing Research, 62, 2332-2360. doi: 10.1044/2019_JSLHR-L-18-0009. Epub 2019 Jun 21. PubMed PMID: 31225982; PubMed Central PMCID: PMC6808359.
Language and Reading Research Consortium, Jiang, H. & Logan, J. (2019). Improving Reading Comprehension in the Primary Grades: Mediated Effects of a Language-Focused Classroom Intervention. Journal of Speech, Language, and Hearing Research, 62, 2812-2828.
Gray, S., Fox, A., Green, S., Alt, M., Hogan, T., Petscher, Y., & Cowan, N. (2019). Working memory profiles of children with dyslexia, developmental language disorder, or both. Journal of Speech, Language, and Hearing Research, 62, 1839-1858. https://doi.org/10.1044/2019_JSLHR-L-18-0148. PubMed PMID: 31112436; PubMed Central PMCID: PMC6808376.
Runnion, E., & Gray, S. (2019). What clinicians need to know about early literacy development in children with hearing loss. Language, Speech, and Hearing Services in Schools, 50, 16-33.
Language and Reading Research Consortium (LARRC), Yeomans-Maldonado, G., Bengochea, A., & Mesa, C. (2018). The dimensionality of oral language in kindergarten Spanish-English dual-language learners. Journal of Speech, Language, and Hearing Research, 61, 2779-2795.
Language and Reading Research Consortium, Farquharson, K., & Jiang, H. (2018). Are working memory and attention equally important for reading and listening comprehension? A developmental comparison. Reading and Writing, 31, 1449-1477.
Language and Reading Research Consortium (LARRC) & Chiu, Y. D. (2018). The simple view of reading across development: The prediction of grade 3 reading comprehension by prekindergarten skills. Remedial and Special Education, 39, 289-303.
Language and Reading Research Consortium (LARRC) & Muijselaar, M. M. L. (2018). The dimensionality of inference making: Are local and global inferences distinguishable? Scientific Studies of Reading, 22, 117-136.
Baron, L. S., Hogan, T. P., Alt, M., Gray, S., Cabbage, K. L., Green, S., & Cowan, N. (2018). Children with dyslexia benefit from orthographic facilitation during spoken word learning. Journal of Speech Language Hearing Research, 61, 2002-2014. PubMed PMID: 29984372; PubMed Central PMCID: PMC6198916.
Arizmendi, G.D., Alt, M., Gray, S., Hogan, T., Green, S., & Cowan, N. (2018). Do bilingual children have an executive function advantage? Results from inhibition, shifting, and updating tasks. Language, Speech, and Hearing Services in Schools, 49, 356 378. doi:10.1044/2018_LSHSS-17-0107. PubMed PMID: 29978206; PubMed Central PMCID: PMC6105129.
Language and Reading Research Consortium (LARRC), Jiang, H., Logan, J. A., & Jia, R. (2018). Modeling the nature of grammar and vocabulary trajectories from pre-kindergarten to third grade. Journal of Speech, Language, and Hearing Research, 61, 910-923. doi: 10.1044/2018_JSLHR-L-17-0090. PubMed PMID: 29642241.
Barragan, B., Castilla-Earls, A., Martinez-Nieto, L., Restrepo, M. A., & Gray, S. (2018). Performance of low-income dual language learners attending English-only schools on the Clinical Evaluation of Language Fundamentals – Fourth Edition, Spanish. Language, Speech, and Hearing Services in Schools, 49, 292-305. doi:10.1044/2017_LSHSS-17-0013
Language and Reading Research Consortium & McIlraith, A. L. (2018). Predicting word reading ability: A quantile regression study. Journal of Research in Reading, 41, 79-96.
Language and Reading Research Consortium, Jiang, H., & Davis, D. (2017). Let’s Know! proximal impacts on prekindergarten through grade 3 students’ comprehension-related skills. The Elementary School Journal, 118, 177-206.
Cowan, N., Hogan, T.P., Alt, M., Green, S., Cabbage, K.L., Brinkley, S., & Gray, S. (2017). Short-term memory in childhood dyslexia: Deficient serial order in multiple modalities. Dyslexia, 23, 209-233. DOI: 10.1002/dys.1557. PMCID: PMC5540735, PMID 28497530.
Schlesinger, N. W., & Gray, S. (2017). The impact of multisensory instruction on learning letter names and sounds, word reading and spelling. Annals of Dyslexia, 67, 19-25. DOI: 10.1007/s11881-017-0140-z
Language and Reading Research Consortium (LARRC) & Yeomans-Maldonado, G. (2017). Development of comprehension monitoring in beginner readers. Reading and Writing: An Interdisciplinary Journal, 30, 2039-2067. doi:10.1007/s11145-017-9765-x
Cabbage, K., Brinkley, S., Gray, S., Alt, M., Cowan, N., Green, S., Kuo, T., & Hogan, T. P. (2017). Assessing working memory in children: The Comprehensive Assessment Battery for Children – Working Memory (CABC-WM). Journal of Visual Experiments, 124, URL: https://www.jove.com/video/55121. doi:10.3791/55121. PubMed PMID: 28654032; PubMed Central PMCID: PMC5608376.
Language and Reading Research Consortium and Logan, J. (2017). Pressure points in reading comprehension: A quantile multiple regression analysis. Journal of Educational Psychology, 109, 451-464. http://dx.doi.org/10.1037/edu0000150
Alt, M., Hogan, T., Green, S., Gray, S., Cabbage, K., & Cowan, N. (2017). Word learning deficits in children with dyslexia. Journal of Speech, Language, and Hearing Research, 60, 1012-1028. DOI: 10.1044/2016_JSHLR-L-16-0036. PubMed PMID: 28388708; PubMed Central PMCID: PMC5548075.
Language and Reading Research Consortium (2017). Oral language and listening comprehension: Same or different constructs? Journal of Speech, Language, and Hearing Research, 60, 1273-1284. https://doi.org/10.1044/2017_JSLHR-L-16-0039
Yang, H. & Gray, S. (2017). Executive function in preschoolers with primary language impairment. Journal of Speech, Language, and Hearing Research, 60, 379-392. doi:10.1044/2016_JSLHR-L-15-0267
Gray, S., Green, S., Alt, M., Hogan, T., Kuo, T., Brinkley, S., & Cowan, N. (2017). The structure of working memory in young school-age children and its relationship to intelligence. Journal of Memory and Language, 92, 183-201. PubMed PMID: 27990060; PubMed Central PMCID: PMC5157932.
Language and Reading Research Consortium (2016). Use of the curriculum research framework (CRF) for developing a reading-comprehension curricular supplement for the primary grades. The Elementary School Journal, 116, 459-486. DOI: 10.1086/684827
Alonzo, C., Yeomans-Maldonado, G., Murphy, K., Bevens, B., & Language and Reading Research Consortium (2016). Predicting second grade listening comprehension using pre-kindergarten measures. Topics in Language Disorders, 36, 312-333. DOI: 10.1097/TLD.0000000000000102
Kapantzoglou, M., Thompson, M. S., Gray, S., Restrepo, M.A., & Gorin, J. (2016). Assessing measurement invariance for Spanish sentence repetition and morphology elicitation tasks. Journal of Speech, Language, and Hearing Research, 59, 254-266. doi: 10.1044/2015_JSLHR-L-14-0319
Castilla-Earls, A.P., Restrepo, M., Perez-Leroux, A.T., Gray, S., Gaile, D., & Ziqiang, C. (2016). Interactions between bilingual effects and language impairment: Exploring grammatical markers in Spanish-speaking bilingual children. Applied Psycholinguistics, 37, 1147-1173. DOI: 10.1017/S0142716415000521
Murphy, K., Language and Reading Research Consortium, Farquharson, K. (2016). Investigating profiles of lexical quality in preschool and their contribution to first grade reading. Reading and Writing: An Interdisciplinary Journal, 29, 1745-1770. https://doi.org/10.1007/s11145-016-9651-y
Language and Reading Research Consortium, Arthur, A., & Davis, D. L. (2016). A pilot study of the impact of double-dose robust vocabulary instruction on children’s vocabulary growth. Journal of Research on Educational Effectiveness, 9, 173-200. https://doi.org/10.1080/19345747.2015.1126875
Green, S. B., Yang, Y., Alt, M. Brinkley, S., Gray, S., Hogan, T., & Cowan, N. (2016). Use of internal consistency coefficients for estimating reliability of experimental task scores. Psychonomic Bulletin & Review, 23, 750-763.
McIlraith, A. L., and Language and Reading Research Consortium (2016) Predicting word reading ability: a quantile regression study. Journal of Research in Reading, 41, 79-96. doi: 10.1111/1467-9817.12089.
Language and Reading Research Consortium, Johanson, M., & Arthur, A. (2016). Improving the language skills of pre-kindergarten students: Preliminary impacts of the Let’s Know! experimental curriculum. Child and Youth Care Forum, 45, 367-392. https://doi.org/10.1007/s10566-015-9332-z
Language and Reading Research Consortium, Farquharson, K. and Murphy, K.A. (2016) Ten steps to conducting a large, multi-site, longitudinal investigation of language and reading in young children. Frontiers in Developmental Psychology, 7, 1-16. doi: 10.3389/fpsyg.2016.00419
Language and Reading Research Consortium (2015). The dimensionality of language ability in young children. Child Development, 86, 1948-1965. DOI: http://dx.doi.org/10.1111/cdev.12450. PubMed PMID: 27064308; PubMed Central PMCID: PMC4812066.
Language and Reading Research Consortium (2015). Learning to read: should we keep things simple? Reading Research Quarterly, 50, 151-169. DOI: 10.1002/rrq.99
Kapantzoglou, M., Restrepo, M.A., Gray, S., Thompson, M. S., & Gorin, J. (2015). Language ability groups in bilingual children: A latent profile analysis. Journal of Speech, Language, and Hearing Research, 58, 1549-1562.
Language and Reading Research Consortium (2015). The dimensionality of Spanish in young Spanish-English dual language learners. Journal of Speech, Language, and Hearing Research, 58, 754-766. DOI: 10.1044/2015_JSLHR-L-13-0266. PubMed PMID: 26509742.
Language and Reading Research Consortium, Pratt, A., & Logan, J. (2014). Improving language-focused comprehension instruction in primary-grade classrooms: Impacts of the Let’s Know! experimental curriculum. Educational Psychology Review, 26, 357-377. https://doi.org/10.1007/s10648-014-9275-1
Gray, S., Pittman, A., & Weinhold, J. (2014). Effect of phonotactic probability and neighborhood density on word learning by preschoolers with typical development and specific language impairment. Journal of Speech, Language, and Hearing Research, 57, 1011-1025. doi:10.1044/2014_JSLHR-L-12-0282
Gray, S. & Kiernan, B. (2013). Talk It Out: A conflict resolution program for preschool children with speech and language impairments. Seminars in Speech and Language, 34, 94-102. DOI: http://dx.doi.org/10.1055/s-0033-1342980
Smyk, E., Restrepo, M. A., Gorin, J., & Gray, S. (2013). Development and validation of the Spanish-English Language Proficiency Scale (SELPS). Language, Speech, and Hearing Services in Schools, 44, 252-265.
Koutsoftas, A. D. & Gray, S. (2013). A structural equation model of the writing process in typically-developing sixth grade children. Reading and Writing: An Interdisciplinary Journal, 26, 941-966. DOI: http://dx.doi.org/10.1007/s11145-012-9399-y
Gray, S., Brinkley, S. & Svetina, D. (2012). Word learning by preschoolers with SLI: Effect of phonotactic probability and object familiarity. Journal of Speech, Language, and Hearing Research, 55, 1289-1300. PMID: 22411280; PMCID: PMC3376702; DOI: 10.1044/1092-4388(2012/11-0095)
Koutsoftas, A. D. & Gray, S. (2012). Comparison of narrative and expository writing in fourth and fifth grade students with and without language learning disabilities. Language, Speech, and Hearing Services in Schools, 43, 395-409.
Srivastava, P. & Gray, S. (2012). Computer-based and paper-based reading comprehension in adolescents with typical language development and language-learning disabilities. Language, Speech, and Hearing Services in Schools, 43, 424-437.
Gray, S., Reiser, M. & Brinkley, S. (2012). Effect of onset and rhyme primes in preschoolers with typical development and specific language impairment. Journal of Speech, Language, and Hearing Research, 55, 32-44. PMCID: PMC3288736
Gray, S. & Brinkley, S. (2011). Fast mapping and word learning by preschoolers with specific language impairment in a supported learning context: Effect of encoding cues, phonotactic probability, and object familiarity. Journal of Speech, Language, and Hearing Research, 54, 870-884. PMCID: PMC3032818
Wilcox, M. J., Gray, S., Reiser, M. & Guimond, A. (2011). Efficacy of the TELL Language and Literacy Curriculum for preschool children with developmental speech and/or language impairment. Early Childhood Research Quarterly, 26, 278-294. DOI: http://dx.doi.org/10.1016/j.ecresq.2010.12.003
Koutsoftas, A., Towle-Harmon, M. & Gray, S. (2009). The effect of tier 2 intervention for phonemic awareness in a response-to-intervention model in low-income preschool classrooms. Language, Speech, and Hearing Services in Schools, 40, 116-130. DOI: http://dx.doi.org/10.1044/0161-1461(2008/07-0101)
Gray, S. (2007). Promoting early literacy through professional development, early literacy curriculum and classroom environment, Early Childhood Services, 1, 17-31.
Gray, S. (2006).: The nature of the relationship by Susan E. Gathercole. Applied Psycholinguistics, 27, 562-564.
Gray, S. (2006). The relationship between phonological memory, receptive vocabulary, and fast mapping by preschoolers with specific language impairment. Journal of Speech, Language, and Hearing Research, 49, 955-969. DOI: http://dx.doi.org/10.1044/1092-4388(2006/069)
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. DOI: http://dx.doi.org/10.1044/1092-4388(2005/101)
Lafferty, A. 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. DOI: http://dx.doi.org/10.1191/0265659005ct292oa
Gray, S. (2005). Word learning by preschoolers with specific language impairment. Perspectives, 12, 17-21.
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. DOI: http://dx.doi.org/10.1044/1092-4388(2004/083)
Gray, S. (2003). Word-learning by preschoolers with specific language impairment: What predicts success? Journal of Speech, Language, and Hearing Research, 46, 56-67. DOI: http://dx.doi.org/10.1044/1092-4388(2003/005)
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. DOI: http://dx.doi.org/10.1016/s0021-9924(03)00003-0
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. DOI: http://dx.doi.org/10.1044/0161-1461.3002.196
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. DOI: http://dx.doi.org/10.1044/jslhr.4101.161
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. DOI: http://dx.doi.org/10.1044/0161-1461.2304.334
INVITED PUBLICATIONS AND EDITORIAL ARTICLES
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Gray, S. (2017). Resources for LSHSS authors. Language, Speech, and Hearing Services in Schools. doi.org/10.1044/2017_LSHSS-17-0067
Gray, S. (2017). Introduction to the clinical forum: Reading comprehension is not a single ability. Language, Speech, and Hearing Services in Schools. doi:10.1044/2017_LSHSS-16-0080
Gray, S. (2016). Exciting changes are coming to LSHSS! You are invited to participate! Language, Speech, and Hearing Services in Schools, 47, 259. doi:10.1044/2016_LSHSS-16-0025
Gray, S. & Yang, H. (2015). Selecting vocabulary words to teach. Perspectives, 22, 123-130. DOI: http://dx.doi.org/10.1044/lle22.4.123
BOOK CHAPTERS
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Reiser, M., Yao, L., Wang, X. Wilcox, J. J., & Gray, S. (2017). A comparison of bootstrap confidence intervals for multi-level longitudinal data using Monte-Carlo simulation. In Monte-Carlo Simulation-Based Statistical Modelling, pgs 367-403. Singapore: Springer.
Gray, S. & Restrepo, M. (2016). Listening comprehension: Assessment, predictors, and intervention. In Topics in Language Disorders, 36(4), 307-311. Lippincott Williams and Wilkins
Bridges, M.S., Justice, J.M., Hogan, T.P., & Gray, S. (2011). Promoting Lower- and Higher-Level Language Skills in Early Education Classrooms. In R. Pianta (Ed). Handbook of Early Education. New York, NY: Guilford Press.
Restrepo, M.A. & Gray, S. (2011). Professional Development Practices and Content for Professionals Working with Preschool Dual Language Learners. In B. Goldstein (Ed). Bilingual Language Development and Disorders in Spanish-English Speakers. Baltimore: Brooks.
Gray, S. (2008). Mentoring Preschool Teachers. In L. Justice and C. Vukelich (Eds.) Creating Preschool Centers of Excellence in Language and Literacy. New York: Guilford.
Restrepo, M. A. & Gray, S. (2007). Optimizing literacy in English language learners. Seminars in Speech and Language, 28, 25-47.
INVITED PRESENTATIONS
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Gray, S. (2023, October). Development of literacy, reading, and working memory in children with learning difficulties. Invited keynote address to the 32nd Annual Meeting of the Japan Academy of Learing Disabilities in Hiroshima, Japan.
Gray, S. (2023, October). Working memory research findings in children with dyslexia, developmental language disorders, or both. Invited talk presented to the faculty and students of Hiroshima University, Japan.
Gray, S. (2023, September). Working memory in primary grade children and its relationship to learning in children with typical development, DLD, and dyslexia. Talk presented to the Right to Read Project – Lunch and Literacy (virtual).
Alt, M. & Gray, S. (2023, May). Working memory. Talk presented to the Arizona International Dyslexia Association (virtual).
Gray, S. & Alt, M. (2023, May). Working memory strategies to support children’s learning. Talk presented to the Arizona International Dyslexia Association (virtual).
Gray, S. (2023, January). Working memory in children with typical development and language-learning disorders. Distinguished Lecture Series, Center for Research on the Challenges of Acquiring Language and Literacy, Georgia State University.
Gray, S. (2022, November). Foundations of early literacy. Heimerer Multilingualism Seminar, Kosovo (virtual).Alt, M., Graham, S., Gray, S., Restrepo, M. A., & Scherer, N. (2022, March). Keynote panel: Breaking the intervention mold. Panel presentation at the Speech, Language, and Learning Intervention Research Symposium (SLLIVRS) (virtual).
Gray, S., Wilcox, M. J., Reiser, M., & Marley, S. (2021, October). Efficacy of the Teaching Early Literacy and Language (TELL) curriculum in children from low-income families. Talk presented to the Clinical Education Efficacy and Services ECHO.
Clark, T, Gray, S., Masseur, L., & Foley, L. (2021, August). What is the Science of Reading and Why Does it Matter? Talk presented at the annual First Things First Arizona Early Childhood Summit (virtual).
Gifford, R., Corbin, N., Smith, S., Hogan, T., & Gray, S. (2020, November). Writing successful research grant applications in communication sciences and disorders: Advice from experts. Invited talk presented at the annual meeting of the American Speech-Language-Hearing Association, Orlando, FL. Meeting cancelled.
Gray, S., (2019, November). Why institute of education science (IES) funding might be right for you. Invited talk accepted for presentation at the annual meeting of the American Speech-Language-Hearing Association, San Diego, CA. This meeting was cancelled.
Gray, S., (2019, October). Changing outcomes: A team approach to improving reading comprehension. 14th Annual James Case Memorial Workshop, Tempe, AZ.
Gray, S., (2018, November). Evidence-Based Vocabulary Instruction. Short course presented at the annual meeting of the American Speech-Language-Hearing Association, Boston, MA.
Liss, J., Gray, S., Cannon, M. Barkmeier-Kraemer, J. (2018, November). So you want to be an ASHA journal reviewer? Invited talk presented at the annual meeting of the American Speech-Language-Hearing Association, Boston, MA.
Alt, M., Gray, S., Green, S., Hogan, T., Petscher, Y., Fox, A., & Cowan, N. (2018, May). Working memory profiles of children with dyslexia, developmental language disorder, and typical development. Invited talk presented to the community at the University of Hong Kong, Hong Kong.
Gray, S. (September, 2016). Evidence-Based Vocabulary and Reading Comprehension Instruction. Grunewald-Blitz Workshop presented at the University of Arizona, Tucson, AZ.
Gray, S. and Language and Reading Research Consortium (October, 2015). Development and Efficacy of the Let’s Know! Curriculum Supplement for Improving Oral Language and Listening comprehension in Preschool through Third Grade. Talk presented at the 3rd Annual Evidence-Based Practice in Disability Disciplines Conference, Phoenix, AZ.
Gray, S. (September, 2015). Improving Future Reading Comprehension by Strengthening Oral Language and Listening Comprehension in Grades PreK through 3. Talk presented at the Fred J. Wellington Memorial Foundation Symposium ‘Preventing Reading Problems: Strengthening the Bridge Connecting Research and Practice in Early Childhood Education,’ Phoenix, AZ.
Gray, S., Evans, J., Sullivan, J., Rodriguez, B, Kiran, S., & Green, J. (November, 2012). Thinking About a Ph.D.? Information for Prospective Doctoral Students. Seminar presented at the annual meeting of the American Speech-Language-Hearing Association, Atlanta, GA.
Gray, S., Language and Reading Research Consortium (October, 2012). Fidelity of the LARRC Reading Comprehension Interventions. Invited presentation to the Reading Comprehension Symposium, University of Canterbury, New Zealand.
Gray, S. (October, 2010). Talk and Read to Children: Immunize Against Illiteracy and Promote School Success. Invited presentation at the University of Arizona Medical School Pediatrics in the Desert Annual Conference, Tucson, AZ.
Gray, S. (2009, November). Teaching Vocabulary in Early Childhood Classrooms. Invited presentation at the annual meeting of the American Speech-Language-Hearing Association, New Orleans.
Schuele, M., Gray, S., Sheffner Hammer, C., Justice, L., Restrepo, A. M. & van Kleeck, A. (2009, November). Language and Literacy: Optimizing Outcomes for Preschoolers. Invited presentation at the annual meeting of the American Speech-Language-Hearing Association, New Orleans.
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.
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.
PEER-REVIEWED PRESENTATIONS
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Gray, S., Thompson, M., Davies, R., Cain, K., Ciraolo, M., Hu, J., Restrepo, M. A., & Bridges, M. (2023, July). Concurrent predictors of reading comprehension in monolingual English sixth graders. Spoken paper presented at the 2023 Society for the Scientific Study of Reading Conference, Port Douglas, Australia.
Restrepo, M. A., Thompson, M., Davis, R., Cain, K., Ciraolo, M., Hu, J., Gray, S., and Bridges, M. (2023, July). Longitudinal and concurrent predictors of reading comprehension in elementary school students: Investigating predictors of reading comprehension in Spanish-English bilingual 6th grade students. Spoken paper presented at the 2023 Society for the Scientific Study of Reading Conference, Port Douglas, Australia.
Bridges, M., Nelson-Strouts, K., Gray, S., Restrepo, L., Thompson, M., Hu, J., Davies, R. & Cain, K. (2023). Use of a Think-Aloud Procedure to Examine Adolescent Reading Strategies. Poster presented at Pacific Coast Research Conference, Coronado, CA.
Gray, S., Thompson, M., Davies, R., Ciraolo, M., Hu, J., Cain, K., Restrepo, M. A. & Bridges, M. (2022, July). The structure of reading comprehension in 6th grade Spanish-English and monolingual English-speaking students: The quandary of fit. Spoken presentation at the 29th Annual Meeting of the Society for the Scientific Studies of Reading, Newport Beach, CA.
Mesa, C., Restrepo, M. A., & Gray, S. (2022, July). Usability and teacher perception of a supplemental language-based curriculum for Spanish-English bilingual children. Spoken presentation at the 29th Annual Meeting of the Society for the Scientific Studies of Reading, Newport Beach, CA.
Bacon, C., Brown, J., & Gray, S. (2022, April). Project ECHO: A powerful platform for community engagement. Talk presented at the annual meeting of the Council of Academic Programs in Communication Sciences and Disorders (CAPCSD), Portland, OR.
Wilcox, M. J., Gray, S., Reiser, M., & Marley, S. (2022, April). Increasing the quality of the language and early literacy instructional environment in inclusive preschool classrooms. Poster accepted for presentation at the annual meeting of the American Educational Research Association (virtual).
Sacchetta, M. & Gray, S. (2021, November). Slaying bad behavior: Online professional development increases the use of behavior analysis in educational settings. Talk presented at the annual meeting of the American Speech-Language-Hearing Association, Washington DC.
Sacchetta, M. & Gray, S. (2021, November). Releasing ultra-prepared SLP students into the wild: Using cognitive apprenticeship in clinical education. Talk presented at the annual meeting of the American Speech-Language-Hearing Association, Washington DC.
Gray, S. Wilcox, M. J., Reiser, M., and Marley, S. (2021, September). Efficacy of the Teaching Early Literacy and Language (TELL) curriculum with low-income preschoolers. Talk presented at the annual meeting of the Society for Research on Educational Effectiveness, Arlington, VA.
Bridges, M.S., Nelson-Strouts, K., Cain, K., Ciraolo, M., Davis, R., Gray, S., Hu, J., Restrepo, L, & Thompson, M. (2021, July). Influence of Vocabulary Depth and Breadth on Text Type. Poster presented at the virtual meeting of the Society for the Scientific Study of Reading.
Currie, N., Francey, G., Davies, R., Gray, S., Restrepo, M. A., Thompson, M, Bridges, M., & Cain, K. (2021, July). The influence of reader and text characteristics on 6th graders’ inference making. Talk presented at the virtual meeting of the Society for the Scientific Study of Reading.
Gray, S., Levy, R., Alt, M. Hogan, T, and Cowan, N. (2021, June). Working memory predicts new word learning over and above existing vocabulary and nonverbal IQ. Symposium on Research in Child Language Disorders, (virtual) Madison, WI.
Cain, K., Currie, N. K., Francey, G., Davies, R., Gray, S., Thompson, Bridges, M. S., & Restrepo, M. A. (2020; July) The influence of reader and text characteristics on 6th graders’ inference making. Talk accepted for presentation at the Annual Meeting of Society for Scientific Study of Reading, New Port Beach, CA. (Conference cancelled - abstracts will be made available online).
Gray, S., Hogan, T. P., Fox, A., Komesidou, R., Alt, M., & Cowan, N. (2020; February). The structure of working memory in school-age children with dyslexia. Poster presented at the Pacific Coast Research Conference, San Diego, CA.
Gray, S., Lancaster, H., Alt, M., Hogan, T., Levy, R., & Cowan, N. (2019, November). The structure of word learning in young school-age children. Talk presented at the annual meeting of the American Speech-Language-Hearing Association, Orlando, FL.
Davis, M.F., Alt, M., Alkhadim, G., Gray, S., Hogan, T., & Cowan, N. (2019, November). Exploring word learning patterns using cluster analysis. Annual meeting of the American Evaluation Association, Minneapolis, MN.
Alkhadim, G., Alt, M., Davis, M. F., Gray, S., Hogan, T., & Cowan, N. (2019, November). Exploring word learning patterns using latent profile analysis. Annual meeting of the American Evaluation Association, Minneapolis, MN.
Cleveland, A., Sacchetta, M., Gray, S., Alt, M., Hogan, T., & Cowan, N. (2019, November). Central executive function and scores on an ADHD rating scale. Poster presented at the annual meeting of the American Speech-Language-Hearing Association, Orlando, FL
Gray, S., Thompson, M., & Language and Reading Research Consortium (LARRC; 2019, July). Equivalence of a unidimensional model of reading comprehension across young monolingual English and Spanish-English dual-language learners. Spoken presentation at the 26th Annual Meeting of the Society for the Scientific Studies of Reading, Toronto, CA.
Cain, K., Currie, N., Davies, R., Gray, S., Bridges, M., Restrepo, L., Thompson, M. (2019, July). Comprehension monitoring in grade 6: the influence of text and reader characteristics. Spoken presentation at annual meeting of Society for the Scientific Study of Reading, Toronto, CA.
Cain, K., Currie, N., Francey, G., Davies, R., Gray, S., Bridges, M., Restrepo, L., Thompson, M. (2019, July). How text and reader characteristics influence sixth graders’ ability to monitor their comprehension. Spoken presentation at annual meeting of Society for Text and Discourse, New York.
McGee, Samuel, Restrepo, M. A., Gray, S., Alt, M., Hogan, T., Brinkley, S., & Cowan, N. (2019, July). Word learning in bilingual 6th graders receiving English-only instruction: Learning rate differences from monolingual peers. Poster presented at the International Symposium on Bilingualism, Edmonton, Canada.
Calvin, K. L. & Gray, S. (2019, June). Thinking maps and their effect on reading comprehension in Spanish-English dual language middle school students with learning disabilities. Poster presented at the Child Language Symposium, Sheffield, UK.
Peter, B., Hogan, T.P., Alt, M., Green, S., Cowan, N., Schrauwen, I., Naymik, M., Sacchetta, M., Vose, C., Deshpande, K., Guido, J., & Gray, S. (2018, November). Dense microarray genotypes validate genes of interest for disorders of spoken and written language. American Speech-Language-Hearing Association Annual Convention, Boston, MA.
Cabbage, K.L., Stanley, C., Morgan, K., Gray, S., Alt, M., Cowan, N., Green, S., Hogan, T.P. (2018, November). Phonological processing in children with dyslexia: Analyzing non-word repetition error types. American Speech-Language-Hearing Association Annual Convention, Boston, MA.
Peter, B., Hogan, T., Alt, M., Green, S., Cowan, N., Schrauwen, I., Naymik, M., Sacchetta, M., Vose, C., Deshpande, K., Guido, J., & Gray, S. (2018, October). Copy-number variations in children with disorders of spoken and written language point to genes with prenatal cerebellar expression. American Society of Human Genetics Meeting.
Lancaster, H., Li, J., & Gray, S. (2018, July). Predicting reading comprehension in children with different types of reading disorders. Poster presented at the Society of Scientific Studies of Reading, Brighton, England.
Cabbage, K.L., Hogan, T.P., Gray, S., Alt, M., Green, S., & Cowan, N. (2018, July). Characterizing nonword repetition production error patterns in children with dyslexia. Society for the Scientific Study of Reading Annual Convention, Brighton, England.
Schlesinger, N. & Gray, S. (2018, February). The impact of multisensory instruction on learning letter names and sounds, word reading, and spelling. Poster presented at the Pacific Coast Research Conference, San Diego, CA.
Sacchetta, M., Gray, S., Green, S., Alt, M., Hogan, T., & Cowan, N. (2017, November). Working memory increases in elementary age children. Poster presented at the annual meeting of the American Speech-Language-Hearing Association, Los Angeles, CA.
Runnion, E. & Gray, S. (2017, November). Variability in early literacy skills of children with hearing impairment. Poster presented at the annual meeting of the American Speech-Language-Hearing Association, Los Angeles, CA.
Yang, H. & Gray, S. (2017, November). The relationship between executive function and language in preschoolers with and without primary language impairment. Poster presented at the annual meeting of the American Speech-Language-Hearing Association, Los Angeles, CA.
Hogan, T. P., Green, S.B., Alt, M., Gray, S., & Cowan, N. (2017, October). The structure of working memory in children with dyslexia. New England Research on Dyslexia Society Conference, Storrs, CT
Gray, S., Green, S., Alt, M., Hogan, T., & Cowan, N. (2017, July). Working memory profiles of children with dyslexia, language impairment, and typical development. Talk presented at the Society for the Scientific Study of Reading 24th Annual Meeting, Halifax, Nova Scotia.
O’Connell, A. A., Yeomans-Maldonado, G., Bhaktha, N., Murphy, K., & Language and Reading Research Consortium (LARRC; 2017, July). Ecological profiles of pre-k children’s home environment and their relationship to early language and reading skills. Talk presented at the Society for the Scientific Study of Reading 24th Annual Meeting, Halifax, Nova Scotia.
Arizmendi, G. D., Alt, M., Gray, S. Hogan, T., Green, S., & Cowan, N. (2017, June). Exploring the Bilingual Advantage in 2nd Grade Children: Monolingual and Bilingual Performance on Central Executive Tasks of Working Memory. Poster presented at the Symposium on Research in Child Language Disorders, Madison, Wisconsin.
Mettler, H., Alt, M., Gray, S., Hogan, T., Green, S., & Cowan, N. (2017, June). The relationship between phonological working memory and sentence production in school-age children. Poster presented at the Symposium on Research in Child Language Disorders, Madison, WI.