Publications
2023
Baker, E., Li, W., Hodges, R., Masso, S., Jones, C., Guo, Y., Alt, M., Antoniou, M., Afshar, S., Tosi, K., & Munro, N. (2023). Harnessing automatic speech recognition to realise Sustainable Development Goals 3, 9, and 17 through interdisciplinary partnerships for children with communication disability. International Journal of Speech-Language Pathology, 25, 125-129. https://doi.org/10.1080/17549507.2022.2146194
Mettler, H.M., Neiling, S.L., Figueroa, C. R., Evans-Reitz, N., & Alt, M. (2023). Vocabulary Acquisition and Usage for Late Talkers: The feasibility of a caregiver-implemented telehealth model. Journal of Speech, Language, and Hearing Research, 66, 257-275. https://doi.org/10.1044/2022_JSLHR-22-00285
2022
Gray, S.I., 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
Mettler, H.M., Alt, M., Gray, S., Hogan, T.P., Green, S., & Cowan, N. (2022). 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
2021
Alt, M., Figueroa, C.R., Mettler, H.M., Evans-Reitz, N., & Erikson, J.A. (2021). A vocabulary acquisition and usage for late talkers treatment efficacy study: The effect of utterance input length and identification of responder profiles. Journal of Speech, Language, and Hearing Research, 64, 1235-1255. https://doi.org/10.1044/2020_JSLHR-20-00525
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
Erikson, J.A., 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. https://doi.org/10.1080/13670050.2018.1510892
2020
Alt, M., Mettler, H.M., Erikson, J.A., Figueroa, C.R., Etters-Thomas, S., Arizmendi, G.D., & Oglivie, T. (2020). Exploring input parameters in an expressive vocabulary treatment with late talkers. Journal of Speech, Language, and Hearing Research, 63, 216-233. https://doi.org/10.1044/2019_JSLHR-19-00219
Gray, S., Lancaster, H., Alt, M., Hogan, T.P., Green, S., Levy, R., & Cowan, N. (2020). The structure of word learning in young school-aged children. Journal of Speech, Language, and Hearing Research, 63, 1446-1466. https://doi.org/10.1044/2020_JSLHR-19-00186
Navarro, I.I., Cretcher, S.R., McCarron, A.R., Figueroa, C., & Alt, M. (2020). Using AAC to unlock communicative potential in late-talking toddlers. Journal of Communication Disorders, 87, 106025. https://doi.org/10.1016/j.jcomdis.2020.106025
Ng, C.S.Y., Stokes, S.F., & Alt, M. (2020). Successful implicit vocabulary intervention for three Cantonese-speaking toddlers: A replicated single-case design. Journal of Speech, Language, & Hearing Research, 63, 4148-4161. https://doi.org/10.1044/2020_JSLHR-20-00087
2019
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. https://doi.org/10.1044/2019_JSLHR-L-18-0009.
Alt, M., Gray, S., Hogan, T.P., Schlesinger, N., & Cowan, N. (2019). Spoken word learning difference among children with dyslexia, concominant dyslexia and developmental language disorders, and typical development. Language, Speech, and Hearing Services in Schools, 50, 540-561. https://doi.org/10.1044/2019_LSHSS-VOIA-18-0138
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
Nicholas, K., Alt, M., & Hauwiller, E. (2019). Variability of input in preposition learning by preschoolers with developmental language disorder and typically-developing language. Child Language Teaching and Therapy, 35, 55-74. https://doi: 10.1177/0265659019830455
2018
Alt, M. (2018a). Statistical learning: How it relates to speech language pathology. Language, Speech, and Hearing Services in Schools, 49, 631-633. https://doi.org/10.1044/2018_LSHSS-STLT1-18-0040
Alt, M. (2018b). Take home points: How to use statistical learning. Language, Speech, and Hearing Services in Schools, 49, 754-756. https://doi:10.1044/2018_LSHSS-STLT1-18-0046
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. https://doi:10.1044/2018_LSHSS-17-0107
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, and Hearing Research, 61, 2002-2014. https://doi:10.1044/2018_JSLHR-L-17-0336
Smyser, H. & Alt, M. (2018). Developing mental orthographic representations in refugee spellers with low literacy: How much input is too much? Journal of Research in Reading, 41, 455-474. https://doi:10.1111/1467-9817.12118
Spano, G., Gomez, R.L., Demara, B.I., Alt, M., Cowen, S., & Edgin, J.O. (2018). Differential effects of napping on memory consolidation in preschoolers with and without Down Syndrome: REM sleep's role. Proceedings of the National Academy of Science, 115. https://doi:/10.1073/pnas.1811488115
2017
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. https://doi: 10.1044/2016_JSHLR-L-16-0036
Bourgoyne, A., & Alt, M. (2017). The effect of visual variability on the learning of academic concepts. Journal of Speech, Language, and Hearing Research, 60, 1568-1576. https://doi:10.1044/2017_JSLHR-L-16-0271
Cabbage, K.L., Brinkley, S., Gray, S., Alt., M., Cowan, N. Green, S., Kuo, T., & Hogan, T. (2017). Assessing working memory in children: The Comprehensive Assessment Battery for Children – Working Memory (CABC-WM). Journal of Visualized Experiments (JoVE), 124, e55121, https://doi:10.3791/55121.
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. https://doi:10.1002/dys.1557
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 relation to intelligence. Journal of Memory and Language, 92, 183-201. https://doi:org/10.1016/j.jml.2016.06.004
2016
Alt, M., Arizmendi, G.D., & DiLallo, J.N. (2016). The role of socioeconomic status in the narrative story retells of school-aged English language learners. Language, Speech, and Hearing Services in Schools, 47, 313-323. https://doi:10.1044/2016_LSHSS-15-0036
Green, S.B., Yang, Y., Alt, M., Brinkley, S., Gray, S., Hogan, T., & Cowan, N. (2016). Use of internal consistence coefficients for estimating reliability of experimental task scores. Psychonomic Bulletin and Review, 23, 750-763. https://doi:10.3758/s13423-015-0968-3
Ricks, S. &, Alt, M. (2016). Theoretical principles to guide the teaching of adjectives to children who struggle with word learning: Synthesis of experimental and naturalistic research with principles of learning theory. Language, Speech, and Hearing Services in Schools, 47, 181-190. https://doi:10.1044/2016_LSHSS-15-0034
2015
Marrone, N., Alt, M., DeDe, G., Olson, S., & Shehorn, J. (2015). Effects of steady-state noise on verbal working memory in young adults. Journal of Speech, Language, and Hearing Research, 58, 1793-1804. https://doi:10.1044/2015_JSLHR-H-14-0223
2014
Alt, M., Arizmendi, G., & Beal, C. (2014). The relationship between mathematics and language: Academic implications for children with specific language impairment and English Language Learners. Language, Speech, and Hearing Services in Schools, 45, 220-233. https://doi:10.1044/2014_LSHSS-13-0003
Alt, M., Meyers, C., Oglivie, T., Nicholas, K., & Arizmendi, G. (2014). Cross-situational statistically-based word learning intervention for late-talking toddlers. Journal of Communication Disorders, 52, 207-220. https://doi:org/10.1016/j.jcomdis.2014.07.002
2013
Alt, M. (2013). Visual fast mapping in school-aged children with specific language impairment. Topics in Language Disorders, 33, 328-346. https://doi:10.1097/01.TLD.0000437942.85989.73
Alt, M., Arizmendi, G.D., Beal, C.R., & Hurtado, J.S. (2013). The effect of test translation on the performance of second grade English learners on the KeyMath-3. Psychology in the Schools, 50, 27-36. https://doi:10.1002/pits.21656.
Alt, M., Meyers, C., & Alt, P.M. (2013). Using ratings to gain insight into conceptual development. Journal of Speech, Language, and Hearing Research, 56, 1650-1661. https://doi:10.1044/1092-4388(2013/11-0317)
Alt, M., Meyers, C., & Figueroa, C. (2013). Factors that influence fast mapping in children exposed to Spanish and English. Journal of Speech, Language, and Hearing Research, 54, 1237-1248. https://doi:10.1044/1092-4388(2012/11-0092)
Davidson, M. M., Ellis Weismer, S., Alt., M., & Hogan, T.P. (2013). Survey on perspectives of pursuing a Ph.D. in communicative sciences and disorders. Contemporary Issues in Communication Sciences and Disorders, 40, 98-115.
2012
Alt, M., Meyers, C., & Ancharski, A. (2012). Using principles of learning to inform language therapy design for children with specific language impairment. International Journal of Language and Communication Disorders, 47, 487-498. https://doi:10.1111/j.1460-6984.2012.00169.x
Alt, M. & Moreno, M.H. (2012). The effect of test presentation on children with Autism Spectrum Disorder and neurotypical peers. Language, Speech, and Hearing Services in Schools, 43, 121-131. https://doi:10.1044/0161-1461(2011/10-0092)
Alt, M. & Suddarth, R. (2012). Learning novel words: Detail and vulnerability of initial representations for children with specific language impairment and typically-developing peers. Journal of Communication Disorders, 45, 84-97. https://doi:org/10.1016/j.jcomdis.2011.12.003
2011
Alt, M. (2011). Phonological working memory impairments in children with specific language impairment: where does the problem lie? Journal of Communication Disorders, 44, 173- 185. https://doi:org/10.1016/j.jcomdis.2010.09.003 PMCID: PMC3021769
Alt, M. & Spaulding, T. (2011). The effect of time on word learning: An examination of decay of the memory trace and vocal rehearsal in children with and without specific language impairment. Journal of Communication Disorders, 44, 640 – 654. https://doi:org/10.1016/j.jcomdis.2011.07.001
Antonucci, S. & Alt, M. (2011). A lifespan perspective on development of concrete concepts: Does a sensor/motor model have the potential to bridge the gap? Cognitive, Affective, and Behavioral Neuroscience, 11, 551-572. https://doi:10.3758/s13415-011-0053-y
2009
Alt, M. & Guttmann, M. (2009). Fast mapping semantic features: performance of adults with normal language, history of disorders of spoken and written language, and attention deficit hyperactivity disorder on a word learning task. Journal of Communication Disorders, 42, 347-364. https://doi:org/10.1016/j.jcomdis.2009.03.004
2006
Alt, M., & Plante, E. (2006). Factors that influence lexical and semantic fast-mapping of young children with specific language impairment. Journal of Speech, Language, and Hearing Research, 49, 941-954. https://doi:10.1044/1092-4388(2006/068)
2004
Alt, M., Plante, E., & Creusere, M. (2004). Semantic features in fast-mapping: Performance of preschoolers with specific language impairment versus preschoolers with normal language. Journal of Speech, Language, and Hearing Research, 47, 407-420. https://doi:10.1044/1092-4388(2004/033)
Creusere, M., Plante, E., & Alt, M. (2004). Recognition of vocal and facial cues to affect in language-impaired and normally developing preschoolers. Journal of Communication Disorders, 37, 5-20. https://doi:org/10.1016/S0021-9924(03)00036-4