Publications

Clark, G. T., & Reuterskiöld, C. (2023). Word Learning with Orthographic Support in Nonspeaking and Minimally Speaking School-Age Autistic Children. Journal of Speech, Language, and Hearing Research, 1-17. https://doi.org/10.1044/2023_JSLHR-22-00549 

Nair, V.K.K., Clark, G.T., Siyambalapitiya, S., & Reuterskiöld, C. (2022). Language Intervention in Bilingual Children with Developmental Language Disorder: A Systematic Review. International Journal of Language and Communication Disorders. http://doi.org/10.1111/1460-6984.12803 

Clark, G.T. & Reuterskiöld, C. (2021). Orthographic Support for Word Learning in Clinical Populations: A Systematic Review. Language, Speech, and Hearing Services in Schools. https://doi.org/10.1044/2021_LSHSS-20-00123

Clark, G.T., Skibicki, M., & Pesantes, G. (under revision). A Systematic Review of Reading Comprehension Assessment and Intervention in Minimally and Nonspeaking Autistic Children. Review Journal of Autism and Developmental Disorders.

Clark, G. T. & Reuterskiöld, C. (under review). Orthographic Support for Verb Identification in Typically Developing Three-Year-Old Children. Quarterly Journal of Experimental Psychology.

Clark, G.T., Pesantes, G., & Skibicki, M. (under review). Verbs Are Tricky: Does Orthography Support Verb Identification in Typically Developing Children Ages 3–8? Perspectives of the ASHA Special Interest Groups.

Clark, G.T., Rytel, L., corbin, e., Skibicki, M., & Pesantes, G. (under review). AAC in Schools: How District Infrastructure and AT Specialists Shape Implementation Practices. Language, Speech, and Hearing Services in Schools.

Becker, R., Clark, G.T., Ghanim, I., Verney, K., & Gallagher, A. (under review). The Effect of Articulatory Cues on Phonemic Segmentation, Word Reading, Nonword Reading, and Nonword Spelling: A Clinical Trial. Scientific Study of Reading.