Works in Progress
APLL PEEL - Parents Engaging in Early Literacy: Impact on Emergent Literacy Skills and Parent Engagement
According to the National Assessment of Educational Progress, in 2019, only 28% of Alabama fourth graders were reading at or above proficient. This literacy grant supports an 8-week parent-training program conducted via telecoaching. This project will be assessing mothers' interactions with their children while joint book reading after 2 groups of mothers obtain different interventions. One group of parents of 3 to 6 year old children will facilitate activities in the home that foster Print/Book Knowledge and Phonological Awareness. A second group of parents will facilitate Vocabulary and Story Grammar skills. Children’s emergent literacy and spoken language skills and parents’ implementation of the reading strategies will be measured. A successful pilot can lead to a follow-up, broader community-based program. This is a current project in the lab being implemented by Dr. Brenda Beverly and Dr. Victoria Henbest.
This project was recently featured on Phi Kappa Phi's Blog: https://www.phikappaphi.org/about/news/news-landing/2020/09/23/literacy-spotlight-tele-coaching-for-home-early-literacy-practices#.X2uLN2hKjIU
Additional Projects:
Instructional Styles
Disambiguation by Children with Specific Language Impairment: The Effects of Word and Context Factor
Social Skills Group
Publications
Autism, Literacy, and Language
Apel, K., Henbest, V.S., & Petscher, Y. (2023). Effects of morpheme type and base word transparency on students’ performance on different morphological awareness measures. Journal of Speech, Language, and Hearing Research, 66, 239-256.
Foran, L. G., Beverly, B. L., Shelley-Tremblay, J., & Estis, J. M. (2023). Can gesture input support toddlers’ fast mapping? Journal of Child Language 50(3). 662-684. Published Online April 2022 https://doi.org/10.1017/S0305000922000149
Apel, K., Henbest, V.S., & Petscher, Y. (2022). Morphological awareness performance profiles of first through sixth grade students. Journal of Speech, Language, and Hearing Research, 65, 1070-1086.
Flagge, A. G., *Neeley, M. E., Davis, T. M., & Henbest, V. S. (2021). A preliminary exploration of pitch discrimination, temporal sequencing, and prosodic awareness skills of children who participate in different school-based music curricula. Brain Sciences, 11(8), 982.
Foran, L. G., Evans, K., & Beverly, B. L. (2021). Assessing language delay in twins: low gesture use and birth history factors. Infants and Young Children 34(4), 324-336. https://doi.org/10.1097/IYC.0000000000000202
Henbest, V.S. & Apel, K. (2021). The relation between a systematic analysis of spelling and orthographic and phonological awareness skills in first grade children. Language, Speech, and Hearing Services in Schools, 52, 1-13.
Flagge, A.G., Davis, T., & Henbest, V.S. (2020). The contribution of pitch discrimination ability to auditory temporal patterning tests in children. Journal of Speech, Language, and Hearing Research, 63, 4314-4324.
Apel, K. & Henbest, V.S. (2020). Morphological Awareness Skills of Second and Third Grade Students with and without Speech Sound Disorders. Language, Speech, and Hearing Services in Schools, 51, 603-616. https://doi.org/10.1044/2019_LSHSS-19-00045
Brimo, D. & Henbest, V.S. (2020). The Importance of Speech-Language Pathologists’ Explicit Knowledge of Morphology. Language, Speech, and Hearing Services in Schools, 51, 561-571. https://doi.org/10.1044/2020_LSHSS-19-00057
Henbest, V.S., Fitton, L., Werfel, K.L., & Apel, K. (2020). The relation between linguistic awareness skills and spelling in adults: A comparison among scoring procedures. Journal of Speech, Language, and Hearing Research, 1-14. https://doi.org/10.1044/2020_JSLHR-19-00120
Apel, K., Henbest, V.S., & Masterson, J.J. (2019). Orthographic knowledge: Clarifications, challenges, and future directions. Reading and Writing. 32(4), 873-889. https://doi.org/10.1007/s11145-018-9895-9
Henbest, V.S., Apel, K., & Mitchell, A. (2019). Speech-language pathologist-guided morphological awareness instruction in the general education classroom. SIG 1 Perspectives on Language Learning and Education, 1-10. https://doi.org/10.1044/2019_PERS-SIG1-2019-0003
Beverly, B. L., & Mathews, L. A. (in press). Speech-language pathologist and parent perspectives on speech-language pathology services for children with autism spectrum disorders. Focus on Autism and Other Developmental Disorders. https://doi.org/10.1177/1088357620954380
Beverly, B. L., & Wooster, D.A. (2018). An interprofessional education initiative for allied health students preparing to serve individuals with autism spectrum disorders. Journal of Allied Health, 47(2), 90-95.
Beverly, B. L., & Zlomke, K. (2018). PCIT and language facilitation for children with autism spectrum disorders. In C. B. McNeil, L. B. Quetsch, & C. Anderson (Eds.), Handbook on Parent-Child Interaction Therapy for Children on the Autism Spectrum. New York, NY: Springer. https://doi.org/10.1007/978-3-030-03213-5_23
Henbest, V. S. & Apel, K. (2018). Orthographic Fast-Mapping Across Time in 5- and 6-Year-Old Children. Journal of Speech, Language, and Hearing Research, 61, 2015-2027. https://doi.org/10.1044/2018_JSLHR-L-17-0379
Henbest, V.S., & Apel, K. (2017). Effective word reading instruction: What does the evidence tell us? Communication Disorders Quarterly, 39, 303-311. https://doi.org/10.1177/1525740116685183
Henbest, V.S. (2017). Small group reading instruction: Activities for teaching phonemic awareness, the alphabetic principle, and phonics in a tier 2 setting. SIG 1 Perspectives on Language Learning and Education, 2(part 2), 78-85. https://doi.org/10.1044/persp2.SIG1.78
Apel, K., & Henbest, V.S. (2016). Affix meaning knowledge in first through third grade students. Language, Speech, and Hearing Services in Schools, 47, 148-156. https://doi.org/10.1044/2016_LSHSS-15-0050
Beverly, B.L. (2016). Developmental language disorders. In K. Evans & M. Fraas (Eds.). An interactive introduction to communication sciences and disorders. Dubuque, IA: Great River Learning. ---Book Chapter
Estis, J. M., & Beverly, B. L. (2015). Children with SLI exhibit delays resolving ambiguous reference. Journal of Child Language, 42(1), pp. 180-195. https://doi.org/10.1017/S0305000914000038
Foran, L. G., & Beverly, B. L. (2015). Points to ponder: Gesture and language in math talk. Perspectives in Language Learning and Education, 22(2), pp. 72-81. https://doi.org/10.1044/lle22.2.71
Lance, D. M., & Beverly, B. L. (2011). School-age language and classroom success. In C. Richburg & D. Smiley (Eds.). School-based audiology (pp. 33-51). San Diego, CA: Plural. ---Book Chapter
Beverly, B. L., Giles, R. M., & Buck, K. L. (2009). First-grade reading gains following enrichment: Phonics plus decodable texts compared to authentic literature read aloud. Reading Improvement, 46(4),191-205.
Beverly, B. L., McGuinness, T. M., & Blanton, D. J. (2008). Communication and academic challenges in early adolescence for children adopted from the former Soviet Union. Language, Speech, and Hearing Services in Schools, 39, 303-313. https://doi.org/10.1044/0161-1461(2008/029)
Ard, L. M., & Beverly, B. L. (2005). Preschool word learning during joint book reading: Effect of adult questions and comments. Communication Disorders Quarterly, 26(1), 17-28. https://doi.org/10.1177%2F15257401040260010101
Beverly, B. L., & Swanson, L. A. (2005). Sensitivity to verb phrase grammaticality by children with specific language impairment. Perceptual and Motor Skills, 100(3), 1049-1054. https://doi.org/10.2466%2Fpms.100.3c.1049-1054
Beverly, B. L., & *Williams, C. C. (2004). Present tense “be” use in young children with SLI: Less is more. Journal of Speech, Language, and Hearing Research, 47(4), 944-956. https://doi.org/10.1044/1092-4388(2004/070)
Lance, D. M., Beverly, B. L., Evans, L. H., & McCullough, K. C. (2004). Addressing literacy: Effective methods for reading instruction. Communication Disorders Quarterly, 25(1), 5-11. https://doi.org/10.1177%2F15257401030250010201 Publication awarded the DCDD Editor’s Award, “Best Manuscript Published in CDQ,” 2004
Beverly, B. L., & *Estis, J. M. (2003). Fast mapping deficits during disambiguation in children with specific language impairment. Canadian Journal of Speech-Language Pathology and Audiology, 27(3), 162-169. http://cjslpa.ca/files/2003_JSLPA_Vol_27/No_03_141-184/Beverly_Estis_JSLPA_2003.pdf
Other
McCullough, K. C., Lance, D., & Beverly, B. L. (2017). Comparison of structured and unstructured discourse tasks in persons with aphasia. Clinical Archives of Communication Disorders, 2(1), pp. 23-29. https://doi.org/10.21849/cacd.2016.00038
Rohling, M. L., Faust, M. E., Beverly,B. L., & Demakis, G. (2009). Effectiveness of cognitive rehabilitation following acquired brain injury: A meta-analytic re-examination of Cicerone et al.’s (2000, 2005) systematic reviews. Neuropsychology, 23(1), 20-39. https://doi.org/10.1037/a0013659
Ramkissoon, I., & Beverly, B. L. (2014). The effects of age and stimulus type on auditory evoked potentials in cigarette smokers and nonsmokers. Journal of Speech Language Hearing Research, 57, 271-284. https://doi.org/10.1044/1092-4388(2013/12-0309)