SeeHearSpeak Podcast

Indigo Young, MS, CCC-SLP, Assistant Professor, MGH Institute of Health Professions, Communication Sciences and Disorders

Resources

• The Washington Model to Evaluate Bias 
• The Conscious Kid
• Maya’s Book Nook
• Introducing the language of antiracism during graduation school orientation
• Emotion sensation wheel
• Little Monkey Calms Down
• Alphabreaths

ACC with Cathy Binger. Don't know that AAC is? Check it out!

Shayne Piasta, PhD,  Professor, Department of Teaching and Learning at The Ohio State University
Program Area: Reading and Literacy in Early and Middle Childhood Education

RESOURCES

• Duke, N. K., & Martin, N. M. (2011). 10 things every literacy educator should know about research. The Reading Teacher, 65(1), 9-22. 
• Gottfredson, D., Cook, T., Gardner, F. M., Gorman-Smith, D., Howe, G., Sandler, I., & Zafft, K. (2015). Standards of evidence for efficacy, effectiveness, and scale-up research in prevention science: Next generation. Prevention Science, 16(7), 898-926. 
• Vellutino, F. R., & Schatschneider, C. (2004). Experimental and quasi-experimental design in literacy research. In N. K. Duke & M. H. Mallette (Eds.), Literacy research methodologies (pp. 114-148). Guilford Press. ​
• Shadish, W. R., Cook, T. D., & Campbell, D. T. (2002). Experimental and quasi-experimental designs for generalized causal inference. Houghton Mifflin. 
• Song, M., & Herman, R. (2010). Critical issues and common pitfalls in designing and conducting impact studies in education: Lessons learned from the What Works Clearinghouse (phase I). Educational Evaluation and Policy Analysis, 32(3), 351-371. 
• National Research Council. (2002). Scientific research in education. National Academies Press.
• National Research Council. (2005). Advancing scientific research in education. The National Academies Press.
• WWC reporting guide for study authors
• WWC resources including tutorials and videos about reviewing different study designs and using the WWC to find evidence-based practices
  • https://ies.ed.gov/ncee/wwc/Resources
  • https://ies.ed.gov/ncee/wwc/Resources/Evidence

 
CONSORT

• http://www.consort-statement.org/

 
TREND statement

• https://www.cdc.gov/trendstatement/index.html

Articles

• piasta2022_nbsimpact.pdf
• larrc2022.pdf
• piasta_farley2020.pdf
• piasta_sawyer_2020.pdf
• piasta2010_r_w.pdf
• piasta2022_abc.pdf
• piasta2017.pdf

Rouzana Komesidou, PhD, Postdoctoral Research Fellow, ​MGH Institute of Health Professions

Lakeisha Johnson, PhD, Assistant Professor, Florida State University, Affiliated Faculty, FCRR
​Lakeisha Johnson is an assistant professor in the School of Communication Science and Disorders and affiliated faculty at the Florida Center for Reading Research. Dr. Johnson's primary research interests include language and literacy development and executive functioning in African American children and others from underserved populations.

Resources

• Maya's Book Nook
• FCRR The Village
• #AtHomewithFCRR YouTube Videos

Hugh Catts, Ph.D., CCC-SLP, Professor and Director of Communication Sciences and Disorders, Florida State University.
Dr. Catts’s research focuses on the early recognition and prevention of language-based reading disabilities, such as dyslexia. 

Website

• Language and reading research consortium. Language and Reading Research Consortium. (n.d.). Retrieved from https://larrc.ehe.osu.edu/ 

Book

• Johnson, S. (2006). The ghost map. Riverhead Books. 

Jill Hoover, Ph.D., CCC-SLP, Associate Professor and Graduate Program Director of Communication Sciences and Disorders, University of Massachusetts Amherst; Director of Sounds2Syntax Lab.
Dr. Hoover’s research investigates the interfaces between phonology, lexicon, and morphology. She is interested in understanding how these language domain interfaces can advise diagnosis and treatment for preschool and early school age children with language disorders.   

Audra Sterling, Ph.D., CCC-SLP, Associate Professor in Communication Sciences and Disorders, University of Wisconsin-Madison; Investigator at Waisman Center.
Dr. Sterling’s research examines the language and cognitive development in children with neurodevelopmental disorders, such as autism spectrum disorders and Down syndrome.
 

Guest Host

Emily Zimmerman, Ph.D., CCC-SLP, Associate Professor in Communication Sciences and Disorders, Northeastern University; Director of the Speech and Neurodevelopmental Lab.
​​
Dr. Zimmerman’s research studies the development of infant feeding and its relationship with neurodevelopment and environmental exposure.
 

RESOURCES

​Use peer support to improve well-being and research outcomes

Laurie Lee, Ed.D., Associate in Research, Florida State University

Marcia L. Kosanovich, Florida State University | FSU ·  Florida Center for Reading Research (FCRR), Ph.D.

Kevin Smith is currently the Alliance Manager of the Florida Career Readiness Research Alliance at the REL Southeast at Florida State University. He also is the Task Lead for training, coaching, and technical support activities for the REL Southeast.

Guest Host
 
Rouzana Komesidou, PhD,  Postdoctoral Research Fellow
Rouzana Komesidou is a postdoctoral fellow and a project director on a longitudinal study funded by the NIH on children with Developmental Language Disorder (DLD) and Dyslexia​

Resources

REL SE website

• IES Reading Skills Practice Guide
  • This has direct links to the PDF of the guide & related documents
  • If you wanted to directly link the guide, I believe this is it: https://ies.ed.gov/ncee/wwc/Docs/PracticeGuide/wwc_foundationalreading_040717.pdf
  • This is a summarized version of the guide: https://ies.ed.gov/ncee/wwc/Docs/practiceguide/wwc_found_reading_summary_051517.pdf
• Professional Learning Communities Facilitator’s Guide
• Professional Learning Community: Emergent Literacy (both participant & facilitator guides are linked on this page). 

PD referred to on podcast:

• Kosanovich, M., Phillips, B., & Willis, K. (2020). Professional Learning Community: Emergent Literacy–Modules 1– 4: Print Knowledge, Phonological Awareness, Vocabulary, and Oral Language (REL 2020–021). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Southeast. Retrieved from: https://ies.ed.gov/ncee/edlabs/regions/southeast/elplc/plc_materials_intro.asp.
• Kosanovich, M. & Foorman, B. (2016). Professional Learning Communities for the What Works Clearinghouse Practice Guide: Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade (REL 2016-227). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Southeast. Retrieved from: https://ies.ed.gov/ncee/edlabs/regions/southeast/plc.asp

 
Not mentioned on podcast, but may be useful:

• Supporting Your Child’s Reading at Home: https://ies.ed.gov/ncee/edlabs/regions/southeast/foundations/index.asp
• Dombek, J., Foorman, B., Garcia, M., Smith, K. (2016). Self-study guide for implementing early literacy interventions (REL 2016-129). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Southeast. Retrieved from https://ies.ed.gov/ncee/edlabs/regions/southeast/pdf/REL_2016129.pdf. 
• Kosanovich, M., Lee, L. & Foorman, B. (2021). A Third Grade Teacher’s Guide to Supporting Family Involvement in Foundational Reading Skills (REL 2021-086). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Southeast. Retrieved from http://ies.ed.gov/ncee/edlabs.
•  Kosanovich, M., Lee, L. & Foorman, B. (2021). A Second Grade Teacher’s Guide to Supporting Family Involvement in Foundational Reading Skills (REL 2021-053). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Southeast. Retrieved from https://ies.ed.gov/ncee/edlabs/regions/southeast/pdf/REL_2021053.pdfttp://ies.ed.gov/ncee/edlabs.
•  Kosanovich, M., Lee, L. & Foorman, B. (2020). A First Grade Teacher’s Guide to Supporting Family Involvement in Foundational Reading Skills (REL 2021-042). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Southeast. Retrieved from https://ies.ed.gov/ncee/edlabs/regions/southeast/pdf/REL_2021042.pdf.
•  Kosanovich, M., Lee, L. and Foorman, B. (2020). A Kindergarten Teacher’s Guide to Supporting Family Involvement in Foundational Reading Skills (REL 2020-016). Washing­ton, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Southeast. Retrieved from https://ies.ed.gov/ncee/edlabs/regions/southeast/pdf/REL_2020016.pdf
•  Developing Early Learning PLC infographic with embedded links to audio. https://ies.ed.gov/ncee/edlabs/infographics/pdf/REL_SE_Developing_Early_Literacy_Professional_Learning_Communities.pdf
•  Foorman, B. R., Smith, K. G., & Kosanovich, M. L. (2017). Rubric for evaluating reading/          language arts instructional materials for kindergarten to grade 5 (REL 2017–219). Washington, DC: U.S. Department of Education, Institute of Education Sciences,           National Center for Education Evaluation and Regional Assistance, Regional Educational      Laboratory Southeast. Retrieved from             https://ies.ed.gov/ncee/edlabs/regions/southeast/pdf/REL_2017219.pdf .
•  Kosanovich, M., Smith, K., Hensley, T., Osborne-Lampkin, L., & Foorman, B. (2015). School     Leader’s Literacy Walkthrough for Grades K-3. Regional Educational Laboratory    Southeast at Florida State University. Retrieved from     https://files.eric.ed.gov/fulltext/ED577453.pdf
•  Lee, L., Smith, K., Lancashire, H. (2020). Guide and checklists for a school leader’s​walkthrough during literacy ins...

Mindy Bridges, Ph.D., CCC-SLP, Assistant Professor, Department of Hearing and Speech, Intercampus Program in Communicative Disorders
University of Kansas Medical Center

Resources:

• National Center on Intensive Intervention tool charts
• Tool Chart – Interventions
• Florida Center for Reading Research
• CUBED
• LARRC
• Trina’s Toolbox

Katy Cabbage, Ph.D., CCC-SLP, Assistant Professor, BYU
​Dr. Cabbage's research interests center on links between early speech and language skills and later literacy acquisition. She is specifically interested in identifying predictors related to difficulty acquiring literacy acquisition in children with speech sound disorders and/or language impairment.

Shari DeVeney, Ph.D., CCC-SLP is a state-licensed and nationally-certified speech-language pathologist.
Before earning her doctorate in speech-language pathology, she worked as a practicing clinician for 10 years primarily in early childhood and K­-12 educational settings. Her research focus is in child language and speech sound production with the goal of advancing evidence-based assessments and interventions for young children with communication delays.

Guest Host:
​Kelly Farquharson, Ph.D., CCC-SLP, Associate Professor, Florida State University; Director of the Childrens' Literacy and Speech Sound Lab (CLaSS Lab)

RESOURCES

Handout
​The ‘Big Picture’ on Intervention Decisions for Children with Speech Sound Disorders. Cabbage & DeVeny ASHA 2017

ssd_participant_handout.pdf

Journal Articles

Brumbaugh, K. M., & Smit, A. B. (2013). Treating children ages 3–6 who have speech sound disorder: A survey. Language, Speech, and Hearing Services in Schools, 44(3), 306–319. https://doi.org/10.1044/0161-1461(2013/12-0029) 

brumbaugh___smit_2013.pdf

Kamhi, A. G. (2006). Treatment decisions for children with speech–sound disorders. Language, Speech, and Hearing Services in Schools, 37(4), 271–279. https://doi.org/10.1044/0161-1461(2006/031) ​

kamhi_2006.pdf