Language and Literacy in Young People
#LaLYP PUBLICATIONS - KEY JOURNAL ARTICLES & BOOK CHAPTERS
Click on PDFs of 'accepted' versions or 'doi links' to Open Access papers
(For our other publications go directly to our Homepages)
Kelso, K., Whitworth, A., & Leitão, S. (2022b). A Novel Vocabulary Intervention for Poor Comprehenders: A single case study. Journal of Clinical Practice in Speech-Language Pathology. 24(1), 36-43. Copyright ©2022 The Speech Pathology Association of Australia Limited.
Kelso, K., Whitworth A., & Leitão, S. (2022). Higher-level language strategy-based intervention for poor comprehenders: A pilot single case experimental design. Child Language, Teaching and Therapy. pp.1-15. https://doi.org/10.1177/02656590211071003
Kelso, K., Whitworth, A, & Leitão, S. (2021) Assessing poor comprehenders: A guide for teachers, Learning Disabilities Australia Bulletin 53, , 22-25
Kelso, K., Whitworth, A. & Leitão, S. (2021). Profiles of Oral and Reading Comprehension in Poor Comprehenders. Reading & Writing Quarterly. Epub ahead of print 29 Oct 2021: Copyright © 2022 Taylor & Francis Group 1-18. https://doi.org/10.1080/10573569.2021.1982432
Boyes, M. E., Leitão, S., Claessen, M., Dzidic, P., Badcock, N. A., & Nayton, M. (2021). Piloting ‘Clever Kids’: A randomized‐controlled trial assessing feasibility, efficacy, and acceptability of a socioemotional well‐being programme for children with dyslexia. British Journal of Educational Psychology, 91(3), 950-971.
https://bpspsychub.onlinelibrary.wiley.com/doi/abs/10.1111/bjep.12401
Kippin, N. R., Leitão, S., Watkins, R., & Finlay‐Jones, A. (2021). Oral and written communication skills of adolescents with prenatal alcohol exposure (PAE) compared with those with no/low PAE: A systematic review. International Journal of Language & Communication Disorders. OPEN ACCESS
https://doi.org/10.1111/1460-6984.12644
Jackson, E., Leitão, S., Claessen, M. & Boyes, M. E. (2021) Word learning and verbal working memory in children with developmental language disorder, Autism and Developmental Language Impairments, Early on-line OPEN ACCESS
https://journals.sagepub.com/doi/full/10.1177/23969415211004109
Kippin, N. R., Leitão, S., Finlay-Jones, A., Baker, J., & Watkins, R. (2021). The oral and written narrative language skills of adolescent students in youth detention and the impact of language disorder. Journal of Communication Disorders, 90, 106088. OPEN ACCESS
https://www.sciencedirect.com/science/article/pii/S0021992421000113
Calder, S.D., Claessen, M., Leitão, S., & Ebbels, S. (2021). Evaluating Two Different Dose Frequencies and Cumulative Intervention Intensities to Improve Past Tense Production for Early School-Aged Children with Developmental Language Disorder. International Journal of Language and Communication Disorders. https://doi.org/10.1111/1460-6984.12667
Calder, S. D., Claessen, M., Leitão, S., & Ebbels, S. (2021). A profile of expressive inflectional morphology in early school-age children with developmental language disorder. Clinical Linguistics & Phonetics, 1-18.
https://doi.org/10.1080/02699206.2021.1931454
Calder, S. D., Claessen, M., & Leitão, S. (2021). Improving practice through clinical research: Using single case experimental design to answer a clinical question. Journal of Clinical Practice in Speech-Language Pathology.
Calder, S. D., Claessen, M., Ebbels, S., & Leitão, S. (2021). The efficacy of an explicit intervention approach to improve grammar for early school-aged children with DLD. Journal of Speech, Language, and Hearing Research, 64(1), 91-104.
https://doi.org/10.1044/2020_JSLHR-20-00132
Kelso, K., Whitworth, A., Parsons, R., & Leitão, S. (2020). Hidden Reading Difficulties: Identifying Children Who Are Poor Comprehenders. Learning Disability Quarterly, 1-12.
https://doi.org/10.1177/0731948720961766
Claessen, M., Tucker, M., Dawes, E. & Leitão, S. (2020) The Information Score as a Measure of Oral Discourse Comprehension in the Early School Years, International Journal of Speech-Language Pathology. 22(3), 338-346. https://www.tandfonline.com/doi/full/10.1080/17549507.2020.1745888
Seiler, A., & Leitão, S. (2020). Developing accuracy and fluency in word reading skills, Learning Difficulties Australia Bulletin, 52 (1), 20-24
CLICK HERE TO ACCESS: https://www.dropbox.com/s/c87m2k3fdofeow2/Seilor%20and%20Leitao%20-%20Developing%20accuracy%20and%20fluency%20in%20word%20reading%20skills.pdf?dl=0
Jackson, E., Leitão, S., Claessen, M., & Boyes, M. (2020). Working, Declarative, and
Procedural Memory in Children with Developmental Language Disorder. Journal of Speech, Language, and Hearing Research, 63(12), 4162-4178.
https://doi.org/10.1044/2020_JSLHR-20-00135
Calder, S., D., Claessen, M., Ebbels, S., & Leitão, S. (2020). Explicit grammar intervention in young school-aged children with Developmental Language Disorder: An efficacy study using single-case experimental design. Language, Speech, and Hearing Services in Schools, 51(2), 298-316. https://doi.org/10.1044/2019_LSHSS-19-00060
Boyes, M. E., Leitão, S., Claessen, M., Badcock, N., & Nayton, M. (2020) Correlates of externalising and internalising problems in children with dyslexia: An analysis of data from clinical casefiles, Australian Psychologist, 1Australian Psychologist, 55(1) 62-72, https://doi.org/10.1111/ap.12409
Claessen, M., Dzidic, P., Leitão, S., Nayton, M., & Boyes, M. E. (2020). Exploring the impact of living with dyslexia: The perspectives of educators, Australian Journal of Learning Difficulties, 25 (1) 51-64.
https://www.tandfonline.com/doi/full/10.1080/19404158.2020.1734952
Hill, E., Claessen, M., Whitworth, A., & Boyes, M. (2020). Profiling variability and development of spoken discourse in mainstream adolescents. Clinical Linguistics & Phonetics, 1-21. http://dx.doi.org/10.1080/02699206.2020.1731607.
Kilpatrick, T. Leitão, S., & Boyes, M. E. (2019, Early On-line) Mental health in adolescents with a history of DLD: The moderating effect of bullying victimisation, Autism and Developmental Language Impairments
OPEN ACCESS
https://journals.sagepub.com/doi/full/10.1177/2396941519893313
Jackson, E., Leitão, S., Claessen, M. & Boyes, M. E. (2019) The evaluation of word learning abilities in people with developmental language disorder: A scoping review, impairment International Journal of Language and Communication Disorders, 54 (5), 742-755
https://doi.org/10.1111/1460-6984.12490
Glisson, L., Claessen, M., & Leitão, S. (2019) The efficacy of a small-group oral narrative
intervention for mainstream school-aged children with narrative difficulty, Australian Journal of Learning Difficulties, 24 (1), 1-20
https://doi.org/10.1080/19404158.2019.1596138
Dawes, E. Leitão, S., Claessen, M. (2019) Oral literal and inferential narrative comprehension in young typically developing children and children with developmental language disorder, International Journal of Speech-Language Pathology. 21 (3), 275-285.
https://doi.org/10.1080/17549507.2019.1604803
Jackson, E., Leitão, S., Claessen, M. & Boyes, M. E. (2019) Fast mapping short and long words: Examining the influence of phonological short-term memory and receptive vocabulary in children with developmental language disorder, Journal of Communication Disorders, 79, 11-23
https://doi.org/10.1016/j.jcomdis.2019.02.001
Seiler, A., Leitão, S., & Blosfelds, M. (2019). WordDriver‐1: evaluating the efficacy of an app‐supported decoding intervention for children with reading impairment International Journal of Language and Communication Disorders, 54 (2), 189-202.
https://doi.org/10.1111/1460-6984.12388
Dawes, E. Leitão, S., Claessen, M., & Kane, R. (2019) A randomised controlled trial of an oral inferential comprehension book sharing intervention for young children with developmental language disorder. Child Language Teaching & Therapy, 35(1), 39-54
OPEN ACCESS
https://doi.org/10.1177/0265659018815736
Hill, E., Claessen, M., Whitworth, A., Boyes, M., and Ward, R. (2018). Discourse and cognition in speakers with acquired brain injury: A systematic review. International Journal of Language and Communication Disorders, 53(4), 689-717. https://doi.org/10.1111/1460-6984.12394
Kippin, N. R., Leitão, S., Watkins, R., Finlay-Jones, A., Condon, C., Marriott, R., ... & Bower, C. (2018). Language diversity, language disorder, and fetal alcohol spectrum disorder among youth sentenced to detention in Western Australia. International Journal of Law and Psychiatry.
https://doi.org/10.1016/j.ijlp.2018.09.004
Dawes, E., Leitão, S., Claessen, M., & Kane, R. (2018). A profile of the language and cognitive skills contributing to oral inferential comprehension in young children with developmental language disorder. International Journal of Language & Communication Disorders, 53(6), 1139-1149. https://doi.org/10.1111/1460-6984.12427
Calder, S. D., Claessen, M., & Leitão, S. (2018). Combining implicit and explicit intervention approaches to target grammar in young children with Developmental Language Disorder. Child Language Teaching & Therapy, 34 (2), 171-189.
https://doi.org/10.1177/0265659017735392
Bower, C., Watkins, R. E., Mutch, R. C., Marriott, R., Freeman, J., Kippin, N. R., Safe, B., Pestell, C., Cheung, C.S.C., Shield, H., Tarratt, L., Springall, A., Taylor, J., Walker, N., Agiro, E., Leitão, S., Hamilton, S., Condon, C., Passmore, H. M., & Giglia, R. (2018). Fetal alcohol spectrum disorder and youth justice: a prevalence study among young people sentenced to detention in Western Australia. BMJ open, 8(2), e019605.
http://bmjopen.bmj.com/content/8/2/e019605
Kelly, C., Leitão, S., Smith-Lock, K & Heritage, B. (2019). The effectiveness of a classroom based phonological awareness program for 4-5 year olds. International Journal of Speech-Language Pathology. 21(1) 103-113
https://doi.org/10.1080/17549507.2017.1400589
Boyes, M. E., Leitao, S., Claessen, M., Dzidic, P., Boyle, G., Perry, A., & Nayton, M. (2017). Improving phonological awareness in parents of children at risk of literacy difficulties: A preliminary evaluation of the Boost program. Frontiers in Education, 2:47
https://doi.org/10.3389/feduc.2017.00047
Leitão, S., Dzidic, P., Claessen, M., Gordon, J., Howard, K., Nayton, M., & Boyes, M. E. (2017). Exploring the impact of living with dyslexia: The perspectives of children and their parents. International Journal of Speech-Language Pathology, 19:3, 322-334. http://dx.doi.org/10.1080/17549507.2017.1309068
Boyes, M. E., Leitao, S., Claessen, M., Badcock, N. A., & Nayton, M. (2016). Why are reading difficulties associated with mental health problems?. Dyslexia, 22(3), 263-266.
http://onlinelibrary.wiley.com/doi/10.1002/dys.1531/full
Jackson, E., Leitão, S. & Claessen, M. (2016). The relationship between phonological short-term memory, receptive vocabulary and fast mapping in children with specific language impairment. International Journal of Language and Communication Disorders, 51, 61-73
http://onlinelibrary.wiley.com/doi/10.1111/1460-6984.12185/full
Dawes, E., Leitao, S., Claessen, M., & Nayton, M. (2015). A Profile of Working Memory Ability in Poor Readers. Australian Psychologist, 50(5), 362-371. http://onlinelibrary.wiley.com/doi/10.1111/ap.12120/full
Smith-Lock, K., Leitao, S., Prior, P., & Nickels, L. (2015). The effectiveness of two grammar treatment procedures for children with SLI: A randomized clinical trial. Language, Speech, and Hearing Services in Schools, 46(4), 312-324.
doi:10.1044/2015_LSHSS-14-0041
http://lshss.pubs.asha.org/article.aspx?articleid=2362396
Claessen, M., Leitão, S., Kane, R. & Williams, C. (2013). Phonological processing skills in Specific Language Impairment. International Journal of Speech-Language Pathology, 15 (5), 471-483.
https://doi.org/10.3109/17549507.2013.876662
Smith-Lock, K., Leitão, S., Lambert, L., Prior, P., Cronje, J., Newhouse, S. & Nickels, L. (2013) Daily or Weekly? The effect of treatment frequency on grammar treatment for children with SLI. International Journal of Speech-Language Pathology. 15 (3), 255-267
https://doi.org/10.3109/17549507.2013.777851
Smith-Lock, K., Leitão, S., Lambert, L. & Nickels, L. (2013) Effective Intervention for Expressive Grammar in Children with Specific Language Impairment. International Journal of Language & Communication Disorders, 48 (3), 265-282.
http://onlinelibrary.wiley.com/doi/10.1111/1460-6984.12003/full
Seiler, A., Leitão, S. & Blosfelds, M. (2013). Preliminary investigation into the effectiveness of a computer supported intervention targeting orthographic processing for children with impaired word identification. Journal of Clinical Practice in Speech Language Pathology, 15 (1), 13-18.
Claessen, M. & Leitão, S. (2012). The relationship between stored phonological representations and speech output. International Journal of Speech-Language Pathology, 14, 3, 226-234.
https://doi.org/10.3109/17549507.2012.679312
Claessen, M. & Leitão, S. (2012). Phonological representations in children with SLI. Child Language Teaching and Therapy, 28, 211-223.
https://doi.org/10.1177/0265659012436851
Claessen, M., Barrett, N. & Leitão, S. (2010) The Silent Deletion of Phonemes Task: Investigating children’s ability to reflect on stored phonological representations. International Journal of Language & Communication Disorders, 45 (4), 411–423
http://www.tandfonline.com/doi/abs/10.3109/13682820903111945
Claessen, M., Heath, S., Fletcher, J., Hogben, J. & Leitão, S. (2009) Quality of phonological representations: a window into the lexicon?', International Journal of Language & Communication Disorders, Vol 44 (2) 121-124
https://onlinelibrary.wiley.com/doi/abs/10.1080/13682820801966317
BOOK CHAPTERS
Snow, P., Leitão, S. & Kippin, N. (2020). Language and Literacy in the context of early life adversity. In J. S. Damico, N. Müller , & M. J. Ball (Eds.), The handbook of language and speech disorders. 2nd Ed (pp. 266-285). Wiley-Blackwell.
Fraser, C.J., Claessen, M. & Leitao S. (2017). Intervention for a young child with atypical phonology. In Dodd, B & Morgan A. (Eds). Intervention Case Studies of Child Speech Impairment. Melbourne, Australia: J & R Press.
Leitão, S. (2015). Interaction between speech, language and literacy. In McLeod, S. & McCormack, J. (Eds). Introduction to speech, language and literacy. Melbourne, Australia: Oxford University Press.
