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 SRCLD Presentations 

2016 Submitted Oral Presentations
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Page: 1
A Multi-method Approach to Characterizing Pragmatic Development in Individuals with Down Syndrome
Michelle Lee - Northwestern University
Lauren Bush - Northwestern University
Gary Martin - St. John's University
Molly Losh - Northwestern University

Does developmental social pragmatic intervention for children with autism spectrum disorder influence parent language use?
Mary KM Wang - University of Western Ontario
Janis Oram Cardy - University of Western Ontario
Devin M Casenhiser - University of Tennessee
Stuart G Shanker - York University
Amanda Binns - University of Western Ontario

Gesture production in specific language impairment: It’s quality not quantity that matters.
Charlotte Wray - Royal Holloway, University of London
Courtenay Norbury - University College London

Grammatical Morphology in Monolingual and Bilingual Children with and without Language Impairment: The Case of Dutch Plurals and Past Participles
Tessel Boerma - Utrecht University
Frank Wijnen - Utrecht University
Elma Blom - Utrecht University

Neural Patterns Elicited by Syntactic Violations Uniquely Characterize Typical Development, SLI Recovery, and SLI Persistence
Eileen Haebig - Purdue University
Laurence Leonard - Purdue University
Patricia Deevy - Purdue University
J. Bruce Tomblin - University of Iowa
Christine Weber - Purdue University

Phonological transfer during word learning: Evidence from bilingual school-age Spanish-English-speaking children
Jessie Erikson - University of Arizona
Mary Alt - University of Arizona
Shelley Gray - Arizona State University
Tiffany Hogan - MGH Institute of Health Professions
Samuel Green - Arizona State University
Nelson Cowan - University of Missouri

Profiles of Memory Span: A Microanalysis of Span Elucidates Developmental Dyslexia With and Without Specific Language Impairment
Nelson Cowan - University of Missouri
Tiffany Hogan - MGH Institute of Health Professions
Mary Alt - University of Arizona
Sam Green - Arizona State University
Kathryn Cabbage - MGH Institute of Health Professions
Shara Brinkley - Arizona State University
Shelley Gray - Arizona State University

Quality of Syntactic Input is more Important than Depth of Dialect or Quantity of Talk in Predicting later Child Literacy Outcomes in Low-income African American Caregiver-Child Pairs
Evelyn Parker - Smith College
Gabbi Zutrau - Smith College
Madeline Klein - Smith College
Christine Roh - Smith College
Hope Wu - Smith College
Peter de Villiers - Smith College

The influence of low language proficiency and exposure to an additional language on executive functioning
Katie Whiteside - Royal Holloway, University of London
Debbie Gooch - Royal Holloway, University of London
Courtenay Norbury - University College London; Royal Holloway, University of London

Page: 1

Supported in part by: NIDCD and NICHD, NIH, R13 DC001677, Susan Ellis Weismer, Principal Investigator
University of Wisconsin-Madison - Department of Communication Sciences and Disorders