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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 3 4 5...8 Hits 1 – 20 of 157 1 Contrastive interventions (Storkel, 2022) ... Storkel, Holly L.. - : ASHA journals, 2022 BASE Show details 2 Contrastive interventions (Storkel, 2022) ... Storkel, Holly L.. - : ASHA journals, 2022 BASE Show details 3 Memory for word learning by children with DLD (Gordon et al., 2021) ... Gordon, Katherine R.; Storkel, Holly L.; Lowry, Stephanie L.. - : ASHA journals, 2021 BASE Show details 4 Memory for word learning by children with DLD (Gordon et al., 2021) ... Gordon, Katherine R.; Storkel, Holly L.; Uglow, Stephanie. - : ASHA journals, 2021 BASE Show details 5 Memory for word learning by children with DLD (Gordon et al., 2021) ... Gordon, Katherine R.; Storkel, Holly L.; Lowry, Stephanie L.. - : ASHA journals, 2021 BASE Show details 6 The Impact of Dose and Dose Frequency on Word Learning by Kindergarten Children With Developmental Language Disorder During Interactive Book Reading Storkel, Holly L.; Komesidou, Rouzana; Pezold, Mollee J.. - : American Speech-Language-Hearing Association, 2021 BASE Show details 7 Using Developmental Norms for Speech Sounds as a Means of Determining Treatment Eligibility in Schools Storkel, Holly L.. - : American Speech-Language-Hearing Association, 2021 BASE Show details 8 Clinical Forum Prologue: Speech Sound Disorders in Schools: Who Qualifies? Storkel, Holly L.. - : American Speech-Language-Hearing Association, 2021 BASE Show details 9 Word Learning by Preschool-Age Children with Developmental Language Disorder: Impaired Encoding and Robust Consolidation during Slow Mapping Gordon, Katherine R.; Storkel, Holly L.; Uglow, Stephanie; Ohlmann, Nancy B.. - : American Speech-Language-Hearing Association, 2021 Abstract: PURPOSE: Learning novel words, including the specific phonemes that make up word forms, is a struggle for many individuals with Developmental Language Disorder (DLD). Building robust representations of words includes encoding during periods of input and consolidation between periods of input. The primary purpose of the current study is to determine differences between children with DLD and with typical development (TD) in the encoding and consolidation of word forms during the slow mapping process. METHOD: Preschool-age children (DLD = 9, TD = 9) were trained on nine form-referent pairs across multiple consecutive training days. Children’s ability to name referents at the end of training days indicated their ability to encode forms. Children’s ability to name referents at the beginning of training days after a period of overnight sleep indicated their ability to consolidate forms. Word learning was assessed one-month after training to determine long-term retention of forms. RESULTS: Throughout training, children with DLD produced fewer forms correctly and produced forms with less phonological precision than children with TD. Thus, children with DLD demonstrated impaired encoding. However, children with and without DLD demonstrated a similar ability to consolidate forms between training days and to retain forms across a one-month delay. CONCLUSIONS: Difficulties with word form learning are primarily driven by deficits in encoding for children with DLD. Clinicians and educators can support encoding by providing children with adequate exposures to target words via robust training that occurs across multiple sessions. URL: https://orcid.org/ 0000-0002-5143-8438 https://orcid.org/ 0000-0001-6533-6224 https://doi.org/10.1044/2021_JSLHR-21-00046 http://hdl.handle.net/1808/32174 BASE Hide details 10 Using Computer Programs for Language Sample Analysis Pezold, Mollee J.; Imgrund, Caitlin M.; Storkel, Holly L.. - : American Speech-Language-Hearing Association, 2021 BASE Show details 11 The Impact of Dose and Dose Frequency on Word Learning by Kindergarten Children With Developmental Language Disorder During Interactive Book Reading Storkel, Holly L.; Komesidou, Rouzana; Pezold, Mollee J.. - : American Speech-Language-Hearing Association, 2020 BASE Show details 12 Using programs for language sample analysis (Pezold et al., 2019) ... Mollee J. Pezold; Imgrund, Caitlin M.; Storkel, Holly L.. - : ASHA journals, 2019 BASE Show details 13 Using programs for language sample analysis (Pezold et al., 2019) ... Mollee J. Pezold; Imgrund, Caitlin M.; Storkel, Holly L.. - : ASHA journals, 2019 BASE Show details 14 The Complexity Approach to Phonological Treatment: How to Select Treatment Targets Storkel, Holly L.. - : American Speech-Language-Hearing Association, 2019 BASE Show details 15 Misarticulations and word identification (Krueger et al., 2018) ... Krueger, Breanna I.; Storkel, Holly L.; Minai, Utako. - : Figshare, 2018 BASE Show details 16 Sound selection (Storkel, 2018) ... Storkel, Holly L.. - : Figshare, 2018 BASE Show details 17 Sound selection (Storkel, 2018) ... Storkel, Holly L.. - : Figshare, 2018 BASE Show details 18 Misarticulations and word identification (Krueger et al., 2018) ... Krueger, Breanna I.; Storkel, Holly L.; Minai, Utako. - : Figshare, 2018 BASE Show details 19 The Influence of Misarticulations on Children's Word Identification and Processing Krueger, Breanna Irene; Storkel, Holly L.; Minai, Utako. - : American Speech-Language-Hearing Association, 2018 BASE Show details 20 Applying item-response theory to the development of a screening adaptation of the Goldman-Fristoe Test of Articulation-2 Brackenbury, Tim; Zickar, Michael J.; Munson, Benjamin. - : American Speech-Language-Hearing Association (ASHA), 2018 BASE Show details Page: 1 2 3 4 5...8

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