People
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  1. Shula Chiat
People

Contact Information

Contact

Postal Address

City, University of London
Northampton Square
London
EC1V 0HB
United Kingdom

About

Background

Shula is a psycholinguist specialising in typical and atypical language development. She has worked at City University London (1982-2000, 2006 to date) and at University College London (2000-2005).

After undergraduate studies in Linguistics and French at the London School of Economics, Shula undertook doctoral research on language acquisition at University College London focusing on the emergence of pronouns. Since then she has held appointments in speech and language therapy departments. Teaching on pre- and post-registration programmes has complemented her growing interest in developmental speech and language disorders and the evolution of her research activities. Her current collaborative research and research supervision focus on early assessment and identification of children at risk of language and social communication impairments, the development of cross-linguistic assessments, and evaluation of interventions motivated by theoretical and empirical evidence. 

Qualifications

- BA Combined Honours in Linguistics and French, London School of Economics and Political Science, 1975
- PhD 'The analysis of children's pronouns: An investigation into the prerequisites for linguistic knowledge', University College London, 1978

Professional Bodies

Fellow of Higher Education Academy, 2007

Administrative roles

- Programme Director, MSc Advanced Practice in Health and Social Care: Speech, Language and Communication
- Programme Director, MSc Joint Professional Practice: Language and Communication (run jointly with the Institute of Education).

Awards

Honorary Fellow of the Royal College of Speech and Language Therapists, 2007

Research

Research Areas

- Language and speech development
- Developmental language and speech disorders
- Language assessment
- Linguistics and Psycholinguistics

Research Overview

Shula has initiated and collaborated in research on language acquisition, typical and atypical, for over 30 years. The broad question at the heart of her research is: how do children process the input they receive to establish the connections between forms and meanings in their language?

Shula's recent and current research activities address a range of issues within this broad domain:

Precursors and developmental trajectories of language skills: the role of phonological processing in the acquisition of words and syntax, and the role of affective and sociocognitive processing in the development of language and communication

Identification of early predictors of language and social communication disorders

Word, nonword and sentence repetition as measures of language skills

Cross-linguistic language assessment

Differentiation of language disorder and language disadvantage

Assessment and intervention of foundation skills for literacy in developing countries

Development and evaluation of interventions for sociocognitive and language impairments.

Shula is currently a member of a European-wide Cooperation in Science and Technology (COST) Action 'Language Impairment in a Multilingual Society' (2009-2013), whose purpose is to design and evaluate language assessments for bilingual and minority language children. She is joint leader of one of the four Working Groups in this project with responsibility for work on nonword repetition tests. See http://www.bi-sli.org/

Shula is also interested in adult language processing, and in relations between models of adult and child language processing. She has in the past collaborated in and supervised research on psycholinguistic processing in acquired aphasia, and contributed to publications and debates which foster links between research with children and adults.

Grants

Literacy, foundation learning and assessment in developing countries (2013). Maggie Snowling (PI), Sonali Nag, Shula Chiat and Carole Torgersen. Funded by the Department for International Development.

Very early processing skills as predictors of language, social communication and literacy disorders in school-age children: A follow-up study (2010-11). Shula Chiat (PI) and Penny Roy. Funded by the Economic and Social Research Council, Award Number R000-22-4093. https://www.city.ac.uk/health/research/centre-for-language-communication-sciences-research/veps-very-early-processing-skills

Is language as poor as it looks? Assessment of language potential in socially disadvantaged preschoolers (2009-10). Penny Roy (PI), Shula Chiat and Barbara Dodd. Funded by the Nuffield Foundation.

Very early processing skills as predictors of later language disorders (2002-6). Shula Chiat (PI) and Penny Roy. Funded by the Economic and Social Research Council, Award Number R000-23-0019. https://www.city.ac.uk/health/research/centre-for-language-communication-sciences-research/veps-very-early-processing-skills

Evaluation of a novel technique for assessing speech discrimination (2004-6). Caroline Newton (PI), Shula Chiat and Jana Dankovicova. Funded by the Economic and Social Research Council, Award Number R000-22-0748. http://www.langsci.ucl.ac.uk/research/projects/SP-EYE/.

Collaborators

- Penny Roy, Tim Pring, Belinda Seeff-Gabriel, City University London
- Kamila Polisenska, University of Manchester
- Margaret Snowling, University of Oxford
- Sonali Nag, The Promise Foundation, Bangalore, India
- Theo Marinis, University of Reading
- Ewa Haman, University of Warsaw, Zofia Wodniecka, Jagiellonian University, Krakow, Jakub Szewczyk, Max Plank Institute Nijmegen and Jagiellonian University, Krakow, Poland
- Sharon Armon-Lotem, Bar Ilan University, Tel Aviv, Israel
- Sandrine Ferré
- Christophe dos Santos, Université
- François Rabelais de Tours, France
- Angela Grimm, Goethe University, Frankfurt am Main, Germany

Research Students

Name
Aseel AlKadhi
Thesis Title
An investigation of relations between sociocognitive skills, motor imitation and language abilities in young Saudi children
Further Information
(Co-supevisor: Penny Roy)
Name
Roberta Iacovelli
Thesis Title
Gendered discourses in Speech and Language Therapy and Nursing
Further Information
(First supervisor: Lia Litosseliti, second supervisor: Gill Craig)
Name
Andrea Dohmen
Thesis Title
An investigation of nonverbal imitation and language in children with specific language delay
Further Information
PhD awarded 2012
Name
Kamila Polišenská
Thesis Title
The influence of linguistic structure on memory span: Repetition tasks as a measure of language ability
Further Information
PhD awarded 2011
Name
Marisa Silveira
Thesis Title
Specific Language Impairment (SLI) revisited: evidence from a psycholinguistic investigation of grammatical gender abilities in Brazilian Portuguese-speaking children
Further Information
PhD awarded 2010
Name
Rachel Rees
Thesis Title
Deaf children’s acquisition of speech skills: A psycholinguistic perspective through intervention
Further Information
PhD awarded 2009
Name
Belinda Seeff-Gabriel
Thesis Title
An investigation of sentence-level abilities in children with different types of speech disorder
Further Information
PhD awarded 2005
Name
Ruth Herbert
Thesis Title
Treatment of word-finding deficits in aphasia
Further Information
PhD awarded 2002
Name
Lindy Rosen
Thesis Title
Reading words and reading minds: An investigation of linguistic processing in a group of hyperlexic subjects
Further Information
PhD awarded 2000
Name
Jo Robson
Thesis Title
Neologism production in jargon aphasia
Further Information
PhD awarded 1998
Name
Jane Marshall
Thesis Title
Sentence processing in aphasia: Single case treatment studies
Further Information
PhD awarded 1994
Name
Mary Evelyn
Thesis Title
An investigation of verb processing in a child with specific language impairment
Further Information
MPhil awarded 1996
Name
Jane Stokes
Thesis Title
Language development of Bengali children
Further Information
MPhil awarded 1989
Name
Ashwag Wallan
Thesis Title
An investigation of sentence repetition as a measure of linguistic processing in both typically developing and language impaired Saudi children
Further Information
(Co-supervisor: Penny Roy)
Name
Mariam Khater
Thesis Title
Early phonological skills as a predictor for receptive and expressive vocabulary size in Gulf Arabic speaking children
Further Information
(Co-supervisor: Rachael-Anne Knight)
Name
Ghada Najmaldeen
Thesis Title
An investigation of socioeconomic effects on phonological awareness and lexical retrieval in Saudi children
Further Information
(Co-supervisor: Penny Roy)

Publications

Books (4)

  1. Joffe, V., Cruice, M. and Chiat, S. (2008). Language Disorders in Children and Adults. Wiley. ISBN 978-0-470-98790-2.
  2. Black, M. and Chiat, S. (2003). Linguistics for Clinicians. A Hodder Arnold Publication. ISBN 978-0-340-75896-0.
  3. Chiat, S. (2000). Understanding Children With Language Problems. Cambridge Univ Pr. ISBN 978-0-521-57474-7.
  4. Chiat, S., Law, J. and Marshall, J. (1997). Language Disorders in Children and Adults. Wiley.

Chapters (12)

  1. Chiat, S. (2015). Non-word repetition. Assessing Multilingual Children: Disentangling Bilingualism From Language Impairment (pp. 125–150). ISBN 978-1-78309-313-7.
  2. Roy, P. and Chiat, S. (2013). Teasing apart disadvantage from disorder The case of poor language. In Marshall, C.R. (Ed.), (pp. 125–150). PSYCHOLOGY PRESS.
  3. Chiat, S., Armon-Lotem, S., Marinis, T., Polisenska, K., Roy, P. and Seeff-Gabriel, B. (2013). The potential of sentence imitation tasks for assessment of language abilities
    in sequential bilingual children.
    In Mueller-Gathercole, V. (Ed.), Issues in the Assessment of Bilinguals (pp. 56–89). UK: Mulitlingual Matters. ISBN 978-1-78309-008-2.
  4. Chiat, S., Armon-Lotem, S., Marinis, T., Polišenská, K., Roy, P. and Seeff-Gabriel, B. (2013). Assessment of language abilities in sequential bilingual children: The potential of sentence imitation tasks. Issues in the Assessment of Bilinguals (pp. 56–89). ISBN 978-1-78309-010-5.
  5. Chiat, S. (2009). Interfaces between cognition, semantics, and syntax. In Ball, M.J., Perkins, M.R., ller, N.M., Müller, N. and Howard, S. (Eds.), The Handbook of Clinical Linguistics Wiley-Blackwell. ISBN 978-1-4443-0101-4.
  6. Roy, P. and Chiat, S. (2008). Beyond outcomes: The importance of developmental pathways. In Joffe, V., Cruice, M. and Chiat, S. (Eds.), Language Disorders in Children and Adults Wiley. ISBN 978-0-470-98790-2.
  7. Black, M. and Chiat, S. (2000). Putting thoughts into verbs: Developmental and acquired impairments. In Best, W., Bryan, K. and Maxim, J. (Eds.), Semantic processing: Theory and practice Wiley. ISBN 978-1-86156-185-5.
  8. Chiat, S. (1994). From lexical access to lexical output: What is the problem for children with impaired phonology? In Yavaş, M.S. (Ed.), First and second language phonology Singular Publishing Group.
  9. Chiat, S. (1994). A psycholinguistic approach. In Law, J. (Ed.), A handbook of approaches to intervention with preschool language impaired children AFASIC.
  10. Chiat, S. (1988). Processing language breakdown. In Ball, M.J. (Ed.), Theoretical linguistics and disordered language Taylor & Francis. ISBN 978-0-7099-5012-7.
  11. Chiat, S. (1986). Personal pronoun systems. In Fletcher, P. and Garman, M. (Eds.), Language Acquisition Cambridge Univ Pr. ISBN 978-0-521-27780-8.
  12. Chiat, S. (1986). Children's pronouns. In Wiesemann, U. (Ed.), Pronominal systems John Benjamins Pub Co.

Conference Papers and Proceedings (2)

  1. Armon-Lotem, S. and Chiat, S. (2012). How Do Sequential Bilingual Children Perform on Nonword Repetition Tasks? .
  2. Black, M. and Chiat, S. (2003). Noun-verb dissociations: A multi-faceted phenomenon. .

Journal Articles (82)

  1. Haman, E., Łuniewska, M., Hansen, P., Simonsen, H.G., Chiat, S., Bjekić, J., Blažienė, A., Chyl, K., Dabašinskienė, I., Engel de Abreu, P., Gagarina, N., Gavarró, A., Håkansson, G., Harel, E., Holm, E., Kapalková, S., Kunnari, S., Levorato, C., Lindgren, J., Mieszkowska, K., Montes Salarich, L., Potgieter, A., Ribu, I., Ringblom, N., Rinker, T., Roch, M., Slančová, D., Southwood, F., Tedeschi, R., Tuncer, A.M., Ünal-Logacev, Ö., Vuksanović, J. and Armon-Lotem, S. (2017). Noun and verb knowledge in monolingual preschool children across 17 languages: Data from cross-linguistic lexical tasks (LITMUS-CLT). Clinical Linguistics and Phonetics pp. 1–26. doi:10.1080/02699206.2017.1308553.
  2. Chiat, S. and Polišenská, K. (2016). A framework for crosslinguistic nonword repetition tests: Effects of bilingualism and socioeconomic status on children’s performance. Journal of Speech, Language, and Hearing Research, 59(5), pp. 1179–1189. doi:10.1044/2016_JSLHR-L-15-0293.
  3. Łuniewska, M., Haman, E., Armon-Lotem, S., Etenkowski, B., Southwood, F., Anđelković, D., Blom, E., Boerma, T., Chiat, S., de Abreu, P.E., Gagarina, N., Gavarró, A., Håkansson, G., Hickey, T., de López, K.J., Marinis, T., Popović, M., Thordardottir, E., Blažienė, A., Sánchez, M.C., Dabašinskienė, I., Ege, P., Ehret, I.A., Fritsche, N.A., Gatt, D., Janssen, B., Kambanaros, M., Kapalková, S., Kronqvist, B., Kunnari, S., Levorato, C., Nenonen, O., Fhlannchadha, S.N., O Toole, C., Polišenská, K., Pomiechowska, B., Ringblom, N., Rinker, T., Roch, M., Savić, M., Slančová, D., Tsimpli, I.M. and Ünal-Logacev, Ö. (2016). Ratings of age of acquisition of 299 words across 25 languages: Is there a cross-linguistic order of words? Behavior Research Methods, 48(3), pp. 1154–1177. doi:10.3758/s13428-015-0636-6.
  4. Dohmen, A., Bishop, D.V., Chiat, S. and Roy, P. (2016). Body movement imitation and early language as predictors of later social communication and language outcomes: A longitudinal study. Autism & Developmental Language Impairments, 1(0) . doi:10.1177/2396941516656636.
  5. Boerma, T., Chiat, S., Leseman, P., Timmermeister, M., Wijnen, F. and Blom, E. (2015). A Quasi-universal nonword repetition task as a diagnostic tool for bilingual children learning dutch as a second language. Journal of Speech, Language, and Hearing Research, 58(6), pp. 1747–1760. doi:10.1044/2015_JSLHR-L-15-0058.
  6. Polišenská, K., Chiat, S. and Roy, P. (2015). Sentence repetition: what does the task measure? Int J Lang Commun Disord, 50(1), pp. 106–118. doi:10.1111/1460-6984.12126.
  7. O Neill, H. and Chiat, S. (2015). What our hands say: Exploring gesture use in subgroups of children with language delay. Journal of Speech, Language, and Hearing Research, 58(4), pp. 1319–1325. doi:10.1044/2015_JSLHR-L-14-0187.
  8. Roy, P. and Chiat, S. (2014). Developmental pathways of language and social communication problems in 9-11 year olds: Unpicking the heterogeneity. Research in Developmental Disabilities, 35(10), pp. 2534–2546. doi:10.1016/j.ridd.2014.06.014.
  9. Polišenská, K., Chiat, S., Comer, A. and McKenzie, K. (2014). Semantic effects in sentence recall: The contribution of immediate vs delayed recall in language assessment. Journal of Communication Disorders, 52, pp. 65–77. doi:10.1016/j.jcomdis.2014.08.002.
  10. Chiat, S. and Roy, P. (2013). Early predictors of language and social communication impairments at ages 9-11 years: A follow-up study of early-referred children. Journal of Speech, Language, and Hearing Research, 56(6), pp. 1824–1836. doi:10.1044/1092-4388(2013/12-0249).
  11. Dohmen, A., Chiat, S. and Roy, P. (2013). Nonverbal imitation skills in children with specific language delay. Research in Developmental Disabilities, 34(10), pp. 3288–3300. doi:10.1016/j.ridd.2013.06.004.
  12. Seeff-Gabriel, B., Chiat, S. and Pring, T. (2012). Intervention for co-occurring speech and language difficulties: Addressing the relationship between the two domains. Child Language Teaching and Therapy, 28(1), pp. 123–135. doi:10.1177/0265659011432498.
  13. Myers, L., Davies-Jones, C., Chiat, S., Joffe, V. and Botting, N. (2011). 'A place where I can be me': A role for social and leisure provision to support young people with language impairment. International Journal of Language and Communication Disorders, 46(6), pp. 739–750. doi:10.1111/j.1460-6984.2011.00048.x.
  14. Bolderson, S., Dosanjh, C., Milligan, C., Pring, T. and Chiat, S. (2011). Colourful semantics: A clinical investigation. Child Language Teaching and Therapy, 27(3), pp. 344–353. doi:10.1177/0265659011412248.
  15. Seeff-Gabriel, B., Chiat, S. and Dodd, B. (2010). Sentence imitation as a tool in identifying expressive morphosyntactic difficulties in children with severe speech difficulties. International Journal of Language and Communication Disorders, 45(6), pp. 691–702. doi:10.3109/13682820903509432.
  16. Chiat, S. (2010). Mapping at the interface. Applied Psycholinguistics, 31(2), pp. 261–270. doi:10.1017/S0142716409990397.
  17. Chiat, S., Seeff-Gabriel, B. and Roy, P. (2010). More to repetition than meets the ear. Royal College of Speech and Language Therapists Bulletin .
  18. Chiat, S. (2010). Commentary on J. Paradis, 'The interface between bilingualism and specific language impairment. Applied Psycholinguistics, 31, pp. 261–270.
  19. Lily Gallagher, R.A. and Chiat, S. (2010). Erratum: An evaluation of speech and language therapy interventions for pre-school children with specific language impairment: A comparison of outcomes following specialist intensive, nursery-based and no intervention. International Journal of Language and Communication Disorders, 45(3), pp. 394–394.
  20. Gallagher, A.L. and Chiat, S. (2009). Evaluation of speech and language therapy interventions for preschool children with specific language impairment a comparison of outcomes following specialist intensive, nurserybased and no intervention. International Journal of Language and Communication Disorders, 44(5), pp. 616–638. doi:10.1080/13682820802276658.
  21. Chiat, S. and Roy, P. (2008). Early phonological and sociocognitive skills as predictors of later language and social communication outcomes. Journal of Child Psychology and Psychiatry and Allied Disciplines, 49(6), pp. 635–645. doi:10.1111/j.1469-7610.2008.01881.x.
  22. Chiat, S. (2008). Afterword. Language Disorders in Children and Adults: Psycholinguistic Approaches to Therapy pp. 64–68. doi:10.1002/9780470699157.ch4.
  23. Chiat, S. (2008). General Introduction: Making New Connections: In whose Interests? Language Disorders in Children and Adults: Psycholinguistic Approaches to Therapy pp. 1–8. doi:10.1002/9780470699157.ch.
  24. Chiat, S., Law, J. and Marshall, J. (2008). Language Disorders in Children and Adults: Psycholinguistic Approaches to Therapy. Language Disorders in Children and Adults: Psycholinguistic Approaches to Therapy pp. 1–272. doi:10.1002/9780470699157.
  25. Newton, C., Chiat, S. and Hald, L. (2008). Evaluation of a novel technique for assessing speech discrimination in children. Clinical Linguistics and Phonetics, 22(4-5), pp. 325–333. doi:10.1080/02699200801919117.
  26. Chiat, S. and Roy, P. (2007). The preschool repetition test: An evaluation of performance in typically developing and clinically referred children. Journal of Speech, Language, and Hearing Research, 50(2), pp. 429–443. doi:10.1044/1092-4388(2007/030).
  27. Emanuel, R., Chiat, S. and Roy, P. (2007). Evaluation of the clinical decisions made for 2-year-olds referred for speech and language therapy: A follow-up study. International Journal of Language and Communication Disorders, 42(SUPPL. 1), pp. 1–15. doi:10.1080/13682820600624216.
  28. Chiat, S. (2006). The developmental trajectory of nonword repetition. Applied Psycholinguistics, 27(4), pp. 552–556.
  29. O'Toole, C. and Chiat, S. (2006). Symbolic functioning and language development in children with Down syndrome. International Journal of Language and Communication Disorders, 41(2), pp. 155–171. doi:10.1080/13682820500221600.
  30. Robson, J., Marshall, J., Pring, T., Montagu, A. and Chiat, S. (2004). Processing proper nouns in aphasia: Evidence from assessment and therapy. Aphasiology, 18(10), pp. 917–935. doi:10.1080/02687030444000462.
  31. Roy, P. and Chiat, S. (2004). A Prosodically Controlled Word and Nonword Repetition Task for 2- to 4-Year-Olds: Evidence from Typically Developing Children. Journal of Speech, Language, and Hearing Research, 47(1), pp. 223–234. doi:10.1044/1092-4388(2004/019).
  32. Marshall, C. and Chiat, S. (2003). A foot domain account of prosodically-conditioned substitutions. Clinical Linguistics and Phonetics, 17(8), pp. 645–657. doi:10.1080/0269920031000118945.
  33. Robson, J., Pring, T., Marshall, J. and Chiat, S. (2003). Phoneme frequency effects in jargon aphasia: A phonological investigation of nonword errors. Brain and Language, 85(1), pp. 109–124. doi:10.1016/S0093-934X(02)00503-5.
  34. Chiat, S. (2003). Becoming a word learner: A debate on lexical acquisition. International Journal of Language and Communication Disorders, 38(2), pp. 207–208.
  35. Robson, J., Marshall, J., Chiat, S. and Pring, T. (2001). Enhancing communication in jargon aphasia: A small group study of writing therapy. International Journal of Language and Communication Disorders, 36(4), pp. 471–488. doi:10.1080/13682820110089371.
  36. Chiat, S. (2001). Mapping theories of developmental language impairment: Premises, predictions and evidence. Language and Cognitive Processes, 16(2-3), pp. 113–142. doi:10.1080/01690960042000012.
  37. Chiat, S., Dipper, L.T. and McKiernan, A. (2001). Redressing the Balance. Advances in Speech Language Pathology, 3(1), pp. 63–66.
  38. Marshall, J., Pring, T., Chiat, S. and Robson, J. (2001). When ottoman is easier than chair: An inverse frequency effect in jargon aphasia. Cortex, 37(1), pp. 33–53.
  39. Chiat, S. and Frazier Norbury, C. (2000). Semantic intervention to support word recognition: A single-case study. Child Language Teaching and Therapy, 16(2), pp. 141–163. doi:10.1177/026565900001600203.
  40. Chiat, S. and Frazier Norbury, C. (2000). Semantic intervention to support word recognition: A single-case study. Child Language Teaching and Therapy, 16, pp. 141–163.
  41. Robson, J., Marshall, J., Pring, T. and Chiat, S. (1998). Phonological naming therapy in jargon aphasia: Positive but paradoxical effects. Journal of the International Neuropsychological Society, 4(6), pp. 675–686. doi:10.1017/S1355617798466153.
  42. Marshall, J., Pring, T., Robson, J. and Chiat, S. (1998). When ottoman is easier than chair: An inverse frequency effect in jargon aphasia? Brain and Language, 65(1), pp. 78–81.
  43. Robson, J., Pring, T., Marshall, J., Morrison, S. and Chiat, S. (1998). Written communication in undifferentiated jargon aphasia: A therapy study. International Journal of Language and Communication Disorders, 33(3), pp. 305–328. doi:10.1080/136828298247767.
  44. Marshall, J., Pring, T. and Chiat, S. (1998). Verb retrieval and sentence production in aphasia. Brain and Language, 63(2), pp. 159–183. doi:10.1006/brln.1998.1949.
  45. Marshall, J., Robson, J., Pring, T. and Chiat, S. (1998). Why does monitoring fail in jargon aphasia? comprehension, judgment, and therapy evidence. Brain Lang, 63(1), pp. 79–107. doi:10.1006/brln.1997.1936.
  46. Marshall, J., Chiat, S. and Pring, T. (1997). An impairment in processing verbs' thematic roles: A therapy study. Aphasiology, 11(9), pp. 855–876.
  47. Ambalu, D., Chiat, S. and Pring, T. (1997). When is it best to hear a verb? The effects of the timing and focus of verb models on children's learning of verbs. Journal of Child Language, 24(1), pp. 25–34.
  48. Marshall, J., Pring, T., Chiat, S. and Robson, J. (1996). Calling a salad a federation: An investigation of semantic jargon. Part 1 - Nouns. Journal of Neurolinguistics, 9(4), pp. 237–250.
  49. Marshall, J., Chiat, S., Robson, J. and Pring, T. (1996). Calling a salad a federation: An investigation of semantic jargon. Part 2 - Verbs. Journal of Neurolinguistics, 9(4), pp. 251–260.
  50. Robson, J., Pring, T., Marshall, J. and Chiat, S. (1996). Failure to monitor speech in jargonaphasia: An impediment to therapy? Brain and Language, 55(1), pp. 32–34.
  51. Marshall, J., Robson, J., Pring, T. and Chiat, S. (1996). Semantic skills and weaknesses in a case of jargon aphasia. Brain and Language, 55(1), pp. 135–137.
  52. Chiat, S. and Law, J. (1995). Specific language impairments in children - Watkins,R, Rice,M. European journal of disorders of communication, 30(4), pp. 497–498.
  53. Lee, A., Hobson, R.P. and Chiat, S. (1994). I, you, me, and autism: An experimental study. Journal of Autism and Developmental Disorders, 24(2), pp. 155–176. doi:10.1007/BF02172094.
  54. Marshall, J., Pring, T. and Chiat, S. (1993). Sentence processing therapy: Working at the level of the event. Aphasiology, 7(2), pp. 177–199. doi:10.1080/02687039308249505.
  55. Williams, N. and Chiat, S. (1993). Processing deficits in children with phonological disorder and delay: A comparison of responses to a series of output tasks. Clinical Linguistics and Phonetics, 7(2), pp. 145–159. doi:10.3109/02699209308985551.
  56. Chiat, S. and Hunt, J. (1993). Connections between phonology and semantics: An exploration of lexical processing in a language-impaired child. Child Language Teaching and Therapy, 9(3), pp. 200–213. doi:10.1177/026565909300900303.
  57. Chiat, S. (1992). 1st language acquisition: method, description and explanation by D. Ingram. Journal of Child Language, 19(1), pp. 195–201.
  58. Snowling, M., Chiat, S. and Hulme, C. (1991). Words, nonwords, and phonological processes: Some comments on Gathercole, Willis, Emslie, and Baddeley. Applied Psycholinguistics, 12(3), pp. 369–373. doi:10.1017/S0142716400009279.
  59. Hirson, A. and Chiat, S. (1990). Where the intelligent therapist fears to tread: Commentary on guyard et al. Aphasiology, 4(6), pp. 615–619. doi:10.1080/02687039008248511.
  60. Chiat, S. (1990). Advances in Applied Psycholinguistics, Vol. 1. Disorders of First-Language Development by S. Rosenberg. Psychological Medicine, 20(2), pp. 447–449. doi:10.1017/S0033291700017785.
  61. Chiat, S. (1990). Advances in Applied Psycholinguistics, Vol. 2. Reading, Writing and Language Learning by S. Rosenberg. Psychological Medicine, 20(2), pp. 447–449. doi:10.1017/S0033291700017785.
  62. Chiat, S. (1989). The relation between prosodic structure, syllabification and segmental realization: Evidence from a child with fricative stopping. Clinical Linguistics and Phonetics, 3(3), pp. 223–242. doi:10.3109/02699208908985287.
  63. Chiat, S. (1988). Children with language disabilities by M. Beveridge and G. Contiramsden. Clinical Linguistics and Phonetics, 2(2), pp. 161–163.
  64. Brett, L., Chiat, S. and Pilcher, C. (1988). Stages and units in output processing: some evidence from voicing and fronting processes in children. Language & Cognitive Processes, 2, pp. 165–177.
  65. Chiat, S. and Hirson, A. (1987). From conceptual intention to utterance: A study of impaired language output in a child with developmental dysphasia. British Journal of Disorders of Communication, 22(1), pp. 37–64.
  66. Chiat, S. (1987). Language processing in children and adults: An introduction by M. Harris and M. Coltheart. The British journal of disorders of communication, 22(2), pp. 183–185.
  67. Chiat, S. (1985). Pronominal reference: Child language and the theory of grammar by L. Solan. Journal of Child Language, 12(1), pp. 225–229.
  68. Chiat, S. (1984). The logical problem of language-acquisition by C.L. Baker and J.J. McCarthy. Journal of Child Psychology and Psychiatry, 25(1), pp. 169–169.
  69. Chiat, S. (1983). Why Mikey's right and my key's wrong: the significance of stress and word boundaries in a child's output system. Cognition, 14(3), pp. 275–300.
  70. Chiat, S. (1983). Pragmatic assessment and intervention issues in language by T.M.Gallagher and C.A.Pruttin. British journal of disorders of communication, 18(3), pp. 206–207.
  71. Chiat, S. (1983). Procedures for the phonological analysis of children's language by D. Ingram. Journal of Child Language, 10(3), pp. 685–687.
  72. Chiat, S. (1983). D. Ingram, procedures for the phonological analysis of children's language. baltimore: University park press, 1981. pp. ix+ 167. Journal of Child Language, 10(3), pp. 685–687. doi:10.1017/S0305000900005481.
  73. Chiat, S. (1982). If I were you and you were me: The analysis of pronouns in a pronoun-reversing child. Journal of Child Language, 9(2), pp. 359–379. doi:10.1017/S0305000900004761.
  74. Chiat, S. (1982). Uttering, muttering - collecting, using and reporting talk for social and educational-research by C. Adelman. Journal of Child Psychology and Psychiatry, 23(4), pp. 517–517.
  75. Chiat, S. (1982). Children's Language, vol 2 and K.E. Nelson. Journal of Child Psychology and Psychiatry, 23(3), pp. 356–356.
  76. Chiat, S. (1981). Specificity in the development of language structure. Journal of Psycholinguistic Research, 10(3), pp. 223–248. doi:10.1007/BF01067505.
  77. Chiat, S. (1981). Context-specificity and generalization in the acquisition of pronominal distinctions. Journal of Child Language, 8(1), pp. 75–91. doi:10.1017/S0305000900003020.
  78. Aitchison, J. and Chiat, S. (1981). Natural phonology or natural memory - the interaction between phonological processes and recall mechanisms. Language and Speech, 24(4), pp. 311–326.
  79. Black, M. and Chiat, S. (1981). Psycho-linguistics without 'psychological reality'. Linguistics, 19(1-2), pp. 37–61. doi:10.1515/ling.1981.19.1-2.37.
  80. Chiat, S. (1980). The logic of language development in early childhood by M. Miller. Psychological Medicine, 10(3), pp. 591–593.
  81. Chiat, S. (1980). Children's language, vol 1 by K.E. Nelson. Journal of Child Psychology and Psychiatry, 21(3), pp. 278–278.
  82. Chiat, S. (1979). The role of the word in phonological development. Linguistics, 17(7-8), pp. 591–610.

Report

  1. Roy, P.J., Chiat, S. and Dodd, B. (2014). Language and Socioeconomic Disadvantage: From Research to Practice. London, UK: City University London.

Other

  1. Seeff-Grabriel, B., Chiat, S. and Roy, P. The Early Repetition Battery.

Education

Teaching

Modules taught:

- HCM005 Developmental Language Impairment

Other Activities

Events/Conferences (5)

  1. The power of elicited imitation: New insights from typically developing children, socially disadvantaged children, and children with SLI. Montreal (2011).
    Description: Symposium presented at the 12th Congress of the International Association for the Study of Child Language
  2. Elicited imitation: A window into typical and atypical language development. Montreal (2011).
    Description: Symposium presented at the Biennial Meeting of the Society for Research in Child Development.
  3. Is language as poor as it looks? Assessment of language potential in socioeconomically disadvantaged preschoolers. London (2010).
    Description: The Child Language Seminar, City University London
  4. The effects of linguistic structure on short-term memory. London (2010).
    Description: The Child Language Seminar, City University London
  5. Investigating the relation between nonverbal imitative abilities and language skills in typical and language delayed children. London (2010).
    Description: The Child Language Seminar, City University London

Keynote Lectures/Speeches (4)

  1. The impact of socioeconomic disadvantage on young children's language. Warsaw (2012). SLI - Specific Language Impairment: Diagnosis, Prognosis, Intervention
  2. Do selective processing skills at 2-3 predict language, social communication and literacy at 10? Evidence from a follow-up study of clinically referred children. Dublin (2011). Biennial Conference 'Fresh Talk; Food for Thought'. Keynote address at Irish Association of Speech and Language Therapists.
  3. Early years language assessment/ERB. July 2011 Early Years Speech, Language and Communication Conference' organised by Pearson Assessment for 'Hello' Campaign.
  4. The Preschool Repetition Test: Evidence of typically developing and clinic samples in the UK. Newcastle, UK (2010). COST Action Language Impairment in a Multilingual Society: Linguistic Patterns and the Road to Assessment: Second MC & WGs Meeting.

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