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About City

Centre for Language and Communication Science Research

The Centre for Language and Communication Science Research carries out research into all aspects of speech, language and communication disorders, as well as typical speech and language.

Key themes include: the nature and long term consequences of developmental language impairment, language and disadvantage, and therapy both for developmental and acquired disorders. Deafness and sign language is another focus of interest, with investigations of typical and impaired sign language use.

About the centre

The Centre for Language and Communication Science Research (CLCSR) carries out research into all aspects of speech, language and communication disorders, as well as typical speech and language, social and clinical linguistics, deafness, dysphagia, and developmental disorders. Key themes include: aphasia, the nature and long term consequences of developmental language disorder, assessment and therapy both for developmental and acquired disorders; gesture, deafness and sign language as well as social and clinical linguistics.

The research is renowned for its combination of innovation, scientific excellence and clinical relevance. CLCSR is interdisciplinary by nature, including speech and language therapists, psychologists, linguists, phoneticians and audiologists. Our research has influenced clinical and educational practices both in the UK and overseas, and led to new clinical tools (e.g. for the early identification of developmental language and social communication disorders; for the assessment of quality of life and self-report outcomes in adults with aphasia), new clinical interventions (e.g., to improve vocabulary / word finding, discourse / narrative, working memory, reading and writing). The Centre has an on-site speech and language therapy clinic, and active collaborations with academic and clinical partners in the UK and internationally.

The Centre comprises about 30 members of academic staff and around 20 post-doctoral research fellows, research assistants and doctoral students. The Centre is organised into four active research groups.

The Centre comprises of four research groups:

  1. Adult Assessment and Intervention Research (AAIR)
  2. Developmental Assessment and Intervention Research (DAIR)
  3. Speech, Phonology and Linguistics
  4. Deafness and Visual Language Research

Since 2008, the Centre has been engaged in current and recent projects to the value of over £15M, stimulating a range of research outputs including over 200 peer-reviewed journal publications. We also have City Access, a resources page for families and professionals to access information and downloads relating to questionnaires and tools developed at CLCSR.

Please follow our Twitter feed: @CityLCS for regular news

People

Here is a list of the academic staff who work in the Centre for Language & Communication Science Research. You can find out more about each member of staff, including their latest publications and their contact details by following the links below.

Staff

PhD students

  • Rachel Barnard
  • Livia Bernardi
  • Morag Boyes
  • Helen Spicer-Cain
  • Gabriella Caminotto
  • Emma Christopher
  • Ruth Deutsch
  • Eva Efstratiadou
  • Rachel England
  • Julie Hickin
  • Ioanna Georgiadou
  • Valia Kladouchou
  • Billie Lowe
  • Naomi Miller
  • Abigail Moran
  • Ashwag Wallan

JaneMarshall

Professor Jane Marshall

Our research

Adult Assessment and Intervention Research (AAIR)

This group investigates the nature and treatment of adult acquired communication disorders, with a particular emphasis on aphasia.

Aphasia Research

Themes in aphasia include: the investigation of aphasic language impairments, the impact of therapy, interventions to improve emotional and social wellbeing in people with aphasia, and assessment, outcome measurement and the self- reported experience of aphasia. In this last area, tools developed at City, e.g. the SAQOL-39g, have become an international gold standard and are recommended for use in all aphasia trials and intervention studies (see Core Outcome Set for Aphasia).

Current studies are exploring the use of technology in aphasia therapy and the impact of therapies on activities, participation and quality of life. For example, we are exploring the benefits of a virtual communication environment, EVA Park, for people with aphasia, and are evaluating therapies that make use of mainstream technologies, such as text to speech software. We are evaluating interventions aimed at improving wellbeing in people with aphasia, such as peer-befriending and Solution Focused Brief Therapy. Further work is developing a novel intervention for narrative discourse (LUNA). Many of AAIR’s aphasia projects are conducted in collaboration with City’s Centre for Human Computer Interaction Design. A current project with this Centre is developing tools that enable people with aphasia to create and curate digital content.

Special Interest Groups

A Special Interest Group of AAIR focuses on head and neck cancer research.  Our work in this area has explored, among other things, the development and evaluation of outcome measures for this population and quality of life and swallowing outcomes after laryngectomy.  Past and present collaborators include the Royal College of Speech and Language Therapists’ Head & Neck Clinical Excellence Network, the University College London Hospital and Barts Health NHS Trusts. Another Special Interest Group focuses on dysphagia research across the lifespan (see also DAIR).  With adults, the dysphagia group have a particular focus on Parkinson’s disease, and adults with learning disabilities.

Grants

The group has attracted research funding from national and international bodies including:  the Barts Charity, the Bupa Foundation, the Dunhill Medical Trust, the EPSRC, the EU, the NIHR, the Stroke Association, and the Tavistock Trust for Aphasia.

Staff

Students

  • Rachel Barnard
  • Eva Efstratiadou
  • Julie Hickin
  • Valia Kladouchou

Presentations from the International Aphasia Rehabilitation Conference (IARC) are available to view and download by clicking the links below:

Round table discussions

Developmental Assessment and Intervention Research (DAIR)

This group explores the identification, impact and treatment of developmental language disorders (DLD), and the communication and related cognitive difficulties associated with other childhood developmental disorders (e.g. autism, intellectual disabilities). Early years studies have developed assessment and diagnostic tools and have used these to investigate how very early processing skills may affect language and social communication in school-age children (VEPS). Further themes of this group include the relationship between language and social wellbeing in children and young people, new interventions to improve vocabulary and language skills, dynamic assessments of language skills, predictors of language and literacy skills in adolescents with intellectual disabilities, and the role of registered intermediaries in assisting child witnesses with and without autism to give their best evidence (Access to justice).

Early years assessments developed by this group are appropriate for children from diverse backgrounds and are being used by paediatric NHS services (e.g. Lambeth and Southwark) and special early years provisions. Research from the group has generated novel insights into the long term consequences of developmental language disorders, e.g., by exploring impacts in adolescence and young adulthood. Promising new interventions to support language learning and vocabulary development in primary and secondary age children and young people have been developed and evaluated. Criminal justice professionals have benefited from understanding how registered intermediaries assist young children to give fuller accounts of witnessed events.

A Special Interest Group of DAIR focuses on dysphagia research.  The group investigates dysphagia across the lifespan and the rationale underpinning dysphagia interventions.  Projects have included funded research into neonatal feeding, paediatric gastrostomy tube feeding, parents’ perceptions of instrumental swallow assessments, supporting the eating and drinking of children with learning disabilities through use of mealtime mats and education staff training, and typical development of swallowing skills. These projects have been undertaken with a range of NHS Trusts (including the Royal Free NHS Trust and Imperial College Healthcare NHS Trust), and international speech and language therapy teams.

The DAIR group has attracted research funding from national and international bodies including: the Baily Thomas Charitable Trust, the Communication Trust, the Department for Education, the Department for International Development, the ESRC, the EU, the Heather Van der Lely Foundation, the Nuffield Foundation, the NIHR, the Redbridge, and Barking and Dagenham local authorities, the Swedish Research Council and the Waterloo Foundation.

Staff

PhD Students

  • Livia Bernardi
  • Morag Boyes
  • Helen Cain
  • Emma Christopher
  • Ruth Deutsch
  • Rachel England
  • Ioanna Georgiadou
  • Valia Kladouchou
  • Billie Lowe
  • Abigail Moran
  • Ashwag Wallan

Speech, Phonology and Linguistics

The research of this group generally focuses on the production and perception of typical and atypical speech and language.

From a phonetic perspective, this research group has carried out experimental studies on a wide range of topics such as the devoicing of English fricatives, the acoustic characteristics of vowels in typically developing children and children with hearing impairment, the analysis of asymmetries in tongue-palate contact in speech and the analysis of articulation errors in speakers with motor speech disorders (Speech Sound Disorders, Dysarthria, Foreign Accent Syndrome). Additionally, the group has world-class expertise in Forensic Phonetics and is actively involved in the analysis of speech for legal purposes. Furthermore, the group has made a strong research contribution to the pedagogical aspects of phonetics teaching and the application of phonetic transcription in Speech and Language Therapy.  Finally, the group has produced a series of in-depth phonetic descriptions of various languages (Standard Dutch, Hamont Dutch, Lusoga, Punjabi and Zulu) which have been published in the Journal of the International Phonetic Association as illustrations of the IPA.

From a linguistic perspective, a major research strand has been the use of linguistic analysis in clinical settings and the development of discourse treatment programmes for people with aphasia (LUNA) and for older adults living in residential settings (STARs). Another significant research strand has focused on language, identity and inclusion within professional contexts – a focus that has included analysis of gendered discourses in Speech and Language Therapy and the role they may play in maintaining a lack of diversity in this professional context. Finally, several publications have focused on the key principles and contributions of core research methodologies in linguistic research.

In an audiological perspective, several studies have been carried out on noise exposure levels from personal stereo players, the effects of background noise on speech perception and the assessment of deaf awareness among heathcare students.

This group is supported by a well-equipped phonetics and audiology lab. The phonetics lab has state-of-the-art instrumentation to analyse various aspects of speech production such as oral/nasal airflow and pressure (Pcquirer, Nasometer), vocal fold vibration (laryngography), tongue-palate contact in speech (Electropalatography), tongue configuration in articulation (Ultrasound). In addition the lab has a wide range of software packages to analyse the acoustic characteristics of speech. Audiological equipment consists of screening and clinical audiometers, tympanometers, an oto-acoustic emissions and auditory brainstem response screener and a range of hearing aids for mild-moderate and severe-profound hearing loss and several sound level meters (among others B&K type 2250). In addition there is a range of software applications to analyse aspects of hearing.

This group has attracted research funding from national and international bodies including: the Dunhill Medical Trust; the Flemish Science Foundation; the Leverhulme Trust; the Royal Flemish Society of Belgium for Sciences and the Arts; and the Stroke Association.

Staff

PhD Students

  • Roberta Iacovelli
  • Husen Owaida
  • Anne Zimmer-Stahl

Deafness and Visual Language Research

This group has pioneered research into the effects of deafness on all aspects of child development including language, cognitive development and literacy. The group has explored sign language development in deaf children and created the first standardised clinical assessments of language development in British Sign Language (BSL) which have since been adapted into 18 other sign languages internationally.

Other themes include theory of mind in deaf children, speechreading in deaf and hearing individuals, reading and dyslexia in deaf children, language impairments in signers, spoken language acquisition, and language and reading interventions. The group has a further interest in the impact of acquired language and cognitive impairments on sign language and published the first investigations of aphasia in users of BSL.

The group links with the Deafness, Cognition and Language Research Centre (DCAL) at UCL.

The group has attracted research funding from: the Alzheimer's Society; the ESRC; the Heather van der Lely Foundation; the Leverhulme Trust; and the Nuffield Foundation.

Staff

PhD students

  • Rachel England

Research Projects

Downloads and Resources

Please visit CityAccess for research tools.

Please visit individual staff pages or City Research Online for open access to our publications

ShulaChiat

Professor Shula Chiat

Grants

September 2017

Linguistic Underpinnings of Narrative in Aphasia (LUNA): A proof-of-concept study of a novel discourse treatment for aphasia using personal narratives 2: Dr Madeline Cruice and Dr Lucy Dipper - £205,257.

July 2017

Why are adolescents with intellectual disability poor readers? A comparison of person environment factors that predict reading in intellectual disability: Professor Lucy Henry - £19,000.

March 2017

Measuring asymmetry in the articulation of English speech Sounds: Dr Johan Verhoeven - £238,015.

2016

How do different neurodisability services meet the psychosocial support needs of children/young people with feeding disabilities and their families: a national survey and case study approach to mapping and costing service models, care pathways and the child and family experience. (NUHR GPATH). Craig G, Dr C Harding et al - £376,000.

October 2016

Delivering group support for people with aphasia through a virtual communication environment: Professor Jane Marshall - £158,111.

April 2016

Adapting a psychosocial intervention for people with post-stroke aphasia: a feasibility study: Dr Sarah Northcott - £174,936.

January 2016

Adjustment post stroke and aphasia: SUpporting wellbeing through PEeR Befriending (SUPERB): Professor Katerina Hilari - £490,664.

December 2015

International Network Grant: Trans-national perspectives on sign language learning: Professor Gary Morgan - £113,571.

October 2014

On Track - Reducing the number of children with reading difficulties: Dr Fiona Kyle - £7,255.00

Publications

Charpentier, A., Morgan, S. ORCID: 0000-0002-7573-4290 and Harding, C. ORCID: 0000-0002-5192-2027 (2019). A service evaluation of parent adherence with dysphagia management therapy guidelines: Reports from family carers supporting children with complex needs in Greece. Disability and Rehabilitation, doi: 10.1080/09638288.2018.1499048

Rowe, A., Titterington, J., Holmes, J., Henry, L. ORCID: 0000-0001-5422-4358 and Taggart, L. (2019). Interventions targeting working memory in 4-11 year olds within their everyday contexts: a systematic review. Developmental Review, 52, pp. 1-23. doi: 10.1016/j.dr.2019.02.001

Morgan, S. ORCID: 0000-0002-7573-4290, Paton, V. and Harding, C. ORCID: 0000-0002-5192-2027 (2019). Participation in the school dinner hall environment: A qualitative observational study of a UK mainstream primary school *

Behn, N. ORCID: 0000-0001-9356-9957, Marshall, J. ORCID: 0000-0002-6589-221X, Togher, L. and Cruice, M. ORCID: 0000-0001-7344-2262 (2019). Participants’ perspectives of feasibility of a novel group treatment for people with cognitive communication difficulties following acquired brain injury. Disability and Rehabilitation,

Litosseliti, E. ORCID: 0000-0002-3305-4713 and Georgiadou, I. (2019). Taiwanese speech–language therapists’ awareness and experiences of service provision to transgender clients. International Journal of Transgenderism, 20(1), pp. 87-97. doi: 10.1080/15532739.2018.1553693

Lowe, H., Henry, L. ORCID: 0000-0001-5422-4358 and Joffe, V. ORCID: 0000-0001-9132-2889 (2019). The effectiveness of classroom vocabulary intervention for adolescents with language disorder. Journal of Speech, Language, and Hearing Research,

Trebilcock, M., Worrall, L., Ryan, B., Shrubsole, K., Jagoe, C., Simmons-Mackie, N., Bright, F., Cruice, M. ORCID: 0000-0001-7344-2262, Pritchard, M. and Le Dorze, Guylaine (2019). Increasing the intensity and comprehensiveness of aphasia services: identification of key factors influencing implementation across six countries. Aphasiology, doi: 10.1080/02687038.2019.1602860

Bharal, M., Morgan, S. ORCID: 0000-0002-7573-4290, Husain, T., Hilari, K. ORCID: 0000-0003-2091-4849, Proctor, C., Harrison, K. ORCID: 0000-0003-0271-5272, Bassett, P. and Culkin, A. (2019). Volume Based Feeding Versus Rate Based Feeding in the Critically Ill: A UK Study. Journal of the Intensive Care Society,

De Clerck, I., Verhoeven, J. ORCID: 0000-0002-0738-8517, Gillis, S., Pettinato, M. and Gillis, S. (2019). Listeners' perception of lexical stress in the first words of infants with cochlear implants and normally hearing infants. Journal of Communication Disorders,

Joffe, V. ORCID: 0000-0001-9132-2889, Rixon, L. and Hulme, C. (2019). Improving storytelling and vocabulary in secondary school students with language disorder: a randomized controlled trial. International Journal of Language and Communication Disorders, doi: 10.1111/1460-6984.12471

Verhoeven, J. ORCID: 0000-0002-0738-8517, Miller, N. R., Daems, L. and Reyes-Aldasoro, C. C. ORCID: 0000-0002-9466-2018 (2019). Visualisation and Analysis of Speech Production with Electropalatography. Journal of Digital Imaging, 5(3), 40.. doi: 10.3390/jimaging5030040

Attenborough, J. ORCID: 0000-0002-4018-8445, Abbott, S., Brook, J. ORCID: 0000-0002-8867-0150 and Knight, R.-A. ORCID: 0000-0002-7804-7250 (2019). Everywhere and Nowhere: work-based learning in healthcare education. Nurse Education in Practice, doi: 10.1016/j.nepr.2019.03.004

O'Halloran, R., Douglas, J., Cruice, M. ORCID: 0000-0001-7344-2262, Davidson, B., McKinley, K. and Bigby, C. (2019). Representation and reporting of communicatively vulnerable patients in patient experience research. International Journal of Speech-Language Pathology, doi: 10.1080/17549507.2019.1567815

Herman, R. ORCID: 0000-0001-5732-9999, Kyle, F. E. ORCID: 0000-0003-2997-3167 and Roy, P. (2019). Literacy and phonological skills in oral deaf children and hearing children with a history of dyslexia. Reading Research Quarterly, doi: 10.1002/rrq.244

Efstratiadou, E. A., Papathanasiou, I., Holland, R., Varlokosta, S. and Hilari, K. ORCID: 0000-0003-2091-4849 (2019). Efficacy of Elaborated Semantic Features Analysis in Aphasia: a quasi-randomised controlled trial. Aphasiology, doi: 10.1080/02687038.2019.1571558

O'Neill, H., Murphy, C-A. and Chiat, S. ORCID: 0000-0002-8981-8153 (2019). What Our Hands Tell Us: A Two-Year Follow-Up Investigating Outcomes in Subgroups of Children With Language Delay. Journal of Speech, Language, and Hearing Research, doi: 10.1044/2018_jslhr-l-17-0261

Behn, N. ORCID: 0000-0001-9356-9957, Marshall, J. ORCID: 0000-0002-6589-221X, Togher, L. and Cruice, M. ORCID: 0000-0001-7344-2262 (2019). Feasibility and initial efficacy of project-based treatment for people with ABI. International Journal of Language & Communication Disorders, doi: 10.1111/1460-6984.12452

Poloczek, S., Henry, L. ORCID: 0000-0001-5422-4358, Messer, D. J. and Buettner, G. (2019). Do children use different forms of verbal rehearsal in serial picture recall tasks? A multi-method study. Memory, doi: 10.1080/09658211.2018.1563615

Hilari, K. ORCID: 0000-0003-2091-4849, Behn, N., Marshall, J., Simpson, A., Thomas, S., Northcott, S., Flood, C. ORCID: 0000-0001-5170-7792, McVicker, S., Jofre-Bonet, M., Moss, B., James, K. and Goldsmith, K. (2019). Adjustment with aphasia after stroke: study protocol for a pilot feasibility randomised controlled trial for SUpporting wellbeing through PEeR Befriending (SUPERB). Pilot and Feasibility Studies, 5, 14.. doi: 10.1186/s40814-019-0397-6

Marien, P., Keulen, S. and Verhoeven, J. ORCID: 0000-0002-0738-8517 (2019). Neurological aspects of foreign accent syndrome in stroke patients. Journal of Communication Disorders, 77, pp. 94-113. doi: 10.1016/j.jcomdis.2018.12.002

Neate, T., Bourazeri, K., Roper, A. ORCID: 0000-0001-6950-6294, Stumpf, S. ORCID: 0000-0001-6482-1973 and Wilson, S. ORCID: 0000-0001-6445-654X (2018). Co-Created Personas: Engaging and Empowering Users with Diverse Needs Within the Design Process. Paper presented at the 2019 CHI Conference on Human Factors in Computing Systems, 4-9 May 2019, Glasgow, UK.

Neate, T., Roper, A. ORCID: 0000-0001-6950-6294, Wilson, S. ORCID: 0000-0001-6445-654X and Marshall, J. ORCID: 0000-0002-6589-221X (2018). Empowering Expression for Users with Aphasia through Constrained Creativity. Paper presented at the 2019 CHI Conference on Human Factors in Computing Systems, 4-9 May 2019, Glasgow, UK.

Conti-Ramsden, G., Mok, P., Durkin, K., Pickles, A., Toseeb, U. and Botting, N. ORCID: 0000-0003-1082-9501 (2018). Do emotional difficulties and peer problems hew together from childhood to adolescence? The case of children with a history of developmental language disorder (DLD). European Child and Adolescent Psychiatry: official journal of the European Society for Child and Adolescent Psychiatry, doi: 10.1007/s00787-018-1261-6

Barnard, R. A., Jones, J. C. and Cruice, M. ORCID: 0000-0001-7344-2262 (2018). Communication between therapists and nurses working in inpatient interprofessional teams: Systematic review and meta-ethnography. Disability and Rehabilitation, doi: 10.1080/09638288.2018.1526335

Northcott, S. ORCID: 0000-0001-8229-5452, Thomas, S., Simpson, A., Burns, K., Hirani, S. P. ORCID: 0000-0002-1577-8806, Moss, B. and Hilari, K. ORCID: 0000-0003-2091-4849 (2018). How acceptable is solution focused brief therapy (SFBT) to people with severe aphasia?. International Journal of Stroke,

Murphy, R., Harrison, K. ORCID: 0000-0003-0271-5272 and Harding, C. (2018). Feeding infants on high flow nasal cannula oxygen therapy (HFNC): An exploration of speech-language pathologists’ decision-making processes. Journal of Clinical Practice in Speech-Language Pathology, 20(3), pp. 121-129.

Jones, A., Marshall, C., Botting, N. ORCID: 0000-0003-1082-9501, St Clair, M., Atkinson, J. and Morgan, G. ORCID: 0000-0002-9495-1274 (2018). Expressive vocabulary predicts non-verbal executive function: a 2-year longitudinal study of deaf and hearing children. Child Development,

Kistner, J., Dipper, L. ORCID: 0000-0002-5918-3898 and Marshall, J. ORCID: 0000-0002-6589-221X (2018). The use and function of gestures in word-finding difficulties in aphasia. Aphasiology, doi: 10.1080/02687038.2018.1541343

Edley, N. and Litosseliti, E. ORCID: 0000-0002-3305-4713 (2018). Critical Perspectives on Using Interviews and Focus Groups. In: Litosseliti, L. (Ed.), Research Methods in Linguistics. (pp. 195-227). London, UK: Bloomsbury. ISBN 9781350043435

Swinburn, K., Best, W., Beeke, S., Cruice, M. ORCID: 0000-0001-7344-2262, Smith, L., Willis, E. P., Ledingham, K., Sweeney, J. and McVicker, S. J. (2018). A concise patient reported outcome measure for people with aphasia: the aphasia impact questionnaire 21. Aphasiology, doi: 10.1080/02687038.2018.1517406

Boonen, N., Kloots, H., Verhoeven, J. ORCID: 0000-0002-0738-8517 and Gillis, S. (2018). Can listeners hear the difference between children with normal hearing and children with a hearing impairment?. Clinical Linguistics & Phonetics, doi: 10.1080/02699206.2018.1513564

Garraffa, M., Guasti, M. T., Marinis, T. and Morgan, G. ORCID: 0000-0002-9495-1274 (2018). Editorial: Language Acquisition in Diverse Linguistic, Social and Cognitive Circumstances. Frontiers in Psychology, 9, doi: 10.3389/fpsyg.2018.01807

Wallace, S. J., Worrall, L., Rose, T., Le Dorze, G., Breitenstein, C., Hilari, K. ORCID: 0000-0003-2091-4849, Babbitt, E., Bose, A., Brady, M., Cherney, L. R., Copland, D., Cruice, M. ORCID: 0000-0001-7344-2262, Enderby, P., Hersh, D., Howe, T., Kelly, H., Kiran, S., Laska, A-C., Marshall, J. ORCID: 0000-0002-6589-221X, NIcholas, M., Patterson, J., Pearl, G., Rochon, E., Rose, M, Sage, K., Small, S. and Webster, J. (2018). A core outcome set for aphasia treatment research: the ROMA consensus statement. International Journal of Stroke,

Pritchard, M. ORCID: 0000-0002-1777-9095, Hilari, K. ORCID: 0000-0003-2091-4849, Cocks, N. and Dipper, L. ORCID: 0000-0002-5918-3898 (2018). Psychometric properties of discourse measures in aphasia: acceptability, reliability, and validity. International Journal of Language & Communication Disorders, 53(6), pp. 1078-1093. doi: 10.1111/1460-6984.12420

Roper, A. ORCID: 0000-0001-6950-6294, Grellmann, B., Neate, T., Marshall, J. ORCID: 0000-0002-6589-221X and Wilson, S. ORCID: 0000-0001-6445-654X (2018). Social networking sites: barriers and facilitators to access for people with aphasia. Aphasiology, 32(sup1:), pp. 1176-177. doi: 10.1080/02687038.2018.1486387

Crane, L., Wilcock, R., Maras, K. L., Chui, W., Marti-Sanchez, C. and Henry, L. ORCID: 0000-0001-5422-4358 (2018). Mock juror perceptions of child witnesses on the autism spectrum: the impact of providing diagnostic labels and information about autism. Journal of Autism and Developmental Disorders, doi: 10.1007/s10803-018-3700-0

Roper, A. ORCID: 0000-0001-6950-6294, Davey, I., Wilson, S. ORCID: 0000-0001-6445-654X, Neate, T., Marshall, J. ORCID: 0000-0002-6589-221X and Grellmann, B. (2018). Usability Testing – An Aphasia Perspective. Paper presented at the ASSETS 2018 The 20th International ACM SIGACCESS Conference on Computers and Accessibility, 22 - 24 October 2018, Galway Ireland.

Messer, D., Bernardi, M., Botting, N. ORCID: 0000-0003-1082-9501, Hill, E., Nash, G., Leonard, H. and Henry, L. ORCID: 0000-0001-5422-4358 (2018). An exploration of the factor structure of executive functioning in children. Frontiers in psychology, doi: 10.3389/fpsyg.2018.01179

Messer, D. J., Bernardi, M., Botting, N. ORCID: 0000-0003-1082-9501, Hill, E. L., Nash, G., Leonard, H.C. and Henry, L. ORCID: 0000-0001-5422-4358 (2018). Individual differences and their contribution to the factor structure of executive functioning in children. Frontiers in Psychology, 9, 1179.. doi: 10.3389/fpsyg.2018.01179

Marshall, J. ORCID: 0000-0002-6589-221X, Devane, N., Edmonds, L., Talbot, R., Wilson, S. ORCID: 0000-0001-6445-654X, Woolf, C. and Zwart, N. (2018). Delivering word retrieval therapies for people with aphasia in a virtual communication environment. Aphasiology, 32(9), pp. 1054-1074. doi: 10.1080/02687038.2018.1488237

Crane, L., Batty, R., Adeyinka, H., Goddard, L., Henry, L. ORCID: 0000-0001-5422-4358 and Hill, E. L. (2018). Autism diagnosis in the United Kingdom: Perspectives of autistic adults, parents and professionals. Journal of Autism and Developmental Disorders,

Szewczyk, J., Chiat, S. ORCID: 0000-0002-8981-8153, Marecka, M. and Wodniecka-Chlipalska, Z. (2018). Nonword repetition depends on the frequency of sublexical representations at different grain sizes: evidence from a multi-factorial analysis. Cognition, doi: 10.1016/j.cognition.2018.06.002

Cruice, M. ORCID: 0000-0001-7344-2262, Blom Johansson, M., Isaksen, J. and Horton, S. (2018). Reporting interventions in communication partner training: a critical review and narrative synthesis of the literature. Aphasiology, doi: 10.1080/02687038.2018.1482406

Litosseliti, E. ORCID: 0000-0002-3305-4713, Gill, R. ORCID: 0000-0002-2715-1867 and Favaro, L. (2018). Postfeminism as a critical tool for gender and language (study). Gender and Language,

De Clerck, I., Pettinato, M., Gillis, S., Verhoeven, J. ORCID: 0000-0002-0738-8517 and Gillis, S. (2018). Prosodic modulation in the babble of cochlear implanted and normally hearing infants: a perceptual study using a visual analogue scale. First Language, doi: 10.1177/0142723718773957

Breaks, A., Smith, C., Bloch, S. and Morgan, S. ORCID: 0000-0002-7573-4290 (2018). Blended diets for gastrostomy fed children: A scoping review. Journal of Human Nutrition and Dietetics, doi: 10.1111/jhn.12563

Marshall, J. ORCID: 0000-0002-6589-221X, Caute, A., Chadd, K., Cruice, M. ORCID: 0000-0001-7344-2262, Monnelly, K., Wilson, S. ORCID: 0000-0001-6445-654X and Woolf, C. (2018). Technology Enhanced Writing Therapy for People with Aphasia: Results of a Quasi-Randomised Waitlist Controlled Study. International Journal of Language and Communication Disorders, doi: 10.1111/1460-6984.12391

Pagnamenta, E. and Joffe, V. ORCID: 0000-0001-9132-2889 (2018). Preregistration research training of speech and language therapists in the United Kingdom: a nationwide audit of quantity, content and delivery. International Journal of Evidence-Based Healthcare, doi: 10.1097/XEB.0000000000000143

Gordon, R., Smith-Spark, J. H., Newton, E. J. and Henry, L. ORCID: 0000-0001-5422-4358 (2018). Executive Function and Academic Achievement in Primary School Children: The Use of Task-Related Processing Speed. Frontiers in Psychology, doi: 10.3389/fpsyg.2018.00582

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Cocks, N., Byrne, S., Pritchard, M., Morgan, G. and Dipper, L. (2018). Integration of speech and gesture in aphasia. International Journal of Language & Communication Disorders, doi: 10.1111/1460-6984.12372

Morgan, S., Drury, C., Thomas, M. and Harding, C. (2018). A survey of UK Special School Speech & Language Therapists (SLT) and school staff regarding the use of mealtime mats to provide eating and drinking guidelines. Poster presented at the UK Swallowing Research Group 2018 conference, 1-2 Feb 2018, London, UK.

Amaya, A., Woolf, C., Devane, N., Galliers, J. R., Talbot, R., Wilson, S. and Marshall, J. (2018). Receiving Aphasia Intervention in a Virtual Environment: The Participants’ Perspective. Aphasiology, doi: 10.1080/02687038.2018.1431831

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Caminotto, G. (2018). Accounting for the Gender Imbalance in UK Higher Education Administration: a Discourse Analysis. (Unpublished Doctoral thesis, City, Universtiy of London)

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Efstratiadou, E. A. (2018). Investigation of different therapy approaches for aphasia in the Greek language. (Unpublished Doctoral thesis, City, Universtiy of London)

Efstratiadou, E. A., Papathanasiou, I., Holland, R., Archonti, A. and Hilari, K. ORCID: 0000-0003-2091-4849 (2018). A Systematic Review of Semantic Feature Analysis Therapy Studies for Aphasia. Journal of Speech, Language, and Hearing Research, 61, pp. 1261-1278. doi: 10.1044/2018_JSLHR-L-16-0330

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Lowe, H. (2018). The Effectiveness of Classroom Vocabulary Intervention for Adolescents with Language Disorder. (Unpublished Doctoral thesis, City, Universtiy of London)

Morgan, S. ORCID: 0000-0002-7573-4290 and Dipper, L. ORCID: 0000-0002-5918-3898 (2018). Is the Communication Pyramid a useful Model of Language Development?. Royal College of Speech & Language Therapists Bulletin, 2018(May),

Wallan, A. (2018). Evaluation of Arabic tests of sentence repetition and verbal short term memory for Saudi preschoolers. (Unpublished Doctoral thesis, City, Universtiy of London)

Bernardi, M., Leonard, H., Hill, E., Botting, N. and Henry, L. (2017). Executive functions in children with developmental coordination disorder: a 2‐year follow‐up study. Developmental Medicine and Child Neurology, 63(3), pp. 306-313. doi: 10.1111/dmcn.13640

Herman, R., Roy, P. and Kyle, F. E. (2017). Reading and Dyslexia in Deaf Children. London UK: Nuffield Foundation; City University London.

Lowe, H., Henry, L., Muller, L-M. and Joffe, V. (2017). Vocabulary intervention for adolescents with language disorder: a systematic review. International Journal of Language & Communication Disorders, doi: 10.1111/1460-6984.12355

Conti-Ramsden, G., Durkin, K., Toseeb, U., Botting, N. and Pickles, A.R. (2017). Education and employment outcomes of young adults with a history of developmental language disorder. International Journal of Language and Communication Disorders, doi: 10.1111/1460-6984.12338

Vandenborre, D., Visch-Brink, E., van Dun, K., Verhoeven, J. and Marien, P. (2017). Oral and written picture description in individuals with aphasia. International Journal of Language and Communication Disorders, doi: 10.1111/1460-6984.12348

Pritchard, M., Hilari, K., Cocks, N. and Dipper, L. (2017). Reviewing the Quality of Discourse Information Measures in Aphasia. International Journal of Language and Communication Disorders, 52(6), pp. 689-732. doi: 10.1111/1460-6984.12318

Harding, C., Buchari, S., Benato, R. and Levin, A. (2017). Mental Capacity Act (2005): Enabling student learning through teaching provided by service users who use augmentative and alternative communication. Communication Matters, 31(3), pp. 17-19.

Pierce, L.J., Genesee, F., Delcenserie, A. and Morgan, G. (2017). Toward a model of multiple paths to language learning: response to commentaries. Applied Psycholinguistics, 38(6), pp. 1351-1362. doi: 10.1017/S0142716417000340

Pierce, L.J., Genesee, F., Delcenserie, A. and Morgan, G. (2017). Variations in phonological working memory: linking early language experiences and language learning outcomes. Applied Psycholinguistics, 38(6), pp. 1265-1300. doi: 10.1017/S0142716417000236

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Henry, L., Messer, D. J., Wilcock, R., Nash, G., Kirke-Smith, M., Hobson, Z. and Crane, L. (2017). Do measures of memory, language, and attention predict eyewitness memory in children with and without autism?. Autism and Developmental Language Impairments,

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Van Den Heuvel, E., Botting, N., Boudewijns, I., Manders, E., Swillen, A. and Zink, I. (2017). Developmental course of conversational behaviour of children with 22q11.2 deletion syndrome and Williams syndrome. First Language, doi: 10.1177/0142723717713890

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Haman, E., Łuniewska, M., Hansen, P., Simonsen, H. G., Chiat, S., Bjekić, J., Blaziene, A., Chyl, K., Dabasinskiene, I., Engel de Abreu, P., Gagarina, N., Gavarro, A., Hakansson, G., Harel, E., Holm, E., Kapalkova, S., Kunnari, S., Levorato, C., Lindgren, J., Mieszkowska, K., Montes Salarich, L., Potgieter, A., Ribu, I., Ringblom, N., Rinker, T., Roch, M., Slancova, D., Southwood, F., Tedeschi, R., Tuncer, A. M., Unal-Logacev, O., 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 & Phonetics, 31(11-12), pp. 818-843. doi: 10.1080/02699206.2017.1308553

Adamaszek, M., D'Agata, F., Ferrucci, R., Habas, C., Keulen, S., Kirkby, K.C., Leggio, M., Marien, P., Molinari, M., Moulton, E., Orsi, L., Van Overwalle, F., Papadelis, C., Priori, A., Sacchetti, B., Schutter, D.J., Styliadis, C. and Verhoeven, J. (2017). Consensus Paper: Cerebellum and Emotion. Cerebellum, 16(2), pp. 552-576. doi: 10.1007/s12311-016-0815-8

Northcott, S., Hirani, S. P. and Hilari, K. (2017). A typology to explain changing social networks post stroke. Gerontologist, doi: 10.1093/geront/gnx011

Perniss, P., Lu, J.C., Morgan, G. and Vigliocco, G. (2017). Mapping language to the world: the role of iconicity in the sign language input. Developmental Science, doi: 10.1111/desc.12551

Harris, M., Terlektsi, E. and Kyle, F. E. (2017). Literacy outcomes for Deaf and Hard of Hearing primary school children: A cohort comparison study. Journal of Speech, Language, and Hearing Research, 60(3), pp. 701-711. doi: 10.1044/2016_JSLHR-H-15-0403

Toseeb, U., Pickles, A.R., Durkin, K., Botting, N. and Conti-Ramsden, G. (2017). Prosociality from Early Adolescence to Young Adulthood: A Longitudinal Study of Individuals with a History of Language Impairment. Research in Developmental Disabilities, 62, pp. 148-159. doi: 10.1016/j.ridd.2017.01.018

Kladouchou, V., Papathanasiou, I., Efstratiadou, E. A., Christaki, V. and Hilari, K. (2017). Treatment integrity of elaborated semantic feature analysis aphasia therapydelivered in individual and group settings. International Journal of Language and Communication Disorders, doi: 10.1111/1460-6984.12311

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Clegg, J. and Joffe, V. (2017). Working Memory in Children with Speech, Language and Communication Needs. Child Language Teaching and Therapy, 33(1), pp. 3-4. doi: 10.1177/0265659017693143

Morgan, S. ORCID: 0000-0002-7573-4290 (2017). In the Journals. RCSLT Bulletin, 2017(Feb),

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Huck, A., Thompson, R. E., Cruice, M. and Marshall, J. (2017). Effects of word frequency and contextual predictability on sentence reading in aphasia: An eye movement analysis. Aphasiology, doi: 10.1080/02687038.2017.1278741

Harding, C. (2017). Health care and risk of early death for people with learning disabilities. Developmental Medicine & Child Neurology, doi: 10.1111/dmcn.13376

Castick, S., Knight, R.-A. and Sell, D. (2017). Perceptual judgements of resonance, nasal airflow, understandability and acceptability in speakers with cleft palate: ordinal versus visual analogue scaling. The Cleft Palate-Craniofacial Journal, 54(1), pp. 19-31. doi: 10.1597/15-164

Pearl, G. and Cruice, M. (2017). Facilitating the involvement of people with aphasia in stroke research by developing communicatively accessible research resources. Topics in Language Disorders, 37(1), pp. 67-84. doi: 10.1097/TLD.0000000000000112

Thompson, R.L., England, R., Woll, B., Lu, J., Mumford, K. and Morgan, G. ORCID: 0000-0002-9495-1274 (2017). Deaf and hearing children's picture naming Impact of age of acquisition and language modality on representational gesture. Language, Interaction and Acquisition, 8(1), pp. 69-88. doi: 10.1075/lia.8.1.04tho

De Clerk, I., Pettinato, M., Verhoeven, J. and Gillis, S. (2017). Is prosodic production driven by lexical development ? Longitudinal evidence from babble and words. Journal of Child Language, 44(5), pp. 1248-1273. doi: 10.1017/S0305000916000532

De Witte, E., Wilssens, I., De Surgeloose, D., Dua, G., Moens, M., Verhoeven, J., Manto, M. and Marien, P. (2017). Apraxia of speech and cerebellar mutism syndrome: a case study. Cerebellum & Ataxias, 4(2), doi: 10.1186/s40673-016-0059-x

Deutsch, R.M. (2017). Reliability, validity and educational use of the Cognitive Abilities Profile. (Unpublished Doctoral thesis, City, University of London)

Durkin, K., Toseeb, U., Botting, N., Pickles, A.R. and Conti-Ramsden, G. (2017). Social Confidence in Early Adulthood among Young People with and without a History of Language Impairment. Journal of Speech, Language, and Hearing Research, 60, pp. 1635-1647. doi: 10.1044/2017_JSLHR-L-16-0256

Galliers, J. R., Wilson, S., Marshall, J., Talbot, R., Devane, N., Booth, T., Woolf, C. and Greenwood, H. (2017). Experiencing EVA Park, A Multi-User Virtual World For People With Aphasia. ACM Transactions on Accessible Computing, 10(4), 15.. doi: 10.1145/3134227

Huck, A., Thompson, R.L., Cruice, M. and Marshall, J. (2017). The influence of sense-contingent argument structure frequencies on ambiguity resolution in aphasia. Neuropsychologia, 100, pp. 171-194. doi: 10.1016/j.neuropsychologia.2017.03.031

Kistner, J. (2017). The use of gestures in the conversations of people with aphasia. (Unpublished Doctoral thesis, City, University of London)

Lowe, H. and Joffe, V. (2017). Exploring the feasibility of a classroom-based vocabulary intervention for mainstream secondary school students with language disorder. Support for Learning, 32(2), pp. 110-128. doi: 10.1111/1467-9604.12157

Marien, P., van Dun, K., Van Dormael, J., Vandenborre, D., Keulen, S., Manto, M., Verhoeven, J. and Abutalebi, J. (2017). Cerebellar induced differential polyglot aphasia: a neurolinguistic and fMRI study. Brain and Language, 175, pp. 18-28. doi: 10.1016/j.bandl.2017.09.001

McEntee-Atalianis, L. and Litosseliti, L. (2017). Narratives of sex-segregated professional identities. Narrative Inquiry, 27(1), pp. 1-23. doi: 10.1075/ni.27.1.01mce

Moss, R. (2017). Using assistive technology software to compensate for writing and reading impairments in aphasia. (Unpublished Doctoral thesis, City, University of London)

Northcott, S., Simpson, A., Moss, B., Ahmed, N. and Hilari, K. (2017). How do Speech and Language Therapists address the psychosocial well-being of people with aphasia? Results of a UK on-line survey. International Journal of Language and Communication Disorders, 52(3), pp. 356-373. doi: 10.1111/1460-6984.12278

Panayi, M. (2017). Cognition in action C-i-A: Rethinking gesture in neuro-atypical young people: A conceptual framework for embodied, embedded, extended and enacted intentionality. (Unpublished Doctoral thesis, City, University of London)

Pettinato, M., De Clerck, I., Verhoeven, J. and Gillis, S. (2017). Expansion of prosodic abilities at the transition from babble to words: a comparison between children with cochlear implants and normally hearing children. Ear and Hearing, 38(4), pp. 475-486. doi: 10.1097/AUD.0000000000000406

Roper, A. (2017). Computer gesture therapy for adults with severe aphasia. (Unpublished Doctoral thesis, City, University of London)

Smith-Spark, J. H., Henry, L., Messer, D. J. and Zięcik, A. P. (2017). Verbal and non-verbal fluency in adults with developmental dyslexia: Phonological processing or executive control problems?. Dyslexia, 23(3), pp. 234-250. doi: 10.1002/dys.1558

van den Hoek -Engel, L., Harding, C., van Gerven, M. and Cockerill, H. (2017). Pediatric feeding and swallowing rehabilitation: An overview. Journal of Pediatric Rehabilitation Medicine, 10(2), pp. 95-105. doi: 10.3233/PRM-170435

McKean, C., Bloch, S., Hilari, K. and Botting, N. (2016). Editorial. International Journal of Language and Communication Disorders, 52(4), 391.. doi: 10.1111/1460-6984.12304

Denmark, T., Marshall, J., Mummery, C., Roy, P., Woll, B. and Atkinson, J. (2016). Detecting Memory Impairment in Deaf People: A New Test of Verbal Learning and Memory in British Sign Language. Archives of Clinical Neuropsychology, 31(8), pp. 855-867. doi: 10.1093/arclin/acw032

Jones, A., Toscano, E., Botting, N., Marshall, C. R., Atkinson, J., Denmark, T., Herman, R. and Morgan, G. (2016). Narrative skills in deaf children who use spoken English: Dissociations between macro and microstructural devices. Research in Developmental Disabilities, 59, pp. 268-282. doi: 10.1016/j.ridd.2016.09.010

Mann, W., Sheng, L. and Morgan, G. (2016). Lexical-Semantic Organization in Bilingually Developing Deaf Children With ASL-Dominant Language Exposure: Evidence From a Repeated Meaning Association Task. Language Learning, 66(4), pp. 872-899. doi: 10.1111/lang.12169

Knight, R.-A. and Roberts, L. (2016). Ingressive speech errors: a service evaluation of speech sound therapy for a child aged 4;6. International Journal of Language and Communication Disorders, doi: 10.1111/1460-6984.12287

Poloczek, S., Henry, L., Danielsson, H., Büttner, G., Mähler, C., Messer, D. J., Schuchardt, K. and Van der Molen, M. J. (2016). Strategic verbal rehearsal in adolescents with mild intellectual disabilities: A multi-centre European study. Research in Developmental Disabilities, 58, pp. 83-93.

Williams, L., Ali, M., VandenBerg, K., Godwin, J., Elders, A., Becker, F., Bowen, A., Breitenstein, C., Gandolfi, M., Godecke, E., Hilari, K. ORCID: 0000-0003-2091-4849, Hinckley, J., Horton, S., Howard, D., Jesus, L.M.T., Jungblut, M., Kambanaros, M., Kukkonen, T., Laska, A., MacWhinney, B., Martins, I., Mattioli, F., Meinzer, M., Palmer, R., Patrício, B., Price, C., Smania, N., Szaflarski, J., Thomas, S., Visch-Brink, E., Worrall, L. and Brady, M. C. (2016). Creating an international, multidisciplinary, aphasia dataset of individual patient data (IPD) for the REhabilitation and recovery of peopLE with Aphasia after StrokE (RELEASE) project. International Journal of Stroke, 11(4), S50. doi: 10.1177/1747493016669275

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), pp. 1179-1189. doi: 10.1044/2016_JSLHR-L-15-0293

Holland, R., Leff, A., Penny, W. D., Rothwell, J. C. and Crinion, J. (2016). Modulation of frontal effective connectivity during speech. NeuroImage, 140, pp. 126-133. doi: 10.1016/j.neuroimage.2016.01.037

van der Zee, J., Marien, P., Crols, R., Van Mossevelde, S., Dillen, L., Perrone, F., Engelborghs, S., Verhoeven, J., D'aes, T., Ceuterick-De Groote, C., Sieben, A., Versijpt, J., Cras, P., Martin, J-J. and Van Broeckhoven, C. (2016). Mutated CTSF in adult-onset neuronal ceroid lipofuscinosis and FTD. Neurology Genetics, 2(5), e102. doi: 10.1212/NXG.0000000000000102

Burdon, P., Dipper, L. and Cocks, N. (2016). Exploration of older and younger British adults' performance on The Awareness of Social Inference Test (TASIT). International Journal of Language and Communication Disorders, 51(5), pp. 589-593. doi: 10.1111/1460-6984.12233

Luniewska, M., Haman, E., Armon-Lotem, S., Etenkowski, B., Southwood, F., Andelkovic, D., Blom, E., Boerma, T., Chiat, S., de Abreu, P. E., Gagarina, N., Gavarro, A., Hakansson, G., Hickey, T., de Lopez, K. J., Marinis, T., Popovic, M., Thordardottir, E., Blaziene, A., Sanchenz, M. C., Dabasinskiene, I., Ege, P., Ehret, I-A., Fritsche, N-A., Gatt, D., Janssen, B., Kambanaros, M., Kapalkova, 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., Savic, M., Slancova, D., Tsimpli, I. M. and Unal-Logacev, O. (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

Norburn, K., Morgan, S., Levin, A. and Harding, C. (2016). A survey of augmentative and alternative communication used in an inner city special school. British Journal of Special Education, 43(3), pp. 289-306. doi: 10.1111/1467-8578.12142

Burdon, P., Dipper, L. and Cocks, N. (2016). Exploration of older and younger British adults’ performance on The Awareness of Social Inference Test (TASIT). International Journal of Language and Communication Disorders, 51(5), pp. 589-593. doi: 10.1111/1460-6984.12233

Marshall, J., Booth, T., Devane, N., Galliers, J. R., Greenwood, H., Hilari, K., Talbot, R., Wilson, S. and Woolf, C. (2016). Evaluating the Benefits of Aphasia Intervention Delivered in Virtual Reality: Results of a Quasi-Randomised Study. PLoS One, 11(8), e01603. doi: 10.1371/journal.pone.0160381

Durkin, K., Toseeb, U., Pickles, A.R., Botting, N. and Conti-Ramsden, G. (2016). Learning to drive in young adults with language impairment. Transportation Research Part F: Traffic Psychology and Behaviour, doi: 10.1016/j.trf.2016.07.015

Northcott, S., Moss, B, Harrison, K. and Hilari, K. (2016). A systematic review of the impact of stroke on social support and social networks: associated factors and patterns of change. Clinical Rehabilitation, 30(8), pp. 811-831. doi: 10.1177/0269215515602136

Collins, D. A. and Henry, L. (2016). Eyewitness recall and suggestibility in individuals with Down syndrome. Journal of Intellectual Disability Research, doi: 10.1111/jir.12310

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, doi: 10.1177/2396941516656636

Botting, N., Toseeb, U., Pickles, A.R., Durkin, K. and Conti-Ramsden, G. (2016). Depression and anxiety change from adolescence to adulthood in individuals with and without language impairment. PLoS ONE, 11(7), e0156678. doi: 10.1371/journal.pone.0156678

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Northcott, S., Marshall, J. and Hilari, K. (2016). What factors predict who will have a strong social network following a stroke?. Journal of Speech Language and Hearing Research, doi: 10.1044/2016_JSLHR-L-15-0201

Alsford, E., Ralephata, A., Bolderson, S., Curtin, M., Parish, E., Klaber, V., Griffin, S., Nash, L., Cullen, R., Musoke, B., Bhalla, S., Walker, L., Duffer, L., O'Sullivan, S., Knowland, V., Cozens, S., McLaren, L., Camilleri, B., Halil, S., Furze, R., Leung, W., O'Gorman, C., Carver, V., Young, D. and Pring, T. (2016). The wrong side of the tracks: Starting school in a socially disadvantaged London borough. Child Language Teaching and Therapy, doi: 10.1177/0265659016654954

Wallace, S., Worrall, L., Rose, T., Le Dorze, G., Cruice, M., Isaksen, J., Kong, A. P., Simmons-Mackie, N., Scarinci, N. and Gauvreau, C. A. (2016). Which outcomes are most important to people with aphasia and their families? an international nominal group technique study framed within the ICF. Disability and Rehabilitation, doi: 10.1080/09638288.2016.1194899

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Botting, N., Gaynor, M., Tucker, K. L. and Orchard-Lisle, G. (2016). The importance of natural change in planning school-based intervention for children with Developmental Language Impairment (DLI). Child Language Teaching and Therapy, 32(2), pp. 159-177. doi: 10.1177/0265659015595444

Crane, L., Maras, K. L., Hawken, T., Mulcahy, S. and Memon, A. (2016). Experiences of autism spectrum disorder and policing in England and Wales: surveying police and the autism community. Journal of Autism and Developmental Disorders, 46(6), pp. 2028-2041. doi: 10.1007/s10803-016-2729-1

Botting, N., Durkin, K., Toseeb, U., Pickles, A.R. and Conti-Ramsden, G. (2016). Emotional health, support, and self-efficacy in young adults with a history of language impairment. British Journal of Developmental Psychology, doi: 10.1111/bjdp.12148

Conti-Ramsden, G., Durkin, K., Mok, P.L.H., Toseeb, U. and Botting, N. (2016). Health, employment and relationships: Correlates of personal wellbeing in young adults with and without a history of childhood language impairment. Social Science & Medicine, 160, pp. 20-28. doi: 10.1016/j.socscimed.2016.05.014

Lu, J., Jones, A. and Morgan, G. (2016). The impact of input quality on early sign development in native and non-native language learners. Journal of Child Language, 43(3), pp. 537-552. doi: 10.1017/S0305000915000835

Keulen, S., Verhoeven, J., De Witte, E., De Page, L., Bastiaans, R. and Marien, P. (2016). Foreign accent syndrome as a psychogenic disorder: A review. Frontiers in Human Neuroscience, 10, doi: 10.3389/fnhum.2016.00168

Woolf, C., Caute, A., Haigh, Z., Galliers, J. R., Wilson, S., Kessie, A., Hirani, S. P., Hegarty, B. and Marshall, J. (2016). A comparison of remote therapy, face to face therapy and an attention control intervention for people with aphasia: A quasi-randomised controlled feasibility study. Clinical Rehabilitation, 30(4), pp. 359-373. doi: 10.1177/0269215515582074

van Ewijk, L., Versteegde, L., Raven-Takken, E. and Hilari, K. (2016). Measuring quality of life in Dutch people with aphasia: development and psychometric evaluation of the SAQOL-39NL. Aphasiology, doi: 10.1080/02687038.2016.1168919

Danielsson, H., Henry, L., Messer, D.M., Carney, D.P.J. and Ronnberg, J. (2016). Developmental delays in speech coding among children with Down syndrome and William’s syndrome. Research in Developmental Disabilities, 55(August), pp. 64-76. doi: 10.1016/j.ridd.2016.03.012

Govender, R., Lee, M. T., Drinnan, M., Twinn, C., Davies, T. and Hilari, K. (2016). Psychometric Evaluation of the Swallowing Outcomes after Laryngectomy (SOAL) Patient-reported Questionnaire. Head and Neck, 38(S1), E1639-E1645. doi: 10.1002/hed.24291

Cruice, M., Morton, R. and Davidson, B. (2016). An investigation of social activities of neurologically healthy older adults and relevance of the Social Activities Checklist (SOCACT-2). Journal of Clinical Practice in Speech-Language Pathology, 4(3),

Knight, R.-A., Dipper, L. and Cruice, M. (2016). Viva Survivors – the effect of peer-mentoring on pre-viva anxiety in early-years students. Studies in Higher Education, doi: 10.1080/03075079.2016.1161018

Oktapoti, M., Okalidou, A., Kyriafinis, G., Petinou, K., Vital, V. and Herman, R. (2016). Investigating Use of a Parent Report Tool to Measure Vocabulary Development in Deaf Greek-speaking Children with Cochlear Implants. Deafness and Education International, 18(1), doi: 10.1179/1557069X15Y.0000000008

Varley, R. A., Cowell, P. E., Dyson, L., Inglis, L., Roper, A. and Whiteside, S. P. (2016). Self-Administered Computer Therapy for Apraxia of Speech. Stroke, 47(3), pp. 822-828. doi: 10.1161/STROKEAHA.115.011939

Cruice, M., Isaksen, J., Randrup-Jensen, L., Viberg, M. E. and Ten Kate, O. (2016). Practitioners’ perspectives on quality of life in aphasia rehabilitation in Denmark. Folia Phoniatrica et Logopaedica, 67(3), pp. 131-144. doi: 10.1159/000437384

Hilari, K., Cruice, M., Sorin-Peters, R. and Worrall, L. (2016). Quality of life in aphasia: State of the art. Folia Phoniatrica Logopedica, 67(3), pp. 114-118. doi: 10.1159/000440997

Mann, W., Roy, P. and Morgan, G. (2016). Adaptation of a Vocabulary Test from British Sign Language to American Sign Language. Language Testing, 33(1), pp. 3-22. doi: 10.1177/0265532215575627

Northcott, S., Burns, K., Simpson, A. and Hilari, K. (2016). “Living with aphasia the best way I can”: a feasibility study exploring solution focused brief therapy for people with aphasia. Folia Phoniatrica Logopedica, 67(3), pp. 156-167. doi: 10.1159/000439217

Aujla, S., Cruice, M., Botting, N., Worrall, L. and Hickson, L. (2016). Preliminary Psychometric Analyses of Two Assessment Measures Quantifying Communicative and Social Activities: the COMACT and SOCACT. Aphasiology, 30(8), pp. 898-921. doi: 10.1080/02687038.2015.1074655

Behn, N. (2016). Communication and quality of life outcomes in people with acquired brain injury following project-based treatment. (Unpublished Doctoral thesis, City University London)

Behn, N., Cruice, M., Marshall, J. and Togher, L. (2016). A feasibility study investigating the use of project-based treatment to improve communication skills and quality-of-life (QoL) in people with ABI. Brain Injury, 30(5-6), p. 500. doi: 10.3109/02699052.2016.1162060

Caute, A., Cruice, M., Friede, A., Galliers, J. R., Dickinson, T., Green, R. and Woolf, C. (2016). Rekindling the love of books - a pilot project exploring whether e-readers help people to read again after a stroke. Aphasiology, 30(2-3), pp. 290-319. doi: 10.1080/02687038.2015.1052729

Caute, A. and Woolf, C. (2016). Using Voice Recognition Software to improve communicative writing and social participation in an individual with severe acquired dysgraphia: an experimental single case therapy study. Aphasiology, 30(2-3), pp. 245-268. doi: 10.1080/02687038.2015.1041095

Harding, C., Bowden, C., Lima, L. and Levington, A. (2016). How do we determine oral readiness in infants?. Infant, 12(1), pp. 10-12.

Hilari, K. and Northcott, S. (2016). “Struggling to stay connected”: comparing the social relationships of healthy older people and people with stroke and aphasia. Aphasiology, 31(6), pp. 674-687. doi: 10.1080/02687038.2016.1218436

Huck, Anneline (2016). An eye tracking study of sentence reading in aphasia: influences of frequency and context. (Unpublished Doctoral thesis, City University London)

Keulen, S., Marien, P., Wackenier, P., Jonkers, R., Bastiaanse, R. and Verhoeven, J. (2016). Developmental Foreign Accent Syndrome: report of a new case. Frontiers in Human Neuroscience, 10, p. 65. doi: 10.3389/fnhum.2016.00065

Keulen, S., Verhoeven, J., Bastiaanse, R., Marien, P., Jonkers, R., Mavroudakis, N. and Paquier, P. (2016). Perceptual accent rating and attribution in psychogenic FAS: some further evidence challenging Whitaker's operational definition. Frontiers in Human Neuroscience, 10, p. 62. doi: 10.3389/fnhum.2016.00062

Keulen, S., Verhoeven, J., De Page, L., Jonkers, R., Bastiaanse, R. and Marien, P. (2016). Psychogenic Foreign Accent Syndrome: A New Case. Frontiers in Human Neuroscience, 10, 143.. doi: 10.3389/fnhum.2016.00143

Khater, M. (2016). The relationship between nonword repetition, root and pattern effects, and vocabulary in Gulf Arabic speaking children. (Unpublished Doctoral thesis, City, University of London)

Knight, R.-A. and Botting, N. (2016). Organising undergraduate research projects: Student-led and academic-led models. Journal of Applied Research in Higher Education, 8(4), pp. 455-468. doi: 10.1108/JARHE-07-2015-0054

Messer, D. J., Henry, L. and Nash, G. (2016). The relation between executive functioning, reaction time, naming speed and single word reading in children with typical development and language impairments. British Journal of Educational Psychology, 86(3), pp. 412-428. doi: 10.1111/bjep.12115

Morgan, S. (2016). In The Journals. RCSLT Bulletin, 2016(Apr),

Poppi, M-K. (2016). A cross-national study of childhood autism. (Unpublished Doctoral thesis, City, University of London)

Roper, A., Marshall, J. and Wilson, S. (2016). Benefits and Limitations of Computer Gesture Therapy for the Rehabilitation of Severe Aphasia. Frontiers in Human Neuroscience, 10, 595.. doi: 10.3389/fnhum.2016.00595

Smith-Spark, J. H., Henry, L., Messer, D. J., Edvardsdottir, E. and Zięcik, A. P. (2016). Executive functions in adults with developmental dyslexia. Research in Developmental Disabilities, 53-54, pp. 323-341. doi: 10.1016/j.ridd.2016.03.001

Verhoeven, J., Hide, O., De Maeyer, S., Gillis, S. and Gillis, S. (2016). Hearing impairment and vowel production. A comparison between normally hearing, hearing-aided and cochlear implanted Dutch children. Journal of Communication Disorders, 59, pp. 24-39. doi: 10.1016/j.jcomdis.2015.10.007

Kirke-Smith, M., Henry, L. and Messer, D. J. (2015). The effect of maltreatment type on adolescent executive functioning and inner speech. Infant and Child Development, doi: 10.1002/icd.1951

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

Wood, D., Harding, C. and McFarlane, M. (2015). Staff perceptions of a cough reflex testing (CRT) service for patients following stroke. INTERNATIONAL JOURNAL OF STROKE, 10,

Ivanszky, Z., Cocks, N. and Dipper, L. (2015). A pilot study exploring public awareness and knowledge of right hemisphere communication disorder compared with aphasia and stroke in Northwest London, UK. Aphasiology, 30(9), pp. 1058-1070. doi: 10.1080/02687038.2015.1081141

Alonso Soriano, C., Hill, E. L. and Crane, L. (2015). Surveying parental experiences of receiving a diagnosis of developmental coordination disorder (DCD). Research in Developmental Disabilities, 43-44, pp. 11-20. doi: 10.1016/j.ridd.2015.06.001

Kistner, J., Marshall, J. and Dipper, L. (2015). The role of semantically rich gestures in aphasic conversation. Poster presented at the BAS Conference, 09-11 Sept 2015, London.

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

Morgan, S., Hurt, C. S. and Craig, G. M. (2015). Parental decision making and gastrostomy: Professional’s awareness of conflict and strategies for support. Poster presented at the European Academy of Childhood Disability Conference 2014, 3-5 Jul 2014, Vienna, Austria.

Harding, C. and Cockerill, H. (2015). Managing eating and drinking difficulties (dysphagia) with children who have learning disabilities: What is effective?. Clinical Child Psychology and Psychiatry, 20(3), pp. 395-405. doi: 10.1177/1359104513516650

Theochaaropoulou, F., Cocks, N., Pring, T. and Dipper, L. (2015). “TOT” phenomena: Gesture production in younger and older adults. Psychology and Aging, 30(2), pp. 245-252. doi: 10.1037/a0038913

Orfanidou, E., McQueen, J. M., Adam, R. and Morgan, G. (2015). Segmentation of British Sign Language (BSL): Mind the gap!. Quarterly Journal of Experimental Psychology, 68(4), pp. 641-663. doi: 10.1080/17470218.2014.945467

Harding, C., Frank, L., Botting, N. and Hilari, K. (2015). Assessment and management of infant feeding. Infant, 11(3), pp. 85-89.

Kyle, F. E. (2015). Research Methods in Studying Reading and Literacy Development in Deaf Children Who Sign. In: Orfanidou, E., Woll, B. and Morgan, G. (Eds.), Research Methods in Sign Language Studies: A Practical Guide. (pp. 300-318). John Wiley & Sons. ISBN 1118271416

Joffe, V. (2015). An International Perspective: Supporting Adolescents with Speech, Language, and Communication Needs in the United Kingdom. Seminars in Speech and Language, 36(1), pp. 74-86. doi: 10.1055/s-0034-1396448

Marien, P., van Dun, K. and Verhoeven, J. (2015). Cerebellum and Apraxia. Cerebellum, 14(1), pp. 39-42. doi: 10.1007/s12311-014-0620-1

Pritchard, M., Dipper, L., Morgan, G. and Cocks, N. (2015). Language and Iconic Gesture Use in Procedural Discourse by Speakers with Aphasia. Aphasiology, 29(7), pp. 826-844. doi: 10.1080/02687038.2014.993912

Dipper, L., Pritchard, M., Morgan, G. and Cocks, N. (2015). The language-gesture connection: Evidence from aphasia. Clinical Linguistics & Phonetics, 29(8-10), pp. 748-763. doi: 10.3109/02699206.2015.1036462

Marshall, C. R. and Morgan, G. (2015). From Gesture to Sign Language: Conventionalization of Classifier Constructions by Adult Hearing Learners of British Sign Language. Topics in Cognitive Science, 7(1), pp. 61-80. doi: 10.1111/tops.12118

Perniss, P., Ozyurek, A. and Morgan, G. (2015). The Influence of the Visual Modality on Language Structure and Conventionalization: Insights From Sign Language and Gesture. Topics in Cognitive Science, 7(1), pp. 2-11. doi: 10.1111/tops.12127

Rees, R., Mahon, M., Herman, R., Newton, C., Craig, G. and Marriage, J. (2015). Communication interventions for families of pre-school deaf children in the UK. Deafness and Education International, 17(2), pp. 88-100. doi: 10.1179/1557069X14Y.0000000043

Roy, P., Shergold, Z., Kyle, F. E. and Herman, R. (2015). Spelling in oral deaf and hearing dyslexic children: A comparison of phonologically plausible errors. Research in Developmental Disabilities, 36, pp. 277-290. doi: 10.1016/j.ridd.2014.10.012

AlKadhi, Aseel (2015). Assessing early sociocognitive and language skills in young Saudi children. (Unpublished Doctoral thesis, City University London)

Atkinson, J., Denmark, T., Marshall, J., Mummery, C. and Woll, B. (2015). Detecting cognitive impairment and dementia in Deaf people: The British Sign Language Cognitive Screening Test. Archives of Clinical Neuropsychology, 30(7), pp. 694-711. doi: 10.1093/arclin/acv042

Berquez, A., Hertsberg, N., Hollister, J., Zebrowski, P. and Millard, S. (2015). What do children who stutter and their parents expect from therapy and are their hopes aligned?. Procedia - Social and Behavioral Sciences, 193, pp. 25-36. doi: 10.1016/j.sbspro.2015.03.241

Harding, C. (2015). The unmet needs of infants, children and young people with dysphagia. (Unpublished Doctoral thesis, City University London)

Hickin, J., Mehta, B. and Dipper, L. (2015). To the sentence and beyond: a single case therapy report for mild aphasia. Aphasiology, 29(9), pp. 1038-1061. doi: 10.1080/02687038.2015.1010474

Hilari, K., Klippi, A., Constantinidou, F., Horton, S., Penn, C., Raymer, S., Wallace, S., Zemva, N. and Worrall, L. (2015). An international perspective. A survey of clinician views and practices from 16 countries. Folia Phoniatrica Logopedica, 67(3), pp. 119-130. doi: 10.1159/000434748

Kistner, J., Marshall, J. and Dipper, L. (2015). Semantisch reiche Gesten und ihre Funktion im Gespräch. Paper presented at the 15. Aphasietagung der GAB,, 05-11-2015 - 07-11-2015, Innsbruck, Austria.

Kistner, J., Marshall, J. and Dipper, L. (2015). The role of semantically rich gestures in aphasic conversation. Paper presented at the 16th Science of Aphasia Conference, 17-09-2015 - 22-09-2015, Lisbon, Portugal.

Knight, R.-A., Kurtz, S. and Georgiadou, I. (2015). Speech production in children with Down's syndrome: The effects of reading, naming and imitation. Clinical Linguistics & Phonetics, 29(8-10), pp. 598-612. doi: 10.3109/02699206.2015.1019006

Leonard, H.C., Bernardi, M., Hill, E.L. and Henry, L. (2015). Executive functioning, motor difficulties and developmental coordination disorder. Developmental Neuropsychology, 40(4), pp. 201-215. doi: 10.1080/87565641.2014.997933

McAllister, J., Kelman, E. and Millard, S. (2015). Anxiety and cognitive bias in children and young people who stutter. Procedia - Social and Behavioral Sciences, 193, pp. 183-191. doi: 10.1016/j.sbspro.2015.03.258

Owaida, Husen (2015). Speech sound acquisition and phonological error patterns in child speakers of Syrian Arabic: a normative study. (Unpublished Doctoral thesis, City University London)

Polišenská, K., Chiat, S. and Roy, P. (2015). Sentence repetition: what does the task measure?. International Journal of Language & Communication Disorders, 50(1), pp. 106-118. doi: 10.1111/1460-6984.12126

Rogers, C. L., Goddard, L., Hill, E. L., Henry, L. and Crane, L. (2015). Experiences of diagnosing autism spectrum disorder: a survey of professionals in the United Kingdom. Autism: International Journal of Research and Practice, 20(7), pp. 820-831. doi: 10.1177/1362361315611109

Harding, C., Morris, A., Fitzpatrick, E. and Aloysius, A. (2014). Drinking speed using a Pat Saunders valved straw, wide-bore straw and a narrow-bore straw in a normal adult population. International Journal of Evidence-Based Healthcare, 12(4), pp. 255-261. doi: 10.1097/XEB.0000000000000021

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

Hinchliff, S. and Cruice, M. (2014). An evaluation of communication-related and quality of life outcomes for people with aphasia accessing Early Supported Discharge stroke services. International Journal of Stroke, 9(S4), pp. 38-39. doi: 10.1111/ijs.12374_15

Cocks, N., Harding, C. and Pritchard, M. (2014). The benefits of a 5-day dysphagia intensive placement. International Journal of Speech-Language Pathology, 16(5), pp. 476-485. doi: 10.3109/17549507.2013.826283

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), doi: 10.1016/j.ridd.2014.06.014

Hasson, N. and Dodd, B. (2014). Planning intervention using dynamic assessments: A case study. Child Language Teaching and Therapy, 30(3), pp. 353-366. doi: 10.1177/0265659014521642

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

Woolf, C., Panton, A., Rosen, S., Best, W. and Marshall, J. (2014). Therapy for Auditory Processing Impairment in Aphasia: An evaluation of two approaches. Aphasiology, 28(12), pp. 1481-1505. doi: 10.1080/02687038.2014.931921

Fotiadou, D., Northcott, S., Chatzidaki, A. and Hilari, K. (2014). Aphasia blog talk: How does stroke and aphasia affect a person’s social relationships?. Aphasiology, doi: 10.1080/02687038.2014.928664

Winkler, M., Bedford, V., Northcott, S. and Hilari, K. (2014). Aphasia blog talk: How does stroke and aphasia affect the carer and their relationship with the person with aphasia?. Aphasiology, doi: 10.1080/02687038.2014.928665

Marshall, C. R., Mason, K., Rowley, K., Herman, R., Atkinson, J., Woll, B. and Morgan, G. (2014). Sentence Repetition in Deaf Children with Specific Language Impairment in British Sign Language. Language Learning and Development, 11(3), pp. 237-251. doi: 10.1080/15475441.2014.917557

Harding, C., Frank, L., Van Someren, V., Hilari, K. and Botting, N. (2014). How does non-nutritive sucking support infant feeding?. Infant Behavior and Development, 37(4), pp. 457-464. doi: 10.1016/j.infbeh.2014.05.002

Kistner, J., Marshall, J. and Dipper, L. (2014). The use of semantically rich gestures in aphasic conversation. Paper presented at the 16th International Aphasia Rehabilitation Conference, 18-06-2014 - 20-06-2014, The Hague, Netherlands.

Lousada, M., Jesus, L. M., Hall, A. and Joffe, V. (2014). Intelligibility as a clinical outcome measure following intervention with children with phonologically based speech-sound disorders. International Journal of Language and Communication Disorders, doi: 10.1111/1460-6984.12095

Herman, R., Rowley, K., Mason, K. and Morgan, G. (2014). Deficits in narrative abilities in child British Sign Language users with specific language impairment. International Journal of Language & Communication Disorders, doi: 10.1111/1460-6984.12078

Cruice, M., Pritchard, M. and Dipper, L. (2014). Verb use in aphasic and non-aphasic personal discourse: What is normal?. Journal of Neurolinguistics, 28, pp. 31-47. doi: 10.1016/j.jneuroling.2013.12.002

Roper, A. (2014). Accessibility of computer therapy and technology for people with aphasia. ACM SIGACCESS Accessibility and Computing(108), pp. 50-53. doi: 10.1145/2591357.2591366

Keulen, S., Verhoeven, J., Bastiaanse, R. and Marien, P. (2014). Foreign accent syndrome: A typological overview. Stem-, Spraak- en Taalpathologie, 19(1), pp. 77-81.

van Dun, K., Verhoeven, J. and Marien, P. (2014). Cerebellum and apraxia. Stem-, Spraak- en Taalpathologie, 19(1), pp. 175-177.

Knowland, V., Mercure, E., Karmiloff-Smith, A., Dick, F. and Thomas, M. (2014). Audio-visual speech perception: a developmental ERP investigation. Developmental Science, 17(1), pp. 110-124. doi: 10.1111/desc.12098

Morgan, G., Meristo, M., Mann, W., Hjelmquist, E., Surian, L. and Siegal, M. (2014). Mental state language and quality of conversational experience in deaf and hearing children. Cognitive Development, 29, pp. 41-49. doi: 10.1016/j.cogdev.2013.10.002

Patrício, B., Jesus, L. M., Cruice, M. and Hall, A. (2014). Quality of Life Predictors and Normative Data. Social Indicators Research, 119(3), pp. 1557-1570. doi: 10.1007/s11205-013-0559-5

Aumont-Boucand, V., Millard, S. and Packman, A. (2014). Early intervention for stuttering: similarities and differences between two programs. SIG4 Perspectives on Fluency and Fluency Disorders, 24(1), pp. 8-19. doi: 10.1044/ffd24.1.8

Camilleri, B., Hasson, N. and Dodd, B. (2014). Dynamic Assessment of bilingual children’s language at the point of referral. Educational & Child Psychology, 31(2), pp. 57-72.

Harding, C. (2014). Commentary on Experiential Learning: Changing student attitudes towards learning disabilities. Tizard Learning Disability Review, 19(3), pp. 118-121. doi: 10.1108/TLDR-11-2013-0048

Harding, C. (2014). Non-nutritive sucking for infants: what are the issues?. Infant, 10(2),

Herman, R., Roy, P. and Kyle, F. E. (2014). Reading, Dyslexia and Oral Deaf Children: From Research to Practice. London, UK: Nuffield Foundation; City University London.

Hockey, Hannah (2014). Which skills influence pre-school children’s repetition of words, non-words and sentences?. (Unpublished Doctoral thesis, City University London)

Kistner, J., Marshall, J. and Dipper, L. (2014). Die Funktion semantisch reicher Gesten im Gespraech bei Aphasie. Paper presented at the Aphasietagung, 6-8 Nov 2014, Freiburg, Germany.

Knight, R.-A. (2014). Reflections on a ‘sustained teaching excellence’ award. Learning at City Journal, 4(2), pp. 50-52.

Leadbeater, C. and Litosseliti, L. (2014). The Importance of Cultural Competence for Speech and Language Therapists. Journal of Interactional Research in Communication Disorders, 5(1), pp. 1-26. doi: 10.1558/jircd.v5i1.1

Mann, W., Peña, E. D. and Morgan, G. (2014). Exploring the use of dynamic language assessment with deaf children, who use American Sign Language: Two case studies. Journal of Communication Disorders, 52, pp. 16-30. doi: 10.1016/j.jcomdis.2014.05.002

Morgan, G. (2014). On language acquisition in speech and sign: development of combinatorial structure in both modalities.. Frontiers in Psychology, 5, 1217 - ?. doi: 10.3389/fpsyg.2014.01217

Seago, K. (2014). Red herrings and other misdirection in translation. In: Cadera, S. (Ed.), The Voices of suspense and their translation in thrillers. Approaches to Translation Studies, 39. (pp. 207-220). Amsterdam: Rodopi. ISBN 9789042038226

Smith, R., Holmes-Elliott, S., Pettinato, M. and Knight, R.-A. (2014). Cross-accent intelligibility of speech in noise: Long-term familiarity and short-term familiarization. Quarterly Journal of Experimental Psychology, 67(3), pp. 590-608. doi: 10.1080/17470218.2013.822009

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