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  1. Centre for Language and Communication Science Research
School of Health Sciences

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 and developmental disorders. Key themes include: the nature and long term consequences of developmental language impairment, 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. Studies have influenced clinical and educational practices both in the UK and overseas, and have led to new clinical tools, e.g. for the early identification of language impairment; assessment of wellbeing in adults with aphasia. 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 33 members of research and academic staff and 23 doctoral students, organised into 4 active research groups.

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. Gesture, Deafness and Sign Language

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. Themes include: the investigation of aphasic language impairments, the self- reported experience of aphasia, the use of gesture in aphasia, assessment and outcome measurement, the impact of therapy, and interventions to improve well-being in people with 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 for people with aphasia, and are evaluating therapies that make use of mainstream technologies, such as text to speech software. We are testing whether the same intervention delivered in different formats (one to one vs. group) has different outcomes.

Outside the field of aphasia, the group is also investigating treatments for people with Parkinson's Disease and Head Injury.

In the last five years the group has attracted funding from the, the Barts Charity, the Bupa Foundation, the Dunhill Medical Trust, the EPSRC, the Stroke Association, and the Tavistock Trust for Aphasia.

Staff

Students

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

Developmental Assessment and Intervention Research (DAIR)

The group explores the identification, impact and treatment of developmental language disorders (DLD) and communication associated with other childhood difficulties. Early years studies have developed assessment and diagnostic tools, and have investigated how very early processing skills may affect language, social communication and literacy in school age children. A further theme is the relationship between language and social wellbeing.

Research from the group has generated novel insights into the long term consequences of language impairment, e.g., by exploring impacts in adolescence and young adulthood. Interventions to support language learning in secondary age children and young people have also been explored.

Among others, the group has attracted funding from the ESRC, the Department of Education, the Department for International Development, Nuffield Foundation, the Communication Trust, Redbridge, and Barking and Dagenham local authorities, Waterloo Foundation, and NIHR.

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 group has explored a range of acquired speech disorders, including Foreign Accent Syndrome, and investigative techniques for speech, such as ultra sound. It has explored the effects of accent on speech processing and rhotic sound production. A recent theme has been the contribution of the cerebellar to language and related cognitive processing, with novel insights published in major journals such as Cortex and The Cerebellum.

Research has also focused on applied linguistics, with two main themes: clinical linguistics and gender discourse in speech and language therapy. For example, the group is applying linguistic and phonetic analysis to further our understanding of aphasia.

The group has attracted funding from the Nuffield Foundation and the Royal Flemish Academy of Belgium.

Staff

PhD Students

  • Roberta Iacovelli
  • Husen Owaida
  • Anne Zimmer-Stahl

Gesture, Deafness and Sign Language

This group has pioneered research into both the typical and atypical development of sign language. A key area is the investigation of specific language impairment in signing children, and the group has developed the first standardised clinical assessment of language impairment in British Sign Language (BSL). Other themes include theory of mind in deaf children, reading and dyslexia in deaf children, and spoken versus sign language acquisition. The group has a further interest in the impact of acquired language and cognitive impairments on sign language. For example, it published the first investigations of aphasia in users of British Sign Language.

The group hosts part of the Deafness, Cognition and Language Research Centre (DCAL) which is supported by a £5.5 million ESRC grant. It has also received grants from the Nuffield Foundation and the Alzheimer's Society (total income: £700,000). Read more about the project.

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

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

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

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,

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

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,

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

Charpentier, A., Morgan, S. ORCID: 0000-0002-7573-4290 and Harding, C. ORCID: 0000-0002-5192-2027 (2018). 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,

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. 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

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,

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

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

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,

Harding, C. ORCID: 0000-0002-5192-2027, Mynard, A. and Hills, E. (2018). Identification of premature infant states in relation to introducing oral feeding. Journal of Neonatal Nursing, 24(2), pp. 104-110. doi: 10.1016/j.jnn.2017.11.018

Morgan, S., Luxon, E., Soomro, A. and Harding, C. (2018). Use of mealtime advice mats in special schools for children with learning disabilities. Learning disability Practice, 21(1), pp. 20-26. doi: 10.7748/ldp.2018.e1856

Hilari, K. ORCID: 0000-0003-2091-4849, Galante, L., Huck, Anneline, Pritchard, M. ORCID: 0000-0002-1777-9095, Allen, L. and Dipper, L. ORCID: 0000-0002-5918-3898 (2018). Cultural adaptation and psychometric testing of The Scenario Test UK for people with aphasia. International Journal of Language & Communication Disorders, doi: 10.1111/1460-6984.12379

Harding, C. ORCID: 0000-0002-5192-2027 and Levin, A. (2018). NICE Guidance for Developmental Follow–up of Children Born Preterm. Infant, 14(2), pp. 62-63.

Knight, R.-A., Bandali, C., Woodhead, C. and Vansadia, P. (2018). Clinicians’ views of the training, use and maintenance of phonetic transcription in speech and language therapy. International Journal of Language and Communication Disorders, doi: 10.1111/1460-6984.12381

Wilcock, R., Crane, L., Hobson, Z., Nash, G., Kirke-Smith, M. and Henry, L. (2018). Supporting child witnesses during identification lineups: Exploring the effectiveness of Registered Intermediaries. Applied Cognitive Psychology,

Henry, L., Crane, L., Nash, G., Hobson, Z., Kirke-Smith, M. and Wilcock, R. (2018). Response to 'No Evidence Against Sketch Reinstatement of Context, Verbal Labels or Registered Intermediaries'. Journal of Autism and Developmental Disorders, doi: 10.1007/s10803-018-3496-y

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

Harding, C. ORCID: 0000-0002-5192-2027 and Stewart, A. (2018). Commentary on" Evaluating service users’ experiences of using Talking Mats™". Tizard Learning Disability Review, 23(2), pp. 87-90. doi: 10.1108/TLDR-10-2017-0041

Northcott, S., Simpson, A., Moss, B., Ahmed, N. and Hilari, K. (2018). Supporting people with aphasia to ‘settle into a new way to be’: speech and language therapists’ views on providing psychosocial support. International Journal of Language and Communication Disorders, 53(1), pp. 16-29. doi: 10.1111/1460-6984.12323

Bernardi, M. (2018). The relationship between executive functions and motor coordination: longitudinal impact on academic achievement and language. (Unpublished Doctoral thesis, City, University of London)

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

Dipper, L., Pritchard, M., Walkden, E. and Cruice, M. (2018). How do speakers with and without aphasia use syntax and semantics across two discourse genres?. Aphasiology, 32(6), pp. 720-738. doi: 10.1080/02687038.2018.1447642

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

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

Nardo, D., Holland, R., Leff, AP, Price, CJ and Crinion, JT (2017). Less is more: neural mechanisms underlying anomia treatment in chronic aphasic patients.. Brain, 140(11), pp. 3039-3054. doi: 10.1093/brain/awx234

Esmaeeli, Z., Lundetrae, K. and Kyle, F. E. (2017). What can Parents' Self-report of Reading Difficulties Tell Us about Their Children's Emergent Literacy at School Entry?. Dyslexia, doi: 10.1002/dys.1571

Botting, N., Jones, A., Marshall, C., Denmark, T., Atkinson, J. and Morgan, G. (2017). Non-verbal executive function is mediated by language: A study of deaf and hearing children. Child Development, 88(5), pp. 1689-1700. doi: 10.1111/cdev.12659

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,

Marshall, C., Jones, A., Fastelli, A., Atkinson, J., Botting, N. and Morgan, G. (2017). Semantic fluency in deaf children who use spoken and signed language, in comparison to hearing peers. International Journal of Language and Communication Disorders, doi: 10.1111/1460-6984.12333

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

Northcott, S. and Hilari, K. (2017). “I’ve got somebody there, someone cares”: what support is most valued following a stroke?. Disability and Rehabilitation, doi: 10.1080/09638288.2017.1337242

Henry, L., Crane, L., Nash, G., Hobson, Z., Kirke-Smith, M. and Wilcock, R. (2017). Verbal, visual, and intermediary support for child witnesses with autism during investigative interviews. Journal of Autism and Developmental Disorders, doi: 10.1007/s10803-017-3142-0

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

Harris, M., Terlektsi, E. and Kyle, F. E. (2017). Concurrent and longitudinal predictors of reading for deaf and hearing children in primary school. Journal of Deaf Studies and Deaf Education, 22(2), pp. 233-242. doi: 10.1093/deafed/enw101

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),

Sirman, N., Beeke, S. and Cruice, M. (2017). Professionals’ perspectives on delivering conversation therapy in clinical practice. Aphasiology, 31(4), pp. 465-494. doi: 10.1080/02687038.2017.1278739

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

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

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

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

Cockerill, H., Van Den Engel-Hoek, L. and Harding, C. (2016). Assessing children's swallowing: Parent and professional perceptions. Tizard Learning Disability Review, 21(3), pp. 117-125. doi: 10.1108/TLDR-08-2015-0033

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

Henry, L. and Botting, N. (2016). Working memory and developmental language impairments. Child Language Teaching and Therapy, doi: 10.1177/0265659016655378

Holland, R., Johns, S.L. and Woollams, A.M. (2016). The impact of phonological versus semantic repetition training on generalisation in chronic stroke aphasia reflects differences in dorsal pathway connectivity. Neuropsychological Rehabilitation, doi: 10.1080/09602011.2016.1190384

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

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

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

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Knight, R.-A., Dipper, L. and Cruice, M. (2013). The use of video in addressing anxiety prior to viva voce exams. British Journal Of Educational Technology, 44(6), E217-E219. doi: 10.1111/bjet.12090

Grainger, C., Williams, D. M. and Lind, S. E. (2013). Online Action Monitoring and Memory for Self-Performed Actions in Autism Spectrum Disorder. Journal of Autism and Developmental Disorders, doi: 10.1007/s10803-013-1987-4

Pritchard, M., Cocks, N. and Dipper, L. (2013). Iconic gesture in normal language and word searching conditions: A case of conduction aphasia. International Journal of Speech-Language Pathology, 15(5), pp. 524-534. doi: 10.3109/17549507.2012.712157

Botting, N., Psarou, P., Caplin, T. and Nevin, L. (2013). Short-Term Memory Skills in Children With Specific Language Impairment The Effect of Verbal and Nonverbal Task Content. Topics in Language Disorders, 33(4), pp. 313-327. doi: 10.1097/01.TLD.0000437940.01237.51

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Pritchard, M., Cocks, N. and Dipper, L. (2013). Iconic gesture in normal language and word searching conditions: A case of conduction aphasia. International Journal of Speech-Language Pathology, 15(5), pp. 524-534. doi: 10.3109/17549507.2012.712157

Cocks, Naomi, Dipper, L. ORCID: 0000-0002-5918-3898, Pritchard, M. ORCID: 0000-0002-1777-9095 and Morgan, G. ORCID: 0000-0002-9495-1274 (2013). The impact of impaired semantic knowledge on spontaneous iconic gesture production. Aphasiology, 27(9), pp. 1050-1069. doi: 10.1080/02687038.2013.770816

Camilleri, B. and Botting, N. (2013). Beyond static assessment of children's receptive vocabulary: the dynamic assessment of word learning (DAWL). International Journal of Language & Communication Disorders, 48(5), pp. 565-581. doi: 10.1111/1460-6984.12033

Northcott, S. and Hilari, K. (2013). Stroke Social Network Scale: development and psychometric evaluation of a new patient-reported measure. Clinical Rehabilitation, 27(9), pp. 823-833. doi: 10.1177/0269215513479388

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Kyle, F. E., Campbell, R., Mohammed, T., Coleman, M. and MacSweeney, M. (2013). Speechreading development in deaf and hearing children: Introducing the test of child speechreading. Journal of Speech, Language, and Hearing Research, 56(2), pp. 416-426.

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Litosseliti, L. and Leadbeater, C. (2013). Speech and language therapy/pathology: Perspectives on a gendered profession. International Journal of Language and Communication Disorders, 48(1), pp. 90-101. doi: 10.1111/j.1460-6984.2012.00188.x

Camilleri, B. and Law, J. (2013). Dynamic assessment of word learning skills of preschool children with primary language impairment. International Journal of Speech-Language Pathology, doi: 10.3109/17549507.2013.847497

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Herman, R., Roy, P. and Kyle, F. E. (2013). Dyslexia and deaf children. British Association of Teachers of the Deaf Newsletter, 2013(May), pp. 47-48.

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Kyle, F. E., Kujala, J., Richardson, U., Lyytinen, H. and Goswami, U. (2013). Assessing the effectiveness of two theoretically motivated computerassisted reading interventions in the United Kingdom: GG Rime and GG Phoneme. Reading Research Quarterly, 48(1), pp. 61-76. doi: 10.1002/rrq.038

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Litosseliti, L. and Leadbeater, C. (2013). Gendered Discourses in Speech and Language Therapy. Journal of Applied Linguistics and Professional Practice, 8(3), pp. 295-314. doi: 10.1558/japl.v8i3.295

Mann, W., Roy, P. and Marshall, C. R. (2013). A look at the other 90 per cent: Investigating British Sign Language vocabulary knowledge in deaf children from different language learning backgrounds. Deafness and Education International, 15(2), pp. 91-116. doi: 10.1179/1557069X12Y.0000000017

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Marshall, J., Roper, A., Galliers, J. R., Wilson, S., Cocks, N., Muscroft, S. and Pring, T. (2013). Computer delivery of gesture therapy for people with severe aphasia. Aphasiology, 27(9), pp. 1128-1146. doi: 10.1080/02687038.2013.786803

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Holland, R., Brindley, L., Shtyrov, Y., Pulvermüller, F. and Patterson, K. (2012). They played with the trade: MEG investigation of the processing of past tense verbs and their phonological twins. Neuropsychologia, 50(14), pp. 3713-3720. doi: 10.1016/j.neuropsychologia.2012.10.019

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Pring, T., Flood, E., Dodd, B. and Joffe, V. (2012). The working practices and clinical experiences of paediatric speech and language therapists: a national UK survey. International Journal of Language & Communication Disorders, 47(6), pp. 696-708. doi: 10.1111/j.1460-6984.2012.00177.x

Joffe, V. and Black, E. (2012). Social, emotional, and behavioral functioning of secondary school students with low academic and language performance: perspectives from students, teachers, and parents. Language, Speech, and Hearing Services in Schools, 43(4), pp. 461-473. doi: 10.1044/0161-1461(2012/11-0088)

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Marshall, J., Best, W., Cocks, N., Cruice, M., Pring, T., Bulcock, G., Creek, G., Eales, N., Mummery, A. L., Matthews, N. and Caute, A. (2012). Gesture and naming therapy for people with severe aphasia: a group study. Journal of Speech, Language, and Hearing Research, 55(3), pp. 726-738. doi: 10.1044/1092-4388(2011/11-0219)

Caute, A., Northcott, S., Clarkson, L., Pring, T. and Hilari, K. (2012). Does mode of administration affect health-related quality-of-life outcomes after stroke?. International Journal of Speech-Language Pathology, 14(4), pp. 329-337. doi: 10.3109/17549507.2012.663789

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Atanga, L., Ellece, S. E., Litosseliti, L. and Sunderland, J. (2012). Gender and language in sub-Saharan African contexts: Issues and challenges. Gender and Language, 6(1), pp. 1-20. doi: 10.1558/genl.v6i1.1

Holland, R. and Crinion, J. (2012). Can tDCS enhance treatment of aphasia after stroke?. Aphasiology, 26(9), pp. 1169-1191. doi: 10.1080/02687038.2011.616925

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