Sandi Gillam | Deaf Education

Publications | Books

• Reutzel, D.R, Clark, S.A, Jones, C.L, Gillam, S.L, (2016). Making Meaning and Growing Knowledge: Comprehension Instruction in the Common Core Classroom, Pre-K-3. College Press
• Gillam, S.L, Kamhi, A., (2010). Specific language impairment: Blackwell Handbook in Linguistics: The Handbook of Language and Speech Disorders. M. Ball., J. Damico, and N. Mueller (Eds.),
• Gillam, S.L, (2007). Clinical decision making in developmental language disorders : Intervention for text comprehension deficits. A. G. Kamhi, J. J. Masterson, & K. Apel (Eds.)
• Gillam, S.L, Kamhi, A., (2001). Literacy in African-American Communities: The path to reading success or reading failure: A choice for the millennium. J. Harris, A. Kamhi, & K. Pollock (Eds.)

Publications | Book Chapters

• Gillam, R., Gillam, S.L, Holbrook, S., Orellana, C., (2017). Language Disorder in Children: Handbook of DSM-5 Disorders in Children and Adolescents. Springer *
• Gillam, R., Gillam, S.L, Fey, M., (2017). Supporting Knowledge in Language and Literacy (SKILL): A Narrative Based Language Intervention Program: Treatment of Language Disorders, 2nd Edition. . Brooks Publishing
• Gillam, S.L, Reutzel, D.R, (2017). Effective interventions for decoding and reading comprehension: Treatment of Language Disorders (2nd Edition). . Brooks Publishing
• Gillam, S.L, Holbrook, S., Language Intervention/Therapy: The SAGE Encyclopedia of Human Communication Sciences. The SAGE Encyclopedia of Human Communication Sciences
• Gillam, S.L, Simonsmeier, V.L, (2015). Spoken language problems in school-age populations. Praxis Review: National Speech-Language Pathology Examination Review and Study Guide. Therapy Education
• Gillam, S.L, Gillam, R., (2015). An Introduction to the Discipline of Communication Sciences and Disorders: Communication Sciences and Disorders: From Science to Clinical Practice. Jones and Bartlett *
• Gillam, S.L, Gillam, R., (2015). Language Impairment in Children: Communication Sciences and Disorders: From Science to Clinical Practice. Jones and Bartlett *
• Gillam, R., Gillam, S.L, (2015). Communication Disorders: The Encyclopedia of Clinical Psychology. Wiley-Blackwell
• Gillam, S.L, Gillam, R., (2013). The Development of Morphology and Syntax: Language Development: Foundations, Processes, and Clinical Applications, Second Edition. Jones and Bartlett
• Gillam, S.L, Reutzel, D.R, (2013). Speaking and Listening Standards: Teaching with the Common Core Standards for English Language Arts, PreK–2. Guilford Press
• Laura, J., Gillam, S.L, A., M., (2012). Teaching students with language disorders. : Effective Practices in Special Education. Pearson *
• Laura, J., Gillam, S.L, A., M., (2012). Teaching Students with Language Disorders. : Research-based practices in special education. Pearson Education
• Gillam, R., Gillam, S.L, (2010). An Introduction to the discipline of communication sciences and disorders.: Introduction to Communication Sciences and Disorders: From Science to Clinical Practice. Jones & Bartlett *
• Gillam, R., Montgomery, J., Gillam, S.L, (2009). Attention and memory in children with language disorders: Handbook of Language Disorders . Psychology Press

An asterisk (*) at the end of a publication indicates that it has not been peer-reviewed.

Publications | Curriculum

An asterisk (*) at the end of a publication indicates that it has not been peer-reviewed.

Publications | Journal Articles

Academic Journal

• Israelsen-Augenstein, M., Gillam, S.L, Fox, C., Wada, R., Gillam, R., (2022). Monitoring indicators of scholarly language: A progress monitoring tool for measuring complexity in narrative macrostructure.. Frontiers in Education, Sec. Educational Psychology, 7:918127, doi: doi.org/10.3389/feduc.2022.918127
• Gillam, R.B, Montgomery, J.W, Evans, J.L, Gillam, S.L, (2019). Cognitive Predictors of Sentence Comprehension in Children with and without Developmental Language Disorder: Implications for Assessment and Treatment . International Journal of Speech-Language Pathology, 21:3, 228-239.
• Pyle, N., Vasquez, A.C, Lignugaris-Kraft, B., Gillam, S.L, Reutzel, D.R, Abbie, O., Hugo, S., Daphne, H., Woodrow, L., Daniel, P., (2017). Effects of Expository Text Structure Interventions on Comprehension: A Meta-Analysis. Reading Research Quarterly
• Studenka, B., Gillam, S.L, Hartzheim, D., Gillam, R., (2017). Motor and verbal perspective taking in children with autism spectrum disorder: Changes in social interaction with people and tools. Research in Developmental Disabilities, 66
• Olszewski, A., A, P., Gillam, S.L, (2017). Training verbal and nonverbal communication interview skills to adolescents.. Communication Disorders Quarterly, 38, 206-218.
• Megan, I., Gillam, S.L, (2016). The Relationship between Narrative Proficiency and Syntactic Complexity of Story Retells Elicited from Children with ASD Spectrum Disorders (ASD). Autism Open Access, 6: 181, doi: doi:10.4172/2165-7890.1000181
• Gillam, S.L, (2016). Discourse Intervention Across the Lifespan. Walters-Kluwer36, 3-5.
• Gillam, S.L, Gillam, R., (2016). Narrative discourse intervention for school-age children with language impairment. Walters-Kluwer36, 20-34.
• Gillam, S.L, Harzheim, D., Studenka, B., Simonsmeier, V.L, Gillam, R., (2015). Narrative Intervention for children with Autism Spectrum Disorders. Journal of Speech, Language, and Hearing Research, 58, 920-933. doi: 10.1044/2015_JSLHR-L-14-0295
• Gillam, S.L, Olszewski, A., Fargo, J., Gillam, R., (2014). Classroom-based Narrative and Vocabulary Instruction: Results of an Early-Stage, Nonrandomized Comparison Study. Language, Speech and Hearing Services in Schools American Speech Language Hearing Assoc.
• Gillam, S.L, Fargo, J., Gillam, R., Cruce, C., (2014). A comparison of two directed monitoring conditions for improving comprehension. Journal of Speech and Language Pathology and Audiology, 1, 52-62. doi: 10.12970/2311-1917.2013.01.02.2.
• Boyce, L.K, Gillam, S.L, Innocenti, M., Cook, G., Ortiz, E., (2013). An Examination of Language Input and Vocabulary Development of Young Dual Language Learners Living in Poverty. First Language, 33, 572-593. doi: 10.1177/0142723713503145
• Squires, K., Gillam, S.L, Reutzel, D.R, Students who struggle with phonological awareness and early decoding: What speech language pathologists know can help!. Early Childhood Education Journal, doi: DOI 10.1007/s10643-013-0577-6
• Gillam, S.L, Mikenzi, F., (2012). Dynamic assessment of phonological awareness for children with speech sound disorders . Child Language Teaching and Therapy, 28:3, 297-308. doi: 10.1177/0265659012448087
• Gillam, S.L, Jamison, F., Douglas, P., Maya, C., (2012). Assessment of structure dependent narrative features in modeled contexts: African American and European American children . English Linguistics Research, 1:1, 37.
• Anthony, J.L, Williams, J.M, Duran, L., Gillam, S.L, Liang, L., Aghara, R., Swank, P., Assel, M., Landry, S., (2011). Spanish phonological awareness: Dimensionality and sequence of development during the preschool and kindergarten years. Journal of Educational Psychology, 103:4, 857-876.
• Petersen, D., Gillam, S.L, Spencer, T., Gillam, R., (2010). The effects of literate narrative intervention on children with neurologically-based language impairments: An early stage study. . Journal of Speech, Language, and Hearing Research, doi: 10.1044/1092-4388
• Gillam, R., Petersen, D., Gillam, S.L, (2008). Emerging Procedures in Narrative Assessment: The Index of Narrative Complexity. . Topics in Language Disorders28, 115-130.
• Gillam, S.L, Spencer, T., Petersen, D., (2008). Picture exchange communication system (PECS) or sign language: An evidence-based decision making example: Teaching Exceptional Children. Teaching Exceptional Children, 41, 40-47.
• Gillam, R., Gillam, S.L, (2008). Teaching Graduate Students to Make Evidence-Based Intervention Decisions: Application of a Seven-Step Process Within an Authentic Learning Context.. Topics in Language Disorders28, 212-228.
• Gillam, R., Gillam, S.L, (2006). Making evidence-based decisions about language intervention services for children. . Language, Speech, and Hearing Services in Schools37, 304-315.
• Gillam, S.L, (2006). Phonological awareness, reading fluency, and strategy-based reading comprehension instruction for children with language learning disabilities: What does research show? : Perspectives on Language Learning and Education, Division 1. Perspectives on Language Learning and Education, Division 1, 13, 17-22.
• Gillam, S.L, Espeland, W., (2005). The impact of a classroom-based preschool phonological awareness training program for children with spoken language and expressive phonological impairments: Journal of Communication Disorders. Journal of Communication Disorders, 38, 65-82.
• Gillam, S.L, Kamhi, A., (2003). Assessment of language and literacy in culturally and linguistically diverse populations: Language, Speech, and Hearing Services in the Schools. Language, Speech, and Hearing Services in the Schools, 34, 44-55.
• Gillam, S.L, (2003). Assessment of phonology in preschool African American Vernacular English speakers using an alternate response mode: American Journal of Speech Language Pathology. American Journal of Speech Language Pathology, 12, 3-15.
• Gillam, S.L, (2003). Research improves speech-impaired children’s reading: The University of Alabama, Research: The Foundation for Economic Expansion. The University of Alabama, Research: The Foundation for Economic Expansion, 1:1, 29.
• Gillam, S.L, (2002). Miscue analysis in school-age children: American Journal of Speech Language Pathology. American Journal of Speech Language Pathology, 11, 407-416.

Professional Journal

• Gillam, S.L, Gillam, R., Fargo, J., Olszewski, A., Segura, H., (2017). Monitoring indicators of scholarly language (MISL): A progress-monitoring instrument for measuring narrative discourse skills.. Communication Disorders Quarterly, doi: 1525740116651442
• Gillam, S.L, Holbrook, S., Westenskow, A., (2016). Addressing the language of math: Collaboration is essential.. Perspectives on Language Learning and Education, Division 1 1, 118-122.
• Gillam, S.L, Gillam, R., (2014). Improving clinical services: Be aware of fuzzy connections between principles and strategies.. Language, Speech, and Hearing Services in Schools, 45, 204-219.
• Squires, K., Gillam, S.L, Reutzel, D.R, (2013). Students who struggle with phonological awareness and early decoding: What speech language pathologists know can help!. Early Childhood Education Journal, 41:6, 401-411. doi: DOI 10.1007/s10643-013-0577-6
• Gillam, S.L, (2011). Making evidence-based decisions about language intervention services for children . Research, Reason, and Uncertainty, Topics in Communication Sciences and Disorders Research , 304-315. *
• Anthony, J., Williams, J., Gillam, S.L, Duran, L., Gillam, S., Liang, S., Aghara, R., (2011). Dimensionality and Development of Spanish Phonological Awareness: Journal of Educational Psychology. Journal of Educational Psychology
• Anthony, J., Williams, J., Gillam, S.L, Duran, L., Gillam, S., Liang, S., Aghara, R., (2011). Dimensionality and Development of Spanish Phonological Awareness: Journal of Educational Psychology. Journal of Educational Psychology
• Gillam, S.L, Ronald, G., (2011). Making evidence-based decisions about language intervention services for children . Research, Reason, and Uncertainty, Topics in Communication Sciences and Disorders Research – an ASHA reader , 304-315.
• Gillam, S.L, Fargo, J., Foley, B.E, Oszewski, A., (2010). A nonverbal phoneme deletion task administered in a dynamic assessment format: Journal of Communication Disorders. Journal of Communication Disorders.44, 236-245.
• Petersen, D., Gillam, S.L, Spencer, T., Gillam, R., (2010). Narrative Intervetnion for children with neurologically based speech and language disorders. A single subject, multiple baseline study. : Journal of Speech Language and Hearing Research. Journal of speech Language and Hearing Research53, 961-981.
• Gillam, S.L, Fargo, J., St. Clair, K., (2009). Comprehension of expository text: Insights gained from think-aloud data.. American Journal of Speech-Language Pathology.18, 82-94.
• Gillam, R., Gillam, S.L, (2007). Consulting the evidence to provide treatment for a preschooler with moderate-to-severe speech disorders who has not responded well to previous therapy.. Perspectives in Language and Learning, 14:1, 4-6.
• Gillam, S.L, Kamhi, A., (2002). The use of think-aloud protocols to compare inferencing abilities of average and below average readers: Journal of Learning Disabilities. Journal of Learning Disabilities, 35, 436-447.
• Gillam, S.L, Kamhi, A., (2001). The Importance of Orthographic Analogies in Learning to Read: Journal of Logopedics, Phoniatrics, & Vocology. Journal of Logopedics, Phoniatrics, & Vocology, 25, 29-34.

An asterisk (*) at the end of a publication indicates that it has not been peer-reviewed.

Publications | MultiMedia

Video

An asterisk (*) at the end of a publication indicates that it has not been peer-reviewed.

Publications | Technical Reports

Research Reports

• Gillam, S.L, Justice, L., (2011). Progress monitoring tools for SLPs in response to intervention: Primary grades: American speech Hearing and Language Leader. ASHA Leader

An asterisk (*) at the end of a publication indicates that it has not been peer-reviewed.

Publications | Other

Newsletter

• Gillam, R., Gillam, S.L, (2012). N-back and CogMed working memory training: Proceed with caution . Perspectives on Language Learning and Education, Division 1

Other

• Gillam, S.L, (2004). Efficacy and cross-domain effects of a phonological awareness and reading intervention for children with moderate-severe language impairment.

An asterisk (*) at the end of a publication indicates that it has not been peer-reviewed.