CLaSS Lab Publications

*indicates student authorship

28. Yeager-Pellati, C., Bush, E.J., Farquharson, K., Schneider-Cline, W., & Harvey, J. (In Press) Classifying SLPs’ who Provide Intervention to Children with Traumatic Brain Injury: Results of a National Survey. Manuscript in Press with American Journal of Speech Language Pathology.

27. Farquharson, K. (2019). It Might Not Be “Just Artic”: The Case for the Single Sound Error. Perspectives of the ASHA Special Interest Groups, 4(1), 76-84.

26. Farquharson, K., & Tambyraja, S. R. (2019). Describing how school-based SLPs determine eligibility for children with speech sound disorders. In Seminars in speech and language, 40 (2), 105-112. Thieme Medical Publishers.

25. Farquharson, K., Hogan, T.P., Hoffman, L., Wang, J., Green, K., and Green, J.R. (2018). A longitudinal study of infants’ early speech production and later letter identification. PLoS ONE 13(10): e0204006. https://doi.org/10.1371/journal.pone.0204006

24. Cabbage, K. L., Farquharson, K., Iuzzini-Seigel, J., Zuk, J., & Hogan, T. P. (2018). Exploring the overlap between dyslexia and speech sound production deficits. Language, speech, and hearing services in schools, 49(4), 774-786.

23. Swaminathan, D.* & Farquharson, K. (2018). Using Response to Intervention for Speech Sound Disorders: Exploring caseload, years of experience, and geographical differences. Perspectives in School-Based Issues, 3(2), 53-66.

22. Farquharson, K., & Boldini, L.* (2018). Variability in interpreting “educational performance” for children with speech sound disorders. Language, speech, and hearing services in schools, 49(4), 938-949.

21. LARRC, Jiang, H., & Farquharson, K. (2018). Are memory and attention equally important for reading and listening comprehension? A developmental comparison. Reading and Writing, 1-29.

20. Farquharson, K. (2017). Promoting Early Literacy for a Child in Foster Care. Perspectives of the ASHA Special Interest Groups, 2(1), 117-123.

19. Farquharson, K., Hogan, T.P., & Bernthal, J.E. (2017). Working Memory in School-Aged Children with and without Speech Sound Disorders. International Journal of Speech Language Pathology, 1-12.

18. Tambyraja, S. R., Schmitt, M. B., Farquharson, K., & Justice, L. M. (2017). Home literacy environment profiles of children with language impairment: associations with caregiver‐and child‐specific factors. International journal of language & communication disorders, 52(2), 238-249.

17. Schmitt, M. B., Logan, J. A., Tambyraja, S. R., Farquharson, K., & Justice, L. M. (2017). Establishing language benchmarks for children with typically developing language and children with language impairment. Journal of speech, language, and hearing research, 60(2), 364-378.

16. Murphy, K., LARRC, & Farquharson, K. (2016). Investigating Profiles of Lexical Quality in Preschool and their Contribution to First Grade Reading. Reading and Writing, 1-26.

15. Language and Reading Research Consortium (LARRC), Farquharson, K. and Murphy, K.A. (2016) Ten Steps to Conducting a Large, Multi-Site, Longitudinal Investigation of Language and Reading in Young Children. Frontiers in Developmental Psychology, 7:419, 1-16.. doi: 10.3389/fpsyg.2016.00419

14. Wang, E. and Farquharson, K. (2016). Assessment of speech production skills of bilingual Mandarin-English speaking children: Difference vs. disorder. EBP Brief, 10, 1-8.

13. Farquharson, K. (2015). Language or motor: Reviewing the categorical theories regarding the etiology of speech sound disorders in children. Frontiers in Psychology,6, 1-3; Special Issue: Conceptual Categories and the Structure of Reality: Theoretical and Empirical Approaches

12. Cabbage, K., Farquharson, K., & Hogan, T.P. (2015). Speech perception and working memory in children with persistent speech sound disorders: A case study analysis Manuscript accepted for publication in Seminars in Speech and Language; Special Issue: Residual speech sound errors: Causes, implications, treatment, 36, 234-246.

11. Farquharson, K., Tambyraja, S.R., Logan, J.A.R., Justice, L.M., & Schmitt, M.B. (2015). Using hierarchical linear modeling to examine how individual SLPs differentially contribute to children’s language and literacy gains in public schools. American Journal of Speech Language Pathology.

10. Tambyraja, S.R., Schmitt, M.B., Farquharson, K., & Justice, L.M. (2015). Stability of Language and Literacy Profiles of Children with Language Impairment in the Public Schools. Journal of Speech, Language, and Hearing Research, 58, 1167-1181.

9. Farquharson, K. (2015). After Dismissal: Examining the Language, Literacy, and Cognitive Skills of Children with Remediated Speech Sound Disorders. Perspectives on School-Based Issues, 6, 50-59.

8. Tambyraja, S.R., Schmitt, M.B., Farquharson, K., & Justice, L.M. (2015). A person-centered approach to understanding emergent literacy risks in children with specific language impairment. Logopedija, 5, 1-8.

7. Tambyraja, S.R., Farquharson, K., Logan, J.A.R., & Justice, L.M. (2015). Phonological Processing and the Classroom Environment: Predictors of Decoding Skills in Kindergarten and First Grade Children with Language Impairment. American Journal of Speech-Language Pathology, 24, 177-188. doi:10.1044/2015_AJSLP-14-0054

6. Farquharson, K., Tambryaja, S.R., Justice, L.M., & Redle, E.E. (2014). Examining IEP goals for Children with Speech Sound Disorders. Journal of Communication Disorders, 52, 184-195. doi:10.1016/j.jcomdis.2014.09.005