Shelley Gray
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Phone: 480-965-6796
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Coor Hall Room 3394 Tempe, AZ 85287-0102
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Shelley Gray is a Professor of Speech and Hearing Science in the College of Health Solutions at Arizona State University and a certified speech-language pathologist. She is also an affiliate faculty member in the Mary Lou Fulton Teachers College and a Barrett Honors Faculty member. She leads the Child Language and Literacy Lab (CHILLL) that focuses on the development of early literacy, reading, and working memory in children and adolescents and the development and testing of assessments and curricula to improve children’s learning and academic success. In collaboration with many talented colleagues, CHILLL has ongoing studies investigating the development and testing of the Teaching Early Literacy and Language (TELL) preschool curriculum, testing of the Comprehensive Assessment Battery for Children – Working Memory (CABC-WM), and longitudinal studies of reading and working memory in elementary through high school students.
- Ph.D. Speech and Hearing Sciences, University of Arizona
- M.S. Speech and Hearing Sciences, University of Arizona
- B.S. Public Administration, University of Arizona
- Child language development and disorders
- Early literacy, reading, and writing development and disorders
- Language and literacy assessment
- Language, early literacy, and reading curriculum and professional development
- Working memory development and disorders
- Vocabulary development and word learning
Note. The Language and Reading Research Consortium, of which I am an investigator, publishes its papers as a consortium. Named authors are contributors from outside the consortium.
Cain, K., Currie, N. K., Francey, G., Davies, R., Gray, S., Bridges, M. S., Restrepo, M. A., Thompson, & M. S., Ciraolo, M. F. (in press). The influence of reader and text characteristics on sixth graders’ inference making. Journal of Research in Reading.
Alt, M., Hunter, D., Levy, R., Neiling, S. L., Leon, K., Arizmendi, G. D., Cowan, N. & Gray, S. (in press). Working memory structure in young Spanish-English bilingual children. Bilingualism: Language and Cognition.
Risueno, R. J., Romeo, S., & Gray, S. (2024). The efficacy of story champs for improving oral language in third grade Spanish-English bilingual students with developmental language disorder. Language, Speech, and Hearing Services in Schools, 55, 938-958. https://doi.org/10.1044/2024_LSHSS-23-00121
Gray, S., Wilcox, M. J., & Reiser, M. (2024). Efficacy of the Teaching Early Literacy and Language (TELL) Curriculum with Preschoolers from Low-Income Families. Language, Speech, and Hearing Services in Schools, 55, 696-713. https://doi.org/10.1044/2024_LSHSS-23-00140
Calvin, K., & Gray, S. (2023). Improving expository text comprehension in adolescent Spanish-English bilingual learners with learning disabilities using a graphic organizer. Learning Disability Quarterly. https://doi.org/10.1177/07319487231176780
Mettler, H. M., Alt, M., Gray, S., Hogan, T. P., Green, S., & Cowan, N. (2022). The relationship between phonological working memory and sentence production in school-age children with typical language, dyslexia, and comorbid dyslexia and developmental language disorder. Journal of Child Language, 1-35. https://doi.org/10.1017/S0305000922000435
Calvin, K. & Gray, S. (2022). Double bubble thinking maps and their effect on reading comprehension in Spanish-English bilingual middle school students with learning disabilities. Learning Disability Quarterly, 45, 212-224. https://doi.org/10.1177/0731948720958644
Language and Reading Research Consortium (LARRC), Lo, M. & Xu, M. (2022). Impacts of the Let’s Know! Curriculum on the language and comprehension-related skills of prekindergarten and kindergarten children. Journal of Educational Psychology, advanced preprint.
Gray, S., Levy, R., Alt, M., Hogan, T. P. & Cowan, N. (2022). Working memory predicts new word learning over and above existing vocabulary and nonverbal IQ. Journal of Speech, Language, and Hearing Research, 65, 1044-1069. https://doi.org/10.1044/2021_JSLHR-21-00397
Alt, M., Fox, A., Levy, R., Hogan, T.P., Cowan, N., & Gray, S. (2021). Phonological working memory and central executive function differ in children with typical development and dyslexia. Dyslexia, 28, 20-39. https://doi.org/10.1002/dys.1699
Peter, B., Albert, A., Panagiotides, H. & Gray, S. (2021). Sequential and spatial letter reversals in adults with dyslexia during a word comparison task: Demystifying the ‘was saw’ and ‘db’ myths. Clinical Linguistics and Phonetics, 35. 310-339. DOI: 10.1080/02699206.2020.1780322
Lancaster, H., Li, J., & Gray, S. (2021). Selective visual attention skills differentially predict decoding and reading comprehension performance across reading ability profiles. Journal of Research in Reading, 44, 715-734. DOI:10.1111/1467-9817.12368
Language and Reading Research Consortium (LARRC), Mesa, C., & Yeomans-Maldonado (in press). English and Spanish Predictors of Grade 3 Reading Comprehension in Bilingual Children. Journal of Speech, Language, and Hearing Research.
Currie, N. K., Francey, G., Davies, R., Gray, S. Bridges, M. S., Restrepo, M. A., Thompson, M. S., Ciralo, M. F., Hu, J., & Cain, K. (in press). The process and product of coherence monitoring in young readers: Effects of reader and text characteristics. Scientific Studies of Reading.
Peter, B., Albert, A., Panagiotides, H. & Gray, S. (in press). Sequential and spatial letter reversals in adults with dyslexia during a word comparison task: Demystifying the ‘was saw’ and ‘db’ myths. Clinical Linguistics and Phonetics. DOI: 10.1080/02699206.2020.1780322
Calvin, K. & Gray, S. (2020). Double bubble thinking maps and their effect on reading comprehension in Spanish-English bilingual middle school students with learning disabilities. Learning Disability Quarterly, 0, 1-13. https://doi.org/10.1177/0731948720958644
Peter, B., Albert, A., & Gray, S. (2020). Spelling errors reveal underlying sequential and spatial processing deficits in adults with dyslexia. Clinical Linguistics & Phonetics. DOI: 10.1080/02699206.2020.1780322
Gray, S., Lancaster, H., Alt, M., Hogan, T. P., Green, S., Levy, R., & Cowan, N. (2020). The structure of word learning in young school-age children. Journal of Speech, Language, and Hearing Research, 63, 1446-1466. PMCID: Pending. https://doi.org/10.1044/2020_JSLHR-19-00186
Wilcox, M. J., Gray, S., & Reiser, M. (2020). Preschoolers with developmental speech and/or language impairment: Efficacy of the Teaching Early Literacy and Language (TELL) curriculum. Early Childhood Research Quarterly, 51, 124-143.
Alt, M., Gray, S., Hogan, T. P., & Nelson, C. (2019). Spoken word learning differences among children with dyslexia, concomitant dyslexia and developmental language disorder, and typical development. Language, Speech, and Hearing Services in Schools, 50, 540-561. doi: 10.1044/2019_LSHSS-VOIA-18-0138. PubMed PMID: 31600465.
Language and Reading Research Consortium (LARRC), Currie, N. K., & Muijselaar, M. M. L. (2019). Inference making in young children: The concurrent and longitudinal contributions of verbal working memory and vocabulary. Journal of Educational Psychology, 111, 1416-1431.
Language and Reading Research Consortium (LARRC), Mesa, & Yeoman’s-Maldonado (2019). The role of prek Spanish in predicting first grade English word reading among dual language learners. Journal of Speech, Language, and Hearing Research, 62, 1755-1774. https://doi.org/10.1044/2019_JSLHR-L-17-0146
Alt, M., Arizmendi, G. D., Gray, S., Hogan, T. P., Green, S., & Cowan, N. (2019). Novel word learning in children who are bilingual: Comparison to monolingual peers. Journal of Speech, Language, and Hearing Research, 62, 2332-2360. doi: 10.1044/2019_JSLHR-L-18-0009. Epub 2019 Jun 21. PubMed PMID: 31225982; PubMed Central PMCID: PMC6808359.
Language and Reading Research Consortium, Jiang, H. & Logan, J. (2019). Improving Reading Comprehension in the Primary Grades: Mediated Effects of a Language-Focused Classroom Intervention. Journal of Speech, Language, and Hearing Research, 62, 2812-2828.
Gray, S., Fox, A., Green, S., Alt, M., Hogan, T., Petscher, Y., & Cowan, N. (2019). Working memory profiles of children with dyslexia, developmental language disorder, or both. Journal of Speech, Language, and Hearing Research, 62, 1839-1858. https://doi.org/10.1044/2019_JSLHR-L-18-0148. PubMed PMID: 31112436; PubMed Central PMCID: PMC6808376.
Runnion, E., & Gray, S. (2019). What clinicians need to know about early literacy development in children with hearing loss. Language, Speech, and Hearing Services in Schools, 50, 16-33.
Erikson, J., Alt, M., Gray, S., Green, S. Hogan, T. P., & Cowan, N. (2018). Phonological vulnerability for school-aged Spanish-English-speaking bilingual children. International Journal of Bilingual Education and Bilingualism. DOI: 10.1080/13670050.2018.1510892
Language and Reading Research Consortium (LARRC), Yeomans-Maldonado, G., Bengochea, A., & Mesa, C. (2018). The dimensionality of oral language in kindergarten Spanish-English dual-language learners. Journal of Speech, Language, and Hearing Research, 61, 2779-2795.
Language and Reading Research Consortium, Farquharson, K., & Jiang, H. (2018). Are memory and attention equally important for reading and listening comprehension? A developmental comparison. Reading and Writing, 31, 1449-1477.
Language and Reading Research Consortium (LARRC) & Chiu, Y. D. (2018). The simple view of reading across development: The prediction of grade 3 reading comprehension by prekindergarten skills. Remedial and Special Education, 39, 289-303.
Language and Reading Research Consortium (LARRC) & Muijselaar, M. M. L. (2018). The dimensionality of inference making: Are local and global inferences distinguishable? Scientific Studies of Reading, 22, 117-136.
Baron, L. S., Hogan, T. P., Alt, M., Gray, S., Cabbage, K. L., Green, S., & Cowan, N. (2018). Children with dyslexia benefit from orthographic facilitation during spoken word learning. Journal of Speech Language Hearing Research, 61, 2002-2014. PubMed PMID: 29984372; PubMed Central PMCID: PMC6198916.
Arizmendi, G.D., Alt, M., Gray, S., Hogan, T., Green, S., & Cowan, N. (2018). Do bilingual children have an executive function advantage? Results from inhibition, shifting, and updating tasks. Language, Speech, and Hearing Services in Schools, 49, 356 378. doi:10.1044/2018_LSHSS-17-0107. PubMed PMID: 29978206; PubMed Central PMCID: PMC6105129.
Language and Reading Research Consortium (LARRC), Jiang, H., Logan, J. A., & Jia, R. (2018). Modeling the nature of grammar and vocabulary trajectories from pre-kindergarten to third grade. Journal of Speech, Language, and Hearing Research, 61, 910-923. doi: 10.1044/2018_JSLHR-L-17-0090. PubMed PMID: 29642241.
Barragan, B., Castilla-Earls, A., Martinez-Nieto, L., Restrepo, M. A., & Gray, S. (2018). Performance of low-income dual language learners attending English-only schools on the Clinical Evaluation of Language Fundamentals – Fourth Edition, Spanish. Language, Speech, and Hearing Services in Schools, 49, 292-305. doi:10.1044/2017_LSHSS-17-0013
Language and Reading Research Consortium, Jiang, H., & Davis, D. (2017). Let’s Know! proximal impacts on prekindergarten through grade 3 students’ comprehension-related skills. The Elementary School Journal, 118, 177-206.
Cowan, N., Hogan, T.P., Alt, M., Green, S., Cabbage, K.L., Brinkley, S., & Gray, S. (2017). Short-term memory in childhood dyslexia: Deficient serial order in multiple modalities. Dyslexia, 23, 209-233. DOI: 10.1002/dys.1557. PMCID: PMC5540735, PMID 28497530.
Schlesinger, N. W., & Gray, S. (2017). The impact of multisensory instruction on learning letter names and sounds, word reading and spelling. Annals of Dyslexia, 67, 19-258. DOI: 10.1007/s11881-017-0140-z
Language and Reading Research Consortium (LARRC) & Yeomans-Maldonado, G. (2017). Development of comprehension monitoring in beginner readers. Reading and Writing. doi:10.1007/s11145-017-9765-x
Cabbage, K., Brinkley, S., Gray, S., Alt, M., Cowan, N., Green, S., Kuo, T., & Hogan, T. P. (2017). Assessing working memory in children: The Comprehensive Assessment Battery for Children – Working Memory (CABC-WM). Journal of Visual Experiments, 124, URL: https://www.jove.com/video/55121. doi:10.3791/55121. PubMed PMID: 28654032; PubMed Central PMCID: PMC5608376.
Language and Reading Research Consortium and Logan, J. (2017). Pressure points in reading comprehension: A quantile multiple regression analysis. Journal of Educational Psychology, 109, 451-464. http://dx.doi.org/10.1037/edu0000150
Alt, M., Hogan, T., Green, S., Gray, S., Cabbage, K., & Cowan, N. (2017). Word learning deficits in children with dyslexia. Journal of Speech, Language, and Hearing Research, 60, 1012-1028. DOI: 10.1044/2016_JSHLR-L-16-0036. PubMed PMID: 28388708; PubMed Central PMCID: PMC5548075.
Language and Reading Research Consortium (2017). Oral language and listening comprehension: Same or different constructs? Journal of Speech, Language, and Hearing Research, 60, 1273-1284. https://doi.org/10.1044/2017_JSLHR-L-16-0039
Yang, H. & Gray, S. (2017). Executive function in preschoolers with primary language impairment. Journal of Speech, Language, and Hearing Research, 60, 379-392. doi:10.1044/2016_JSLHR-L-15-0267
Gray, S., Green, S., Alt, M., Hogan, T., Kuo, T., Brinkley, S., & Cowan, N. (2017). The structure of working memory in young school-age children and its relationship to intelligence. Journal of Memory and Language, 92, 183-201. PubMed PMID: 27990060; PubMed Central PMCID: PMC5157932.
Language and Reading Research Consortium (2016). Use of the curriculum research framework (CRF) for developing a reading-comprehension curricular supplement for the primary grades. The Elementary School Journal, 116, 459-486. DOI: 10.1086/684827
Alonzo, C., Yeomans-Maldonado, G., Murphy, K., Bevens, B., & Language and Reading Research Consortium (2016). Predicting second grade listening comprehension using pre-kindergarten measures. Topics in Language Disorders, 36, 312-333. DOI: 10.1097/TLD.0000000000000102
Kapantzoglou, M., Thompson, M. S., Gray, S., Restrepo, M.A., & Gorin, J. (2016). Assessing measurement invariance for Spanish sentence repetition and morphology elicitation tasks. Journal of Speech, Language, and Hearing Research, 59, 254-266. doi: 10.1044/2015_JSLHR-L-14-0319
Castilla-Earls, A.P., Restrepo, M., Perez-Leroux, A.T., Gray, S., Gaile, D., & Ziqiang, C. (2016). Interactions between bilingual effects and language impairment: Exploring grammatical markers in Spanish-speaking bilingual children. Applied Psycholinguistics, 37, 1147-1173. DOI: 10.1017/S0142716415000521
Murphy, K., Language and Reading Research Consortium, Farquharson, K. (2016). Investigating profiles of lexical quality in preschool and their contribution to first grade reading. Reading and Writing, 29, 1745-1770.
Language and Reading Research Consortium, Arthur, A., & Davis, D. L. (2016). A pilot study of the impact of double-dose robust vocabulary instruction on children’s vocabulary growth. Journal of Research on Educational Effectiveness, 9, 173-200.
Green, S. B., Yang, Y., Alt, M. Brinkley, S., Gray, S., Hogan, T., & Cowan, N. (2016). Use of internal consistency coefficients for estimating reliability of experimental task scores. Psychonomic Bulletin & Review, 23, 750-763.
McIlraith, A. L., and Language and Reading Research Consortium (2016) Predicting word reading ability: a quantile regression study. Journal of Research in Reading. doi: 10.1111/1467-9817.12089.
Language and Reading Research Consortium, Johanson, M., & Arthur, A. (2016). Improving the language skills of pre-kindergarten students: Preliminary impacts of the Let’s Know! experimental curriculum. Child and Youth Care Forum, 45, 367-392.
Language and Reading Research Consortium, 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, 1-16. doi: 10.3389/fpsyg.2016.00419
Language and Reading Research Consortium (2015). The dimensionality of language ability in young children. Child Development, 86, 1948-1965. DOI: http://dx.doi.org/10.1111/cdev.12450. PubMed PMID: 27064308; PubMed Central PMCID: PMC4812066.
Language and Reading Research Consortium (2015). Learning to read: should we keep things simple? Reading Research Quarterly, 50, 151-169. DOI: 10.1002/rrq.99
Kapantzoglou, M., Restrepo, M.A., Gray, S., Thompson, M. S., & Gorin, J. (2015). Language ability groups in bilingual children: A latent profile analysis. Journal of Speech, Language, and Hearing Research, 58, 1549-1562.
Language and Reading Research Consortium (2015). The dimensionality of Spanish in young Spanish-English dual language learners. Journal of Speech, Language, and Hearing Research, 58, 754-766. DOI: 10.1044/2015_JSLHR-L-13-0266. PubMed PMID: 26509742.
Language and Reading Research Consortium, Pratt, A., & Logan, J. (2014). Improving language-focused comprehension instruction in primary-grade classrooms: Impacts of the Let’s Know! experimental curriculum. Educational Psychology Review, 26, 357-377.
Gray, S., Pittman, A., & Weinhold, J. (2014). Effect of phonotactic probability and neighborhood density on word learning by preschoolers with typical development and specific language impairment. Journal of Speech, Language, and Hearing Research, 57, 1011-1025. doi:10.1044/2014_JSLHR-L-12-0282
Gray, S. & Kiernan, B. (2013). Talk It Out: A conflict resolution program for preschool children with speech and language impairments. Seminars in Speech and Language, 34, 94-102. DOI: http://dx.doi.org/10.1055/s-0033-1342980
Smyk, E., Restrepo, M. A., Gorin, J., & Gray, S. (2013). Development and validation of the Spanish-English Language Proficiency Scale (SELPS). Language, Speech, and Hearing Services in Schools, 44, 252-265.
Koutsoftas, A. D. & Gray, S. (2013). A structural equation model of the writing process in typically-developing sixth grade children. Reading and Writing: An Interdisciplinary Journal, 26, 941-966. DOI: http://dx.doi.org/10.1007/s11145-012-9399-y
Gray, S., Brinkley, S. & Svetina, D. (2012). Word learning by preschoolers with SLI: Effect of phonotactic probability and object familiarity. Journal of Speech, Language, and Hearing Research, 55, 1289-1300. PMID: 22411280; PMCID: PMC3376702; DOI: 10.1044/1092-4388(2012/11-0095)
Koutsoftas, A. D. & Gray, S. (2012). Comparison of narrative and expository writing in fourth and fifth grade students with and without language learning disabilities. Language, Speech, and Hearing Services in Schools, 43, 395-409.
Srivastava, P. & Gray, S. (2012). Computer-based and paper-based reading comprehension in adolescents with typical language development and language-learning disabilities. Language, Speech, and Hearing Services in Schools, 43, 424-437.
Gray, S., Reiser, M. & Brinkley, S. (2012). Effect of onset and rhyme primes in preschoolers with typical development and specific language impairment. Journal of Speech, Language, and Hearing Research, 55, 32-44. PMCID: PMC3288736
Gray, S. & Brinkley, S. (2011). Fast mapping and word learning by preschoolers with specific language impairment in a supported learning context: Effect of encoding cues, phonotactic probability, and object familiarity. Journal of Speech, Language, and Hearing Research, 54, 870-884. PMCID: PMC3032818
Wilcox, M. J., Gray, S., Reiser, M. & Guimond, A. (2011). Efficacy of the TELL Language and Literacy Curriculum for preschool children with developmental speech and/or language impairment. Early Childhood Research Quarterly, 26, 278-294. DOI: http://dx.doi.org/10.1016/j.ecresq.2010.12.003
Koutsoftas, A., Towle-Harmon, M. & Gray, S. (2009). The effect of tier 2 intervention for phonemic awareness in a response-to-intervention model in low-income preschool classrooms. Language, Speech, and Hearing Services in Schools, 40, 116-130. DOI: http://dx.doi.org/10.1044/0161-1461(2008/07-0101)
Gray, S. (2007). Promoting early literacy through professional development, early literacy curriculum and classroom environment, Early Childhood Services, 1, 17-31.
Gray, S. (2006). Commentary on keynote - Nonword repetition and word learning: The nature of the relationship by Susan E. Gathercole. Applied Psycholinguistics, 27, 562-564.
Gray, S. (2006). The relationship between phonological memory, receptive vocabulary, and fast mapping by preschoolers with specific language impairment. Journal of Speech, Language, and Hearing Research, 49, 955-969. DOI: http://dx.doi.org/10.1044/1092-4388(2006/069)
Gray, S. (2005). Word learning by preschoolers with specific language impairment: Effect of phonological or semantic cues. Journal of Speech, Language, and Hearing Science, 48, 1452-1467. DOI: http://dx.doi.org/10.1044/1092-4388(2005/101)
Lafferty, A. E., Gray, S., & Wilcox, J. (2005). Teaching alphabetic knowledge skills to preschool children with specific language impairment and typically developing language. Child Language Teaching and Therapy, 21, 263-277. DOI: http://dx.doi.org/10.1191/0265659005ct292oa
Gray, S. (2005). Word learning by preschoolers with specific language impairment. Perspectives, 12, 17-21.
Gray, S. (2004). Word-learning by preschoolers with specific language impairment: predictors and poor learners. Journal of Speech, Language, and Hearing Research, 47, 1117-1132. DOI: http://dx.doi.org/10.1044/1092-4388(2004/083)
Gray, S. (2003). Word-learning by preschoolers with specific language impairment: What predicts success? Journal of Speech, Language, and Hearing Research, 46, 56-67. DOI: http://dx.doi.org/10.1044/1092-4388(2003/005)
Gray, S. (2003). Diagnostic accuracy and test-retest reliability of nonword repetition and digit span tasks administered to preschool children with specific language impairment. Journal of Communication Disorders, 36, 129-151. DOI: http://dx.doi.org/10.1016/s0021-9924(03)00003-0
Gray, S., Plante, E., Vance, R., and Henrichsen, M. (1999). The diagnostic accuracy of four vocabulary tests administered to preschool-age children. Language, Speech, and Hearing Services in Schools, 30, 196-206. DOI: http://dx.doi.org/10.1044/0161-1461.3002.196
Kiernan, B., & Gray, S. (1998). Word learning in a supported- learning context by preschool children with specific language impairment. Journal of Speech, Language, and Hearing Research, 41, 161-171. DOI: http://dx.doi.org/10.1044/jslhr.4101.161
Gray, S. & Shelton, R. (1992). Self-monitoring effects on articulation carry-over in school age children. Language, Speech, and Hearing Services in Schools, 23, 334-342. DOI: http://dx.doi.org/10.1044/0161-1461.2304.334
External Funding
U.S. Department of Education Grant R324A190181 Wilcox (PI) Gray (Co-PI) 08/01/19-07/31/24
A Conceptual Efficacy Replication of the TELL Preschool Curriculum with Web-Based Implementation Support and Professional Development Variations $3,599,825
National Institutes of Health – NIDCD 2R01DC010784-06 Gray (PI) 07/01/18-06/30/23
Profiles of Working Memory for Educational Research $3,329,721
Phoenix Children’s Hospital Leadership Circle Gray (Co-I; ASU Subcontract) 10/01/21-02/01/23
Dyslexia Screening Project $150,000
U.S. Department of Education Grant R324A180093 Gray (PI) 07/01/18-06/30/23
(NCE) Developing an Extension of the TELL Curriculum for Three-Year-Old Children with Developmental Speech and/or Language Impairment $1,400,000
National Institutes of Health – NICHD 1R01HD096144-01 Bridges (PI) Gray (Co-I) 09/01/18-05/31/23
Monolingual and Bilingual Reading Comprehension in Middle School Students ubaward to Arizona State University $1,075,639
National Institutes of Health – NICHD 1R01HD093003-01 Gray (PI) 08/01/17-07/31/23
(NCE) Reading Comprehension in Monolingual and Bilingual Children $2,821,233
U.S. Department of Education Grant H325D170061 Gray (PI) 08/01/17-07/31/23
(NCE) Interdisciplinary Program to Prepare Faculty in Evidence-Based Interventions for English Language Learners with Learning Disabilities $1,250,000
Courses
2026 Spring
| Course Number | Course Title |
|---|---|
| SHS 792 | Research |
| SHS 799 | Dissertation |
| SHS 498 | Pro-Seminar |
| SHS 592 | Research |
| SHS 593 | Applied Project |
| SHS 599 | Thesis |
| SHS 790 | Reading and Conference |
2025 Fall
| Course Number | Course Title |
|---|---|
| BIO 495 | Undergraduate Research |
| SHS 498 | Pro-Seminar |
| SHS 592 | Research |
| SHS 599 | Thesis |
| SHS 792 | Research |
| SHS 799 | Dissertation |
| SHS 790 | Reading and Conference |
| SHS 593 | Applied Project |
2025 Summer
| Course Number | Course Title |
|---|---|
| BIO 495 | Undergraduate Research |
| SHS 799 | Dissertation |
| SHS 792 | Research |
| SHS 592 | Research |
| SHS 599 | Thesis |
2025 Spring
| Course Number | Course Title |
|---|---|
| SHS 586 | Language Essentials Teach Read |
| SHS 498 | Pro-Seminar |
| SHS 592 | Research |
| SHS 792 | Research |
| SHS 799 | Dissertation |
| SHS 593 | Applied Project |
| SHS 599 | Thesis |
| CHS 494 | Special Topics |
| SHS 790 | Reading and Conference |
| SHS 790 | Reading and Conference |
| CHS 484 | Internship |
| CHS 484 | Internship |
| CHS 493 | Honors Thesis |
| CHS 494 | Special Topics |
2024 Fall
| Course Number | Course Title |
|---|---|
| BIO 495 | Undergraduate Research |
| SHS 498 | Pro-Seminar |
| SHS 592 | Research |
| SHS 599 | Thesis |
| SHS 792 | Research |
| SHS 799 | Dissertation |
| SHS 702 | Sci Writing & Presentation II |
| SHS 790 | Reading and Conference |
| SHS 593 | Applied Project |
| CHS 494 | Special Topics |
| CHS 492 | Honors Directed Study |
| CHS 280 | Exptl Comm Hlth & Research |
| CHS 280 | Exptl Comm Hlth & Research |
| CHS 484 | Internship |
| CHS 484 | Internship |
2024 Summer
| Course Number | Course Title |
|---|---|
| BIO 495 | Undergraduate Research |
| SHS 799 | Dissertation |
| SHS 792 | Research |
| SHS 592 | Research |
| SHS 599 | Thesis |
| CHS 484 | Internship |
2024 Spring
| Course Number | Course Title |
|---|---|
| CHS 280 | Exptl Comm Hlth & Research |
| SHS 498 | Pro-Seminar |
| SHS 592 | Research |
| SHS 792 | Research |
| SHS 799 | Dissertation |
| SHS 593 | Applied Project |
| SHS 586 | Language Essentials Teach Read |
| CHS 494 | Special Topics |
| SHS 790 | Reading and Conference |
| CHS 493 | Honors Thesis |
| SHS 795 | Continuing Registration |
| CHS 280 | Exptl Comm Hlth & Research |
| CHS 484 | Internship |
| CHS 484 | Internship |
2023 Fall
| Course Number | Course Title |
|---|---|
| BIO 495 | Undergraduate Research |
| SHS 498 | Pro-Seminar |
| SHS 592 | Research |
| SHS 599 | Thesis |
| SHS 792 | Research |
| SHS 799 | Dissertation |
| CHS 493 | Honors Thesis |
| SHS 592 | Research |
| SHS 790 | Reading and Conference |
| SHS 593 | Applied Project |
2023 Summer
| Course Number | Course Title |
|---|---|
| BIO 495 | Undergraduate Research |
| SHS 592 | Research |
| SHS 799 | Dissertation |
| SHS 792 | Research |
| SHS 592 | Research |
| SHS 592 | Research |
| SHS 599 | Thesis |
| CHS 484 | Internship |
2023 Spring
| Course Number | Course Title |
|---|---|
| SHS 498 | Pro-Seminar |
| SHS 592 | Research |
| SHS 792 | Research |
| SHS 799 | Dissertation |
| SHS 593 | Applied Project |
| SHS 599 | Thesis |
| CHS 494 | Special Topics |
| SHS 790 | Reading and Conference |
| SHS 795 | Continuing Registration |
| SHS 790 | Reading and Conference |
2022 Fall
| Course Number | Course Title |
|---|---|
| BIO 495 | Undergraduate Research |
| SHS 498 | Pro-Seminar |
| SHS 592 | Research |
| SHS 599 | Thesis |
| SHS 792 | Research |
| SHS 799 | Dissertation |
| CHS 494 | Special Topics |
| SHS 592 | Research |
| SHS 790 | Reading and Conference |
| SHS 593 | Applied Project |
2022 Summer
| Course Number | Course Title |
|---|---|
| BIO 495 | Undergraduate Research |
| SHS 592 | Research |
| SHS 799 | Dissertation |
| SHS 792 | Research |
| SHS 592 | Research |
| SHS 592 | Research |
2022 Spring
| Course Number | Course Title |
|---|---|
| SHS 498 | Pro-Seminar |
| SHS 592 | Research |
| SHS 792 | Research |
| SHS 799 | Dissertation |
| SHS 593 | Applied Project |
| SHS 599 | Thesis |
| SHS 586 | Language Essentials Teach Read |
| CHS 494 | Special Topics |
| CHS 280 | Exptl Comm Hlth & Research |
| CHS 280 | Exptl Comm Hlth & Research |
| CHS 484 | Internship |
| CHS 484 | Internship |
| SHS 790 | Reading and Conference |
| CHS 493 | Honors Thesis |
| SHS 795 | Continuing Registration |
2021 Fall
| Course Number | Course Title |
|---|---|
| BIO 495 | Undergraduate Research |
| SHS 498 | Pro-Seminar |
| SHS 592 | Research |
| SHS 599 | Thesis |
| SHS 792 | Research |
| SHS 799 | Dissertation |
| CHS 492 | Honors Directed Study |
| CHS 494 | Special Topics |
| SHS 592 | Research |
| CHS 484 | Internship |
| CHS 484 | Internship |
| CHS 280 | Exptl Comm Hlth & Research |
| CHS 280 | Exptl Comm Hlth & Research |
| SHS 790 | Reading and Conference |
| SHS 593 | Applied Project |
| CHS 494 | Special Topics |
2021 Summer
| Course Number | Course Title |
|---|---|
| BIO 495 | Undergraduate Research |
| SHS 592 | Research |
| SHS 799 | Dissertation |
| SHS 792 | Research |
| SHS 592 | Research |
| CHS 280 | Exptl Comm Hlth & Research |
| CHS 280 | Exptl Comm Hlth & Research |
| CHS 484 | Internship |
| CHS 484 | Internship |
| SHS 592 | Research |
2021 Spring
| Course Number | Course Title |
|---|---|
| SHS 498 | Pro-Seminar |
| SHS 592 | Research |
| SHS 792 | Research |
| SHS 799 | Dissertation |
| SHS 593 | Applied Project |
| SHS 599 | Thesis |
| SHS 586 | Language Essentials Teach Read |
| SHS 790 | Reading and Conference |
| CHS 280 | Exptl Comm Hlth & Research |
| CHS 280 | Exptl Comm Hlth & Research |
| CHS 484 | Internship |
| CHS 484 | Internship |
| SHS 790 | Reading and Conference |
| CHS 494 | Special Topics |
| CHS 494 | Special Topics |
2020 Fall
| Course Number | Course Title |
|---|---|
| BIO 495 | Undergraduate Research |
| SHS 498 | Pro-Seminar |
| SHS 592 | Research |
| SHS 599 | Thesis |
| SHS 792 | Research |
| SHS 799 | Dissertation |
| SHS 593 | Applied Project |
| SHS 592 | Research |
| SHS 790 | Reading and Conference |
Invited (past 5 years)
Gray, S., (2024, June). Structure and growth of working memory in young children in the U.S. Talk presented to the 4th International Conference on Working Memory, Leeds, UK. Talk presented by Nelson Cowan.
Gray, S. (2024, April). Working memory in children. Talk presented to the annual meeting of the Arizona Speech-Language-Hearing Association, Tucson, Arizona.
Gray, S. (2024, April). Teaching Early Literacy and Language Preschool Curriculum. Talk presented to the Lexercise Lunch and Learning: Early Literacy (virtual).
Gray, S., (2024, February). Application of curriculum frameworks. Talk presented to the Institute for Higher Education ECHO (virtual).
Gray, S. (2023, October). Development of literacy, reading, and working memory in children with learning difficulties. Invited keynote address to the 32nd Annual Meeting of the Japan Academy of Learning Disabilities in Hiroshima, Japan.
Gray, S. (2023, October). Working memory research findings in children with dyslexia, developmental language disorders, or both. Invited talk presented to the faculty and students of Hiroshima University, Japan.
Gray, S. (2023, September). Working memory in primary grade children and its relationship to learning in children with typical development, DLD, and dyslexia. Talk presented to the Right to Read Project – Lunch and Literacy (virtual).
Alt, M. & Gray, S. (2023, May). Working memory. Talk presented to the Arizona International Dyslexia Association (virtual).
Gray, S. & Alt, M. (2023, May). Working memory strategies to support children’s learning. Talk presented to the Arizona International Dyslexia Association (virtual).
Gray, S. (2023, January). Working memory in children with typical development and language-learning disorders. Distinguished Lecture Series, Center for Research on the Challenges of Acquiring Language and Literacy, Georgia State University.
Gray, S. (2022, November). Foundations of early literacy. Heimerer Multilingualism Seminar, Kosovo (virtual).
Alt, M., Graham, S., Gray, S., Restrepo, M. A., & Scherer, N. (2022, March). Keynote: Breaking the intervention mold. Panel presentation at the Speech, Language, and Learning Intervention Research Symposium (SLLIVRS) (virtual).
Gray, S., Wilcox, M. J., Reiser, M., & Marley, S. (2021, October). Efficacy of the Teaching Early Literacy and Language (TELL) curriculum in children from low-income families. Talk presented to the Clinical Education Efficacy and Services ECHO.
Clark, T, Gray, S., Masseur, L., & Foley, L. (2021, August). What is the Science of Reading and Why Does it Matter? Talk presented at the annual First Things First Arizona Early Childhood Summit (virtual).
Gifford, R., Corbin, N., Smith, S., Hogan, T., & Gray, S. (2020, November). Writing successful research grant applications in communication sciences and disorders: Advice from experts. Invited talk presented at the annual meeting of the American Speech-Language-Hearing Association, Orlando, FL. Meeting cancelled.
Peer Reviewed (past five years)
Alt, M., Gray, S. Levy, R., Hogan, T., & Cowan, N. (2024, July). Word learning models for children: Invariance for Spanish-Engish bilinguals? Talk presented to the 16th Congress of the International Association for the Study of Child Language, Prague, Czechoslovakia.
Calvin, K., Restrepo, M. A., Thompson, M., Gray, S., Davies, R., Cain, K., Hu, J. & Bridges, M. (2024, July). The dimensionality of language in monolingual and bilingual 6th grade children. Poster presented at the 2024 Society for the Scientific Study of Reading Conference, Copenhagen, Denmark.
Cain, K., Gray, S., Restrepo, M. A., Thompson, M., Bridges, M. & Davies, R. (2024, July). Evidence for late emerging reading comprehension problems in monolingual English and Spanish-English bilingual students. Spoken paper presented at the 2024 Society for the Scientific Study of Reading Conference, Copenhagen, Denmark.
Sheranian, K., Goldberg, M., Bridges, M., Risueno, R. J., Gray, S., Laud, L., Piasta, S. Fleming, K., Rasner, M. & Hogan, T. (2024, July). Initial findings from a research practice partnership: Implementation of an evidence-based tier 1 language curriculum supplement. Symposia presented at the 2024 Society for the Scientific Study of Reading Conference, Copenhagen, Denmark.
Restrepo, M. A., Risueno, R. J., Gray, S., Seltzer, R., Khurana, N., Carter, J., Allen, C., Keller, R., Swartz, K., Stull, T. (2024, July). The development of the dyslexia screening questionnaire. Symposia presented at the 2024 Society for the Scientific Study of Reading Conference, Copenhagen, Denmark.
Gray, S. and Taylor, K. (2024, February). Project ECHO. Talk presented at the 2024 Early Intervention and Early Childhood Special Education Summit (virtual).
Gray, S., Davies, R., Thompson, M., Restrepo, M. A., Bridges, M. Hu, J., & Cain, K. (2024, January). Preschool and kindergarten predictors of reading comprehension in monolingual and Spanish-English Bilingual 6th Graders. Spoken paper presented at the Pacific Coast Research Conference, Coronado, CA.
Calvin, K., & Gray, S. (2024, January). Improving expository text comprehension in Spanish-English bilingual students with learning disabilities. Poster presented at Pacific Coast Research Conference, Coronado, CA.
Gray, S., Thompson, M., Davies, R., Cain, K., Ciraolo, M., Hu, J., Restrepo, M. A., & Bridges, M. (2023, July). Concurrent predictors of reading comprehension in monolingual English sixth graders. Spoken paper presented at the 2023 Society for the Scientific Study of Reading Conference, Port Douglas, Australia.
Restrepo, M. A., Thompson, M., Davis, R., Cain, K., Ciraolo, M., Hu, J., Gray, S., and Bridges, M. (2023, July). Longitudinal and concurrent predictors of reading comprehension in elementary school students: Investigating predictors of reading comprehension in Spanish-English bilingual 6th grade students. Spoken paper presented at the 2023 Society for the Scientific Study of Reading Conference, Port Douglas, Australia.
Gray, S., Thompson, M., Davies, R., Ciraolo, M., Hu, J., Cain, K., Restrepo, M. A. & Bridges, M. (2022, July). The structure of reading comprehension in 6th grade Spanish-English and monolingual English-speaking students: The quandary of fit. Spoken presentation at the 29th Annual Meeting of the Society for the Scientific Studies of Reading, Newport Beach, CA.
Mesa, C., Restrepo, M. A., & Gray, S. (2022, July). Usability and teacher perception of a supplemental language-based curriculum for Spanish-English bilingual children. Spoken presentation at the 29th Annual Meeting of the Society for the Scientific Studies of Reading, Newport Beach, CA.
Bacon, C., Brown, J., & Gray, S. (2022, April). Project ECHO: A powerful platform for community engagement. Talk presented at the annual meeting of the Council of Academic Programs in Communication Sciences and Disorders (CAPCSD), Portland, OR.
Wilcox, M. J., Gray, S., Reiser, M., & Marley, S. (2022, April). Increasing the quality of the language and early literacy instructional environment in inclusive preschool classrooms. Poster accepted for presentation at the annual meeting of the American Educational Research Association (virtual).
Sacchetta, M. & Gray, S. (2021, November). Slaying bad behavior: Online professional development increases the use of behavior analysis in educational settings. Talk presented at the annual meeting of the American Speech-Language-Hearing Association, Washington DC.
Sacchetta, M. & Gray, S. (2021, November). Releasing ultra-prepared SLP students into the wild: Using cognitive apprenticeship in clinical education. Talk presented at the annual meeting of the American Speech-Language-Hearing Association, Washington DC.
Gray, S. Wilcox, M. J., Reiser, M., and Marley, S. (2021, September). Efficacy of the Teaching Early Literacy and Language (TELL) curriculum with low-income preschoolers. Talk presented at the annual meeting of the Society for Research on Educational Effectiveness, Arlington, VA.
Bridges, M.S., Nelson-Strouts, K., Cain, K., Ciraolo, M., Davis, R., Gray, S., Hu, J., Restrepo, L, & Thompson, M. (2021, July). Influence of Vocabulary Depth and Breadth on Text Type. Poster presented at the virtual meeting of the Society for the Scientific Study of Reading.
Currie, N., Francey, G., Davies, R., Gray, S., Restrepo, M. A., Thompson, M, Bridges, M., & Cain, K. (2021, July). The influence of reader and text characteristics on 6th graders’ inference making. Talk presented at the virtual meeting of the Society for the Scientific Study of Reading.
Gray, S., Levy, R., Alt, M. Hogan, T, and Cowan, N. (2021, June). Working memory predicts new word learning over and above existing vocabulary and nonverbal IQ. Symposium on Research in Child Language Disorders, (virtual) Madison, WI.
Cain, K., Currie, N. K., Francey, G., Davies, R., Gray, S., Thompson, Bridges, M. S., & Restrepo, M. A. (2020; July) The influence of reader and text characteristics on 6th graders’ inference making. Talk accepted for presentation at the Annual Meeting of Society for Scientific Study of Reading, New Port Beach, CA. (Conference cancelled - abstracts will be made available online).
Gray, S., Hogan, T. P., Fox, A., Komesidou, R., Alt, M., & Cowan, N. (2020; February). The structure of working memory in school-age children with dyslexia. Poster presented at the Pacific Coast Research Conference, San Diego, CA.
2024 ASU President’s Award for Transdisciplinary Collaboration
2024 College of Health Solutions Collaborative Team Award
2024 ASU AI Innovation Challenge Award for ChatGPT
2023 College of Health Solutions Translational Team Science Award
2022 ASU Knowledge Enterprise Washington DC Leadership Forum (2022-2023)
2022 Fulbright Specialist Roster (2022-2025)
2022 Arizona State University Faculty Women’s Association Outstanding Faculty Mentor Award
2022 American Speech-Language-Hearing Association Award for Continuing Education
2021 Honors of the American Speech-Language-Hearing Association
2021 American Speech-Language-Hearing Association Award for Continuing Education
2018, 2019, 2020, 2021 Nominated for Outstanding Faculty Mentor Award
2018 American Speech-Language-Hearing Association Award for Continuing Education
2015 American Speech-Language-Hearing Association Award for Continuing Education
2014 Distinguished Alumnus Award, Department of Speech, Language, and Hearing Sciences,University of Arizona
2013 Fellow, American Speech-Language-Hearing Association
2013 American Speech-Language-Hearing Association Clinical Practice Research Institute Awardee
2012 Meritorious Poster, American Speech-Language-Hearing Association
2012 American Speech-Language-Hearing Association Award for Continuing Education
2011 National Center for Special Education Research, Institute of Education Sciences, Summer Research Training Institute on Single Subject Research Designs Traineeship
2011 American Speech-Language-Hearing Association Award for Continuing Education
2010 University of Pittsburgh Teaching Survival Skills and Ethics Program Traineeship
2009 Leadership Development Initiative – ASU Office for Developing Transformational Leaders
2008 Spencer Foundation Workshop in Quasi-Experimental Design and Analysis in Education Traineeship
2008 American Speech-Language-Hearing Association Award for Continuing Education
2007 National Center for Education Research Institute for Education Sciences Summer Research Training Institute on Cluster Randomized Trials Traineeship
2006 President’s Medal for Social Embeddedness awarded to the Tempe Early Reading First Partnership (PI)
2006 Nominated for the Dean’s Distinguished Teaching Award
2005 American Speech-Language-Hearing Association Award for Continuing Education
2005 Nominated for the Dean’s Distinguished Teaching Award
Editor, Language, Speech, and Hearing Services in Schools, 2016-2019
Guest Editor, Topics in Language Disorders, 2015-2016
Associate Editor, Journal of Speech, Language, and Hearing Research, 2013-2016
Guest Associate Editor, Speech, Language, and Hearing Services in Schools, 2014
Guest Associate Editor, Journal of Speech, Language, and Hearing Research, 2009-2013
Associate Editor, Language, Speech, and Hearing Services in Schools, 2007-2012
Guest Associate Editor, Language, Speech, and Hearing Services in Schools, 2006
American Speech-Language-Hearing Association (ASHA) Society for the Scientific Study of Reading (SSSR) Arizona Speech-Language-Hearing Association (ArSHA)
Reviewer, Brain and Cognition, 2024
Reviewer, International Journal of Child-Computer Interaction, 2023
Reviewer, Journal of Speech, Language, and Hearing Research, 2005-2024
Reviewer, Child Development, 2022-2023
Reviewer, Developmental Neuropsychology, 2020, 2022
Reviewer, American Journal of Speech-Language Pathology, 2021
Reviewer, Journal of Learning and Individual Differences, 2021
Reviewer, Clinical Linguistics and Phonetics, 2020-2021
Reviewer, Journal of Cognitive Psychology, 2020
Reviewer, Early Childhood Research Quarterly, 2020
Reviewer, Journal of Communication Disorders, 2020
Editor, Language, Speech, and Hearing Services in Schools, 2016-2019
Guest Editor, Topics in Language Disorders, 2015-2016
Associate Editor, Journal of Speech, Language, and Hearing Research, 2013-2016
Guest Associate Editor, Speech, Language, and Hearing Services in Schools, 2014
Guest Associate Editor, Journal of Speech, Language, and Hearing Research, 2009-2013
Reviewer, American Journal of Speech-Language Pathology, 2015
Reviewer, Language, Speech, and Hearing Services in Schools, 2013-2014
Reviewer, Scientific Studies of Reading, 2013-2015
Reviewer, The Elementary School Journal, 2013-2014
Reviewer, Archives of Clinical Neuropsychology, 2013
Associate Editor, Language, Speech, and Hearing Services in Schools, 2007-2012
Reviewer, Journal of Research in Reading, 2012
Reviewer, Early Childhood Research Quarterly, 2008-2009, 2011-2012
Reviewer, Developmental Psychology, 2012-2013
Editorial Consultant, Journal of Speech, Language, and Hearing Research 2005-2010
Reviewer, Developmental Psychology, 2008, 2011
Reviewer, Applied Psycholinguistics, 2009-2011
Reviewer, International Journal of Speech-Language Pathology, 2008
Reviewer, Language, Speech, and Hearing Services in Schools 2001-2003, 2005-2008
Reviewer, Early Childhood Services: An Interdisciplinary Journal of Effectiveness, 2007
Guest Associate Editor, Language, Speech, and Hearing Services in Schools, 2006
Reviewer, Journal of Speech, Language, and Hearing Research 1999-2001, 2003-2004
Reviewer, American Journal of Speech-Language Pathology 2006
Reviewer, Psychological Science 2006-2007
Reviewer, Journal of Communication Disorders 2002-2003
American Speech-Language-Hearing Association Publications Board, Member, 2015-2019
American Speech-Language-Hearing Association Research and Scientific Affairs Committee, Member, 2012-2014
American Speech-Language-Hearing Association Scientific and Professional Education Board, Member, 2012-2014
Standing Member, National Institutes of Health National Institute on Deafness and Other Communication Disorders, Communication Disorders Review Committee, 2015-2019
Grant Reviewer, National Institutes of Health Center for Scientific Review, Ad Hoc LCOM Study Section, 2015
Grant Reviewer, National Institutes of Health Center for Scientific Review, Brain Disorders, Language, Communication and Related Neurosciences F01 Study Section, 2014-2016
Grant Reviewer, U.S. Department of Education Institute for Education Sciences Early Intervention and Early Childhood Education Panel, 2014
Grant Reviewer, National Science Foundation, Behavioral and Cognitive Sciences, 2013
Grant Reviewer, NIH NIDCD F31, F32, 2013
Grant Reviewer, NIH NIDCD Special Emphasis Panels, 2011, 2012, 2013
Grant Reviewer, Georgia IES Striving Readers Program, 2012, 2013
Grant Reviewer, U.S. Dept. of Education IES Striving Readers Program, 2011
Grant Reviewer, Standard Research Grants program of the Social Sciences and Humanities Research Council of Canada, 2009-2010
Grant Reviewer, Health Research Board of Ireland, 2007
Grant Reviewer, Israel Science Foundation, 2007
Grant Reviewer, Canadian Language and Literacy Research Network Research Program Applications 2006
Grant Reviewer, American Speech-Language-Hearing Foundation New Investigator Awards 2005-200
Grant Reviewer, American Speech-Language-Hearing Foundation Student Research Grant in Early Childhood Language Disorders, 2003-2005, 2007
External Ph.D. Examiner, University of Canterbury, New Zealand, 2009
External Ph.D. Examiner, Curtin University, Australia, 2012
Faculty Mentor, American Speech-Language-Hearing Association Grant Review and Reviewer Training (2014)
Faculty Mentor, Arizona State University Obama Scholars, 2009-2015
Faculty Mentor, American Speech-Language-Hearing Association ‘Lessons for Success’, 2012-2014
Faculty Mentor, American Speech-Language-Hearing Association ‘Clinical Practice Research Institute’, 2010-2013
Faculty Mentor, American Speech-Language-Hearing Association ‘Mentoring Academic Research Careers’, 2008-2010
Faculty Mentor, American Speech-Language-Hearing Association ‘Building Undergraduate-Faculty Research Connections’ Program, 2008-2009