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Calder, S. D., Claessen, M., & Leitão, S. (2018). Combining implicit and explicit intervention approaches to target grammar in young children with developmental language disorder. Child Language Teaching and Therapy, 34(2), 171-189. https://doi.org/10.1177/0265659017735392

Kelso, K., Whitworth, A., & Leitão, S. (2022b). A Novel Vocabulary Intervention for Poor Comprehenders: A single case study. Journal of Clinical Practice in Speech-Language Pathology. 24(1), 36-43. Copyright ©2022 The Speech Pathology Association of Australia Limited.

Kelso, K., Whitworth A., & Leitão, S. (2022). Higher-level language strategy-based intervention for poor comprehenders: A pilot single case experimental design. Child Language, Teaching and Therapy. pp.1-15. https://doi.org/10.1177/02656590211071003

Kelso, K., Whitworth, A. & Leitão, S. (2021). Profiles of Oral and Reading Comprehension in Poor Comprehenders. Reading & Writing Quarterly. Epub ahead of print 29 Oct 2021: Copyright © 2022 Taylor & Francis Group 1-18. https://doi.org/10.1080/10573569.2021.1982432

Kippin, N. R., Leitão, S., Watkins, R., & Finlay-Jones, A. (2021). Oral and written communication skills of adolescents with prenatal alcohol exposure (PAE) compared with those with no/low PAE: A systematic review. International Journal of Language & Communication Disorders.

Kelso, K., Whitworth, A, & Leitão, S. (2021) Assessing poor comprehenders: A guide for teachers, Learning Disabilities Australia Bulletin 53, 22-25.

Snow, P., Leitão, S. & Kippin, N. (2020). Language and Literacy in the context of early life adversity. In J. S. Damico, N. Müller , & M. J. Ball (Eds.), The handbook of language and speech disorders. 2nd Ed (pp. 266-285). Wiley-Blackwell. https://doi.org/10.1002/9781119606987.ch13

Kippin, N. R., Leitão, S., Finlay-Jones, A., Baker, J., & Watkins, R. (2021). The oral and written narrative language skills of adolescent students in youth detention and the impact of language disorder. Journal of Communication Disorders, 90, 106088. https://doi.org/10.1016/j.jcomdis.2021.106088

Boyes, M. E., Leitão, S., Claessen, M., Dzidic, P., Badcock, N. A., & Nayton, M. (2021). Piloting ‘Clever Kids’: A randomized-controlled trial assessing feasibility, efficacy, and acceptability of a socioemotional well-being programme for children with dyslexia. British Journal of Educational Psychology, 91(3), 950-971.

Boyes, M. E., Leitão, S., Claessen, M., Badcock, N., & Nayton, M. (2020) Correlates of externalising and internalising problems in children with dyslexia: An analysis of data from clinical casefiles, Australian Psychologist, 55(1) 62-72, https://doi.org/10.1111/ap.12409

Kelso, K., Whitworth, A., Parsons, R., & Leitão, S. (2020). Hidden Reading Difficulties: Identifying Children Who Are Poor Comprehenders. Learning Disability Quarterly, 1-12. https://doi.org/10.1177/0731948720961766

Seiler, A., & Leitão, S. (2020). Developing accuracy and fluency in word reading skills, Learning Difficulties Australia Bulletin, 52 (1), 20-24.

Claessen, M., Dzidic, P., Leitão, S., Nayton, M., & Boyes, M. E. (2020). Exploring the impact of living with dyslexia: The perspectives of educators, Australian Journal of Learning Difficulties, 25 (1) 51-64. https://doi.org/10.1080/19404158.2020.1734952

Kilpatrick, T. Leitão, S., & Boyes, M. E. (2019, Early On-line) Mental health in adolescents with a history of DLD: The moderating effect of bullying victimisation, Autism and Developmental Language Impairments. https://doi.org/10.1177/2396941519893313

Seiler, A., Leitão, S., & Blosfelds, M. (2019). WordDriver-1: evaluating the efficacy of an app-supported decoding intervention for children with reading impairment, International Journal of Language and Communication Disorders, 54 (2), 189-202. https://doi.org/10.1111/1460-6984.12388

Kippin, N. R., Leitão, S., Watkins, R., Finlay-Jones, A., Condon, C., Marriott, R., Mutch, R. C., & Bower, C. (2018). Language diversity, language disorder, and fetal alcohol spectrum disorder among youth sentenced to detention in Western Australia. International Journal of Law and Psychiatry. https://doi.org/10.1016/j.ijlp.2018.09.004

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Kelly, C., Leitão, S., Smith-Lock, K & Heritage, B. (2019). The effectiveness of a classroom based phonological awareness program for 4-5 year olds. International Journal of Speech-Language Pathology. 21(1) 103-113. https://doi.org/10.1080/17549507.2017.1400589

Boyes, M. E., Leitão, S., Claessen, M., Dzidic, P., Boyle, G., Perry, A., & Nayton, M. (2017). Improving phonological awareness in parents of children at risk of literacy difficulties: A preliminary evaluation of the Boost program. Frontiers in Education, 2:47. https://doi.org/10.3389/feduc.2017.00047