Our Publications
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Discourse and cognition in speakers with acquired brain injury.
Hill, E., Claessen, M., Whitworth, A., Boyes, M., and Ward, R. (2018). Discourse and cognition in speakers with acquired brain injury: A systematic review. International Journal of Language and Communication Disorders, 53(4), 689-717. https://doi.org/10.1111/1460-6984.12394
Fetal alcohol spectrum disorder and youth justice.
Bower, C., Watkins, R. E., Mutch, R. C., Marriott, R., Freeman, J., Kippin, N. R., Safe, B., Pestell, C., Cheung, C.S.C., Shield, H., Tarratt, L., Springall, A., Taylor, J., Walker, N., Agiro, E., Leitão, S., Hamilton, S., Condon, C., Passmore, H. M., & Giglia, R. (2018). Fetal alcohol spectrum disorder and youth justice: a prevalence study among young people sentenced to detention in Western Australia. BMJ open, 8(2), e019605. https://bmjopen.bmj.com/content/8/2/e019605
The effectiveness of a classroom based phonological awareness program for 4-5 year olds.
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
Combining implicit and explicit intervention approaches to target grammar.
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 & Therapy, 34 (2), 171-189. https://doi.org/10.1177/0265659017735392
Improving phonological awareness in parents of children at risk of literacy difficulties.
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
Language Sample Analysis: a powerful tool in the school setting
Calder, S., Stirling, C., Glisson, L., Goerke, A., Kilpatrick, T., Koch, L., Taylor, A., Wells, R., & Claessen, M. (2017). Language sample analysis: A powerful tool in the school setting. Journal of Clinical Practice in Speech-Language Pathology, 19(2), 66-71. Copyright ©2022 The Speech Pathology Association of Australia Limited.
Exploring the impact of living with dyslexia: The perspectives of children and their parents.
Leitão, S., Dzidic, P., Claessen, M., Gordon, J., Howard, K., Nayton, M., & Boyes, M. E. (2017). Exploring the impact of living with dyslexia: The perspectives of children and their parents. International Journal of Speech-Language Pathology, 19:3, 322-334. https://doi.org/10.1080/17549507.2017.1309068
Book Chapter: Intervention for a young child with atypical phonology.
Fraser, C.J., Claessen, M. & Leitão, S. (2017). Intervention for a young child with atypical phonology. In Dodd, B & Morgan A. (Eds). Intervention Case Studies of Child Speech Impairment. Melbourne, Australia: J & R Press.
Why are reading difficulties associated with mental health problems?
Boyes, M. E., Leitão, S., Claessen, M., Badcock, N. A., & Nayton, M. (2016). Why are reading difficulties associated with mental health problems?. Dyslexia, 22(3), 263-266. https://doi.org/10.1002/dys.1531
The effectiveness of two grammar treatment procedures for children with SLI: A randomized clinical trial.
Smith-Lock, K., Leitão, S., Prior, P., & Nickels, L. (2015). The effectiveness of two grammar treatment procedures for children with SLI: A randomized clinical trial. Language, Speech, and Hearing Services in Schools, 46(4), 312-324. https://doi.org/10.1044/2015_LSHSS-14-0041
A Profile of Working Memory Ability in Poor Readers.
Dawes, E., Leitão, S., Claessen, M., & Nayton, M. (2015). A Profile of Working Memory Ability in Poor Readers. Australian Psychologist, 50(5), 362-371. https://doi.org/10.1111/ap.12120
The relationship between phonological short-term memory, receptive vocabulary and fast mapping in children with specific language impairment.
Jackson, E., Leitão, S. & Claessen, M. (2016). The relationship between phonological short-term memory, receptive vocabulary and fast mapping in children with specific language impairment. International Journal of Language and Communication Disorders, 51, 61-73. https://doi.org/10.1111/1460-6984.12185
Book Chapter: Interaction between speech, language and literacy.
Leitão, S. (2015). Interaction between speech, language and literacy. In McLeod, S. & McCormack, J. (Eds). Introduction to speech, language and literacy. Melbourne, Australia: Oxford University Press.
Daily or weekly? The role of treatment frequency in the effectiveness of grammar treatment for children with specific language impairment.
Smith-Lock, K., Leitão, S., Lambert, L., Prior, P., Cronje, J., Newhouse, S. & Nickels, L. (2013) Daily or weekly? The role of treatment frequency in the effectiveness of grammar treatment for children with specific language impairment. International Journal of Speech-Language Pathology. 15 (3), 255-267. https://doi.org/10.3109/17549507.2013.777851
Effective Intervention for Expressive Grammar in Children with Specific Language Impairment.
Smith-Lock, K., Leitão, S., Lambert, L. & Nickels, L. (2013) Effective Intervention for Expressive Grammar in Children with Specific Language Impairment. International Journal of Language & Communication Disorders, 48 (3), 265-282. https://doi.org/10.1111/1460-6984.12003
Preliminary investigation into the effectiveness of a computer supported intervention targeting orthographic processing for children with impaired word identification.
Seiler, A., Leitão, S. & Blosfelds, M. (2013). Preliminary investigation into the effectiveness of a computer supported intervention targeting orthographic processing for children with impaired word identification. Journal of Clinical Practice in Speech Language Pathology, 15 (1), 13-18.
The relationship between stored phonological representations and speech output.
Claessen, M. & Leitão, S. (2012). The relationship between stored phonological representations and speech output. International Journal of Speech-Language Pathology, 14, 3, 226-234. https://doi.org/10.3109/17549507.2012.679312
Phonological representations in children with SLI.
Claessen, M. & Leitão, S. (2012). Phonological representations in children with SLI. Child Language Teaching and Therapy, 28, 211-223. https://doi.org/10.1177/0265659012436851
Quality of phonological representations: a window into the lexicon?
Claessen, M., Heath, S., Fletcher, J., Hogben, J. & Leitão, S. (2009) Quality of phonological representations: a window into the lexicon?', International Journal of Language & Communication Disorders, Vol 44 (2) 121-124. https://doi.org/10.1080/13682820801966317
The Silent Deletion of Phonemes Task: Investigating children’s ability to reflect on stored phonological representations.
Claessen, M., Barrett, N. & Leitão, S. (2010) The Silent Deletion of Phonemes Task: Investigating children’s ability to reflect on stored phonological representations. International Journal of Language & Communication Disorders, 45 (4), 411–423. https://doi.org/10.3109/13682820903111945