Recent peer-reviewed publications
Collison, B.1, Grela, B., Spaulding, T., Rueckle, J., & Magnuson, J. (2014). Individual differences inthe shape bias in preschool children with specific language impairment and typical language development: Theoretical and clinical implications. Developmental Science. 1-16.
Gallinat, E.,2 & Spaulding, T. (2014). Differences in the performance of children with specific language impairment and their typically developing peers on nonverbal cognitive tests: A meta-analysis. Journal of Speech, Language, & Hearing Research, 57, 1363-1382.
Spaulding, T., Hosmer, S.2, & Schechtman, C.3 (2013). Investigating the interchangeability anddiagnostic utility of the PPVT-III and PPVT-IV for preschool children with and without SLI.International Journal of Speech Language Pathology, 5, 453-462.
Wittke, K.2, Spaulding, T., & Schechtman, C.3 (2013). Executive skills of preschool children with SLI:Parent and teacher perceptions. American Journal of Speech Language Pathology, 22, 161-172.
Spaulding, T., Swartwout Szulga M.2, & Figueroa, C.3 (2012). Using norm-referenced tests to determineseverity of language impairment in children: Disconnect between U.S. policy-makers and test developers. Language, Speech, and Hearing Services in Schools, 43, 176-190.
Spaulding, T. (2012). Comparison of severity ratings on norm-referenced tests for children with specificlanguage impairment. Journal of Communication Disorders, 45, 59-68.
Alt, M. & Spaulding, T. (2011).The effect of time on word learning: An examination of decay of thememory trace and vocal rehearsal in children with and without specific language impairment.Journal of Communication Disorders, 44, 640-654.
Wilson, E.O.2, & Spaulding, T. (2010). Effects of noise and speech intelligibility on listenercomprehension and processing of Korean-accented English. Journal of Speech, Language, andHearing Research, 53. 1543-1554.
Spaulding, T. (2010). Investigating mechanisms of suppression in preschool children with specificlanguage impairment. Journal of Speech, Language, & Hearing Research, 53, 725-738.
Spaulding, T., Plante, E., & Vance, R. (2008). Sustained selective attention of preschool childrenwith specific language impairment; Evidence for separate attentional capacities. Journal ofSpeech, Language, & Hearing Research, 51,16-34.
Isaki, E., Spaulding, T., & Plante, E. (2008). Contributions of language and memory demands to verbalworking memory performance in language-based learning disabilities. Journal of CommunicationDisorders, 41, 512-530.
Spaulding, T., Plante, E. & Farinella, K. A. (2006). Eligibility criteria for language impairment: Is thelow end of normal always appropriate? Language, Speech & Hearing Services in Schools, 37,61-72.
Grunow, H., Spaulding, T., Gòmez, R., & Plante, E. (2006). The effects of variation on learning wordorder rules by adults with and without language-based learning disabilities. Journal of Communication Disorders, 39, 158-170.
Peña, E., Spaulding, T., & Plante, E. (2006). The composition of normative groups and diagnosticdecision-making; Shooting ourselves in the foot. American Journal of Speech-LanguagePathology, 15, 247-254.