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Research

Peer-Reviewed Published Research Studies

Language Dynamics Group is committed to developing, validating, and disseminating empirically supported assessment and intervention materials and procedures for use with diverse children. We believe that all children, regardless of cultural and linguistic diversity or disability, have the right to effective instruction. Applying empirically supported programs, tailoring instructional intensity to meet students’ needs, and monitoring student progress are important for making instruction effective for all children. Our philosophy aligns with a Multi-Tiered System of Support (MTSS) framework, in which the intensity and focus of instruction is adjusted to provide powerful intervention to students who do not readily make progress. Please review our listing of publications in peer-reviewed journals.

PEARL

• CLICK HERE to review the validity and reliability data

  • Petersen, D. B. & Gillam, R. B. (2013). Predicting reading ability for bilingual Latino children using dynamic assessment. Journal of Learning Disabilities. DOI:10.1177/0022219413486930.
  • Petersen, D. B., Allen, M. M., Ukrainetz, T., & Spencer, T. D. (2014). Predicting reading difficulty in first grade using dynamic assessment of decoding in early kindergarten: A large-scale longitudinal study. Journal of Learning Disabilities, Online First, 1-16.
  • Petersen, D. B., Chanthongthip, H., Ukrainetz, T. A., Spencer, T. D., & Steeve, R. W. (2017). Dynamic assessment of narratives: Efficient, accurate identification of language impairment in bilingual students. Journal of Speech-Language Hearing Research, 60(4), 983-998.
  • Petersen, D. B., Gragg, S. L., & Spencer, T. D. (2018). Predicting reading problems six years into the future: Dynamic assessment reduces bias and increases classification accuracy. Accepted for publication.
  • Zitting, L., Spencer, T. D., Petersen, D. B., Bohan, K., & Persinger, L. (2018). Technical adequacy of the Predictive Early Assessment of Reading and Language (PEARL). Manuscript in preparation.

CUBED

• CLICK HERE to review the validity and reliability data

  • Petersen, D. B., Gillam, S. L., & Gillam, R. B. (2008). Emerging procedures in narrative assessment: The index of narrative complexity. Topics in Language Disorders, 28(2), 111-126.
  • Petersen, D. B., & Spencer, T. D. (2012). The Narrative Language Measures: Tools for language screening, progress monitoring, and intervention planning. Perspectives on Language Learning and Education, 19(4), 119-129.
  • Petersen, D. B., & Gillam, R. B. (2013) Accurately predicting future reading difficulty for bilingual Latino children at risk for language impairment. Learning Disabilities Research & Practice, 28(3), 113-128.
  • Chanthongthip, H., & Petersen, D. B. (2013). Classification accuracy and clinical practicality of a dynamic assessment of narrative discourse. University of Wyoming.
  • Thompsen, B., & Petersen, D. B. (2013). Cross-linguistic transfer of complex syntax & narrative schema from English to Spanish. University of Wyoming.
  • Tonn, P., & Petersen, D. B. (2013). Evidence of classification accuracy and divergent criterion-related validity for a dynamic assessment of inferential word learning. University of Wyoming.
  • Petersen, D. B., & Spencer, T. D. (2014). Narrative assessment and intervention: A clinical tutorial on extending explicit language instruction and progress monitoring to all students. Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse Populations,21(1), 5-21.
  • Shahan, M., & Petersen, D. B. (2014). Comparative and cumulative effects of narrative elicitation and analysis procedures on the identification of language impairment in bilingual, Latino children. University of Wyoming.
  • Petersen, D. B. & Gillam, R. B. (2015). Predicting reading ability for bilingual Latino children using dynamic assessment. Journal of Learning Disabilities, 48(1), 3-21.
  • Petersen, D. B., Allen, M. A., & Spencer, T. D. (2016). Predicting reading difficulty in first grade using dynamic assessment of decoding in early kindergarten: A large-scale longitudinal study. Journal of Learning Disabilities, 49(2) 200-215.
  • Konishi, A., & Petersen, D. B. (2015). Using parallel forms to examine the extent that language comprehension and reading comprehension are equivalent among diverse school-age students. University of Wyoming.
  • Petersen, D. B., Konishi, A., Spencer, T. D., & Steeve, R. (2018). Using Parallel Progress Monitoring Measures to Examine the Construct Equivalency of Oral Language comprehension and Reading Comprehension. Manuscript in preparation.
  • Sellars, T. P., Spencer, T. D., Adams, J. L., & Petersen, D. B., (2018). Curriculum based measurement of language: An examination of the reliability and validity of the Narrative Language Measures (NLM). Manuscript in preparation.
  • Spencer, T. D., Thompson, M., Petersen, D. B., & Restrepo, M. A., (2018). Evidence of validity and reliability of the English and Spanish Narrative Language Measures (NLM) for Preschoolers. Manuscript in preparation.

Story Champs®

• Click to view independent Language Intervention Literature Review
• Click to view research findings table

  • Spencer, T. D., & Slocum, T. A. (2010). The effect of a narrative intervention on story retelling and personal story generation skills of preschoolers with risk factors and narrative language delays. Journal of Early Intervention, 32(3), 178-199.
  • Spencer, T. D., Kajian, M., Petersen, D. B., & Bilyk, N. (2013). Effects of an individualized narrative intervention on children’s storytelling and comprehension skills.Journal of Early Intervention, 35(3), 243-269.
  • Petersen, D. B., Brown, C. L., Ukrainetz, T. A., DeGeorge, C., Spencer, T. D., & Zebre, J. (2014). Systematic individualized narrative intervention on the personal narratives of children with autism. Language, Speech, Hearing Services in Schools, 45, 67-86.
  • Spencer, T. D., Petersen, D. B., & Adams, J. L. (2015). Tier 2 language intervention for diverse preschoolers: An early stage randomized control group study following an analysis of response to intervention. American Journal of Speech-Language Pathology, 24, 619-636.
  • Petersen, D. B., Thompson, B. E., Guiberson, M., & Spencer, T. D. (2016). Cross-linguistic interactions from L2 to L1 as the result of individualized narrative language intervention with children with and without language impairment. Applied Psycholinguistics,37(3), 703-724.
  • Spencer, T. D.,Petersen, D. B., Slocum, T. A., & Allen, M. M. (2015). Large group narrative intervention in Head Start classrooms: Implications for response to intervention. Journal of Early Childhood Research, 13(2),196-217.
  • Weddle, S. A., Spencer, T. D., Kajian, M., & Petersen, D. B. (2016). An examination of a multi-tiered system of language support for culturally and linguistically diverse preschoolers: Implications for early and accurate identification. School Psychology Review, 45(1), 109-131.
  • Spencer, T. D., Weddle, S. A., Petersen, D. B., & Adams, J. A. (2018). Multi-tiered narrative intervention for preschoolers: A Head Start implementation study.NHSA Dialog, 20(1), 1-28.
  • Spencer, T. D., Petersen, D. B., Restrepo, M. A., Thompson, & M. Gutierrez-Arvizu, M. N. (2018). The effect of a Spanish and English narrative intervention on the language skills of young dual language learners. Topics in Early Childhood Special Education,1-16, doi: 10.1177/0271121418779439.
  • Spencer, T. D., & Petersen, D. B. (2018). Narratives bridge oral and written language: An oral language intervention study with writing outcomes. Language, Speech, and Hearing Services in Schools, 49, 569-581.

*Several Story Champs manuscripts are in preparation.

Other Related Publications

  • Petersen, D. B., Gillam, S. L., Spencer, T. D., & Gillam, R. B. (2010). The effects of literate narrative intervention on children with neurologically based language impairments: An early stage study. Journal of Speech, Language, and Hearing Research, 53, 961-981.
  • Spencer, T. D., & Petersen, D. B. (2010). Narrative intervention for preschool classes. Utah Special Educator, 32(4), 26-29.
  • Petersen, D. B. (2011). A systematic review of narrative-based language intervention with children who have language impairment. Communication Disorders Quarterly,32(4), 207-220.
  • Petersen, D. B., & Spencer, T. D. (2014). Narrative assessment and intervention: A clinical tutorial on extending explicit language instruction and progress monitoring to all students.Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse Populations, 21, 5-21.
  • Castilla, A., Petersen, D. B., Spencer, T. D., Hammer, K. (2015).Narrative development in monolingual preschool Spanish-speaking children. Early Education and Development, 0, 1-21.
  • Petersen, D. B., & Spencer, T. D. (2016) Using narrative intervention to accelerate canonical story grammar and complex language growth in culturally diverse preschoolers. Topics in Language Disorders, 36, 6-19.
  • Spencer, T. D., Weddle, S. A., Petersen, D. B., & Adams, J. A. (2018). Research-to-Practice Summary: Implementing a multi-tiered model of narrative language intervention in Head Start preschool classrooms.NHSA Dialog, 20(1), 96-100.
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