Rouzana Komesidou, Ph.D.
Affiliations: | Communication Sciences and Disorders | MGH Institute of Health Professions, Boston, MA, United States |
Area:
Language and literacy development, implementation scienceGoogle:
"Rouzana Komesidou"Parents
Sign in to add mentor| Holly L. Storkel | grad student | 2013-2018 | |
| Tiffany P. Hogan | post-doc | 2018- |
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Publications
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| Radville KM, Komesidou R, Wolter J, et al. (2024) Caregivers' reports of the home literacy environments of children with developmental language disorder and typically developing peers during the COVID-19 pandemic. International Journal of Speech-Language Pathology. 1-16 |
| Bao X, Komesidou R, Hogan TP. (2024) A Review of Screeners to Identify Risk of Developmental Language Disorder. American Journal of Speech-Language Pathology. 1-24 |
| Komesidou R, Hogan TP. (2023) Minding the Gap: Using Implementation Science to Improve Clinical Practice in Schools. Language, Speech, and Hearing Services in Schools. 54: 1035-1037 |
| DeLuca T, Komesidou R, Pelletier R, et al. (2023) What Works in Collaboration? Identifying Key Ingredients to Improve Service Delivery in Schools. Language, Speech, and Hearing Services in Schools. 54: 1103-1116 |
| Komesidou R, Hogan TP. (2023) A Generic Implementation Framework for School-Based Research and Practice. Language, Speech, and Hearing Services in Schools. 1-8 |
| Komesidou R, Feller MJ, Wolter JA, et al. (2022) Educators' Perceptions of Barriers and Facilitators to the Implementation of Screeners for Developmental Language Disorder and Dyslexia. Journal of Research in Reading. 45: 277-298 |
| Alonzo CN, Komesidou R, Wolter JA, et al. (2022) Building Sustainable Models of Research-Practice Partnerships Within Educational Systems. American Journal of Speech-Language Pathology. 1-13 |
| Curran M, Komesidou R, Hogan TP. (2022) Less Is More: Implementing the Minimal Intervention Needed for Change Approach to Increase Contextual Fit of Speech-Language Interventions. Language, Speech, and Hearing Services in Schools. 1-12 |
| Storkel HL, Komesidou R, Pezold MJ, et al. (2019) The Impact of Dose and Dose Frequency on Word Learning by Kindergarten Children With Developmental Language Disorder During Interactive Book Reading. Language, Speech, and Hearing Services in Schools. 50: 518-539 |
| Storkel HL, Komesidou R, Fleming KK, et al. (2017) Interactive Book Reading to Accelerate Word Learning by Kindergarten Children With Specific Language Impairment: Identifying Adequate Progress and Successful Learning Patterns. Language, Speech, and Hearing Services in Schools. 1-17 |