Sandra Gillam

Special Education and Rehabilitation Utah State University, Logan, UT, United States 
Speech Pathology, Speech Communication, General Education
"Sandra Gillam"
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Wada R, Gillam SL, Gillam RB. (2020) The Use of Structural Priming and Focused Recasts to Facilitate the Production of Subject- and Object-Focused Relative Clauses by School-Age Children With and Without Developmental Language Disorder. American Journal of Speech-Language Pathology. 1-13
Jones S, Fox C, Gillam S, et al. (2019) An exploration of automated narrative analysis via machine learning. Plos One. 14: e0224634
Gillam RB, Montgomery JW, Evans JL, et al. (2019) Cognitive predictors of sentence comprehension in children with and without developmental language disorder: Implications for assessment and treatment. International Journal of Speech-Language Pathology. 1-12
Gillam SL, Olszewski A, Squires K, et al. (2018) Improving Narrative Production in Children With Language Disorders: An Early-Stage Efficacy Study of a Narrative Intervention Program. Language, Speech, and Hearing Services in Schools. 49: 197-212
Studenka BE, Gillam SL, Hartzheim D, et al. (2017) Motor and verbal perspective taking in children with Autism Spectrum Disorder: Changes in social interaction with people and tools. Research in Developmental Disabilities
Gillam SL, Gillam RB. (2016) Narrative discourse intervention for school-aged children with language impairment supporting knowledge in language and literacy Topics in Language Disorders. 36: 20-34
Gillam S. (2016) Discourse intervention across the life span Topics in Language Disorders. 36: 3-5
Gillam SL, Gillam RB. (2014) Improving clinical services: be aware of fuzzy connections between principles and strategies. Language, Speech, and Hearing Services in Schools. 45: 137-44
Gillam SL, Olszewski A, Fargo J, et al. (2014) Classroom-based narrative and vocabulary instruction: results of an early-stage, nonrandomized comparison study. Language, Speech, and Hearing Services in Schools. 45: 204-19
Boyce LK, Gillam SL, Innocenti MS, et al. (2013) An examination of language input and vocabulary development of young Latino dual language learners living in poverty First Language. 33: 572-593
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