Shelley Gray
Biographic Data
| ID | 4686393 |
|---|---|
| NAME | Shelley Gray |
| GIVEN NAMES | Shelley |
| FAMILY NAME | Gray |
| SIGNATURE | GRAY S |
| AFFILIATIONS | Arizona State University |
| ORCID | 0000-0002-7258-547X |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 9 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2011 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
Working memory structure in young Spanish–English bilingual children
Working memory encompasses the limited incoming information that can be held in mind for cognitive processing. To date, we have little information on the effects of bilingualism on working memory because, absent evidence, working memory tasks cannot be assumed to measure the same constructs across language groups. To garner evidence regarding the measurement equivalence in Spanish and English, we examined second-grade children with typical develo…
Phonological Working Memory and Sentence Production in School-Age Children with Typical Language, Dyslexia, and Comorbid Dyslexia and Developmental Language Disorder
Purpose Little is known about the relationship between sentence production and phonological working memory in school-age children. To fill this gap, we examined how strongly these constructs correlate. We also compared diagnostic groups’ working memory abilities to see if differences co-occurred with qualitative differences in their sentences. Method We conducted Bayesian analyses on data from seven- to nine-year-old children (n = 165 typical lan…
The influence of reader and text characteristics on sixth graders' inference making
Background We examined the influence of text and reader characteristics on sixth graders' inference generation. Methods Eleven‐ to 12‐year‐old US monolingual English speakers ( N = 71) and Spanish‐English bilinguals ( N = 81) read narrative and informational expository texts requiring an inference and answered an inference‐tapping question after each text. We examined the influence of language status, word reading ability, knowledge (background k…
Selective visual attention skills differentially predict decoding and reading comprehension performance across reading ability profiles
Background: The purpose of this study was to examine the relationship between selective visual attention (SVA), reading decoding, listening comprehension and reading comprehension in children with and without a reading disorder. Methods: We used longitudinal data from the Avon Longitudinal Study of Parents and Children. We split children into four groups: Typical Readers, Dyslexics, Poor Comprehenders and Comorbid Reading Disorder. We included me…
Phonological vulnerability for school-aged Spanish-English-speaking bilingual children
This study examined accuracy on syllable-final (coda) consonants in newly-learned English-like nonwords to determine whether school-aged bilingual children may be more vulnerable to making errors on English-only codas than their monolingual, English-speaking peers, even at a stage in development when phonological accuracy in productions of familiar words is high. Bilingual Spanish-English-speaking second-graders (age 7–9) with typical development…
Preschoolers with developmental speech and/or language impairment: Efficacy of the Teaching Early Literacy and Language (Tell) curriculum
The impact of multisensory instruction on learning letter names and sounds, word reading, and spelling
A survey of disabled children and young people’s views about their quality of life
This study aimed to explore disabled children and young people’s perspectives about their quality of life, in terms of physical, mental and social well-being. Ninety-one disabled children, recruited through voluntary organisations in Scotland, completed KIDSCREEN-27, a validated measure of health-related quality of life for children. Findings were compared with those from a European study of predominantly non-disabled children. The children gave …
Efficacy of the Tell language and literacy curriculum for preschoolers with developmental speech and/or language impairment
Efficacy of the Tell language and literacy curriculum for preschoolers with developmental speech and/or language impairment
Preschoolers with developmental speech and/or language impairment: Efficacy of the Teaching Early Literacy and Language (Tell) curriculum
The influence of reader and text characteristics on sixth graders' inference making
Background We examined the influence of text and reader characteristics on sixth graders' inference generation. Methods Eleven‐ to 12‐year‐old US monolingual English speakers ( N = 71) and Spanish‐English bilinguals ( N = 81) read narrative and informational expository texts requiring an inference and answered an inference‐tapping question after each text. We examined the influence of language status, word reading ability, knowledge (background k…
A survey of disabled children and young people’s views about their quality of life
This study aimed to explore disabled children and young people’s perspectives about their quality of life, in terms of physical, mental and social well-being. Ninety-one disabled children, recruited through voluntary organisations in Scotland, completed KIDSCREEN-27, a validated measure of health-related quality of life for children. Findings were compared with those from a European study of predominantly non-disabled children. The children gave …
Efficacy of the Tell language and literacy curriculum for preschoolers with developmental speech and/or language impairment
A survey of disabled children and young people’s views about their quality of life
This study aimed to explore disabled children and young people’s perspectives about their quality of life, in terms of physical, mental and social well-being. Ninety-one disabled children, recruited through voluntary organisations in Scotland, completed KIDSCREEN-27, a validated measure of health-related quality of life for children. Findings were compared with those from a European study of predominantly non-disabled children. The children gave …
The impact of multisensory instruction on learning letter names and sounds, word reading, and spelling
Preschoolers with developmental speech and/or language impairment: Efficacy of the Teaching Early Literacy and Language (Tell) curriculum
Selective visual attention skills differentially predict decoding and reading comprehension performance across reading ability profiles
Background: The purpose of this study was to examine the relationship between selective visual attention (SVA), reading decoding, listening comprehension and reading comprehension in children with and without a reading disorder. Methods: We used longitudinal data from the Avon Longitudinal Study of Parents and Children. We split children into four groups: Typical Readers, Dyslexics, Poor Comprehenders and Comorbid Reading Disorder. We included me…
Phonological vulnerability for school-aged Spanish-English-speaking bilingual children
This study examined accuracy on syllable-final (coda) consonants in newly-learned English-like nonwords to determine whether school-aged bilingual children may be more vulnerable to making errors on English-only codas than their monolingual, English-speaking peers, even at a stage in development when phonological accuracy in productions of familiar words is high. Bilingual Spanish-English-speaking second-graders (age 7–9) with typical development…
Phonological Working Memory and Sentence Production in School-Age Children with Typical Language, Dyslexia, and Comorbid Dyslexia and Developmental Language Disorder
Purpose Little is known about the relationship between sentence production and phonological working memory in school-age children. To fill this gap, we examined how strongly these constructs correlate. We also compared diagnostic groups’ working memory abilities to see if differences co-occurred with qualitative differences in their sentences. Method We conducted Bayesian analyses on data from seven- to nine-year-old children (n = 165 typical lan…
The influence of reader and text characteristics on sixth graders' inference making
Background We examined the influence of text and reader characteristics on sixth graders' inference generation. Methods Eleven‐ to 12‐year‐old US monolingual English speakers ( N = 71) and Spanish‐English bilinguals ( N = 81) read narrative and informational expository texts requiring an inference and answered an inference‐tapping question after each text. We examined the influence of language status, word reading ability, knowledge (background k…
Working memory structure in young Spanish–English bilingual children
Working memory encompasses the limited incoming information that can be held in mind for cognitive processing. To date, we have little information on the effects of bilingualism on working memory because, absent evidence, working memory tasks cannot be assumed to measure the same constructs across language groups. To garner evidence regarding the measurement equivalence in Spanish and English, we examined second-grade children with typical develo…
Psychology (9 works) · Reading and Literacy Development (8 works) · Linguistics (7 works) · Developmental psychology (5 works) · Phonological awareness (5 works) · Cognitive psychology (4 works) · Computer Science (4 works) · Language Development and Disorders (4 works) · Mathematics education (4 works) · Dyslexia (3 works)