Ronald B Gillam
Biographic Data
| ID | 5167883 |
|---|---|
| NAME | Ronald B Gillam |
| GIVEN NAMES | Ronald B |
| FAMILY NAME | Gillam |
| SIGNATURE | GILLAM R B |
| AFFILIATIONS | Utah State University |
| ORCID | 0000-0002-6077-6885 |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 1 |
| AUTHOR COUNT | 11 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1997 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Using latent profiles to evaluate response to a language-based intervention
Monitoring indicators of scholarly language: A progress monitoring tool for documenting changes in narrative complexity over time
The purpose of this cross-sectional study was to determine the differences in narrative macrostructure abilities of children in different age groups using a progress monitoring tool based in discourse theory. A majority of existing research regarding narrative developmental patterns has been based in schema theory. The Monitoring Indicators of Scholarly Language (MISL) rubric is based in discourse theory and was designed to characterize aspects o…
Improving oral and written narration and reading comprehension of children at-risk for language and literacy difficulties: Results of a randomized clinical trial
Understanding the nature and severity of reading difficulties among students with language and reading comprehension difficulties
A preliminary investigation of the effect of acceptance and commitment therapy on neural activation in clinical perfectionism
The measure matters: Language dominance profiles across measures in Spanish–English bilingual children
The purpose of this study was to determine if different language measures resulted in the same classifications of language dominance and proficiency for a group of bilingual pre-kindergarteners and kindergarteners. Data were analyzed for 1029 Spanish–English bilingual pre-kindergarteners who spanned the full range of bilingual language proficiency. Parent questionnaires were used to quantify age of first exposure and current language use. Scores …
What you hear and what you say: Language performance in Spanish–English bilinguals
PURPOSE: This study assesses the factors that contribute to Spanish and English language development in bilingual children. METHOD: 757 Hispanic Pre-kindergarten and kindergarten age children completed screening tests of semantic and morphosyntactic development in Spanish and English. Parents provided information about their occupation and education as well as their children's English and Spanish exposure. Data were analyzed using zero-inflated r…
Age and Task-Related Effects on Young Children’s Understanding of a Complex Picture Story
In this study we examined age- and task-related effects in story schema knowledge across an independent narrative task (story formulations) and a supported narrative task (answering questions). We also examined age-related changes to questions about the story as a whole. Participants were typically developing English-speaking children aged 4, 5, and 6 (50 per age group). Results showed more successful performance on all tasks as a function of age…
Assessment in communication disorders: Some observations on current issues
Assessment in communication disorders: Some observations on current issues
The assessment of communication disorders is, by necessity, a behavioural description process. Standardized measures provide quantitative data that contribute to the identification of communication disorders, but test scores and normative comparisons are insufficient for describing the effects of impairment on performance in communicative settings. The importance of ecological validity in tests for communication disorders, the need for systematic…
The Relationship Between Middle-Class Parents’ Book-Sharing Discussion and Their Preschoolers’ Abstract Language Development
Thirty-five mothers and fathers were videotaped in their homes as they read a familiar and unfamiliar book to their preschoolers aged between 3;6 and 4;1. Parental discussions about the text were coded for four levels of abstraction and correlated with children’s gains one year later on a formal test of the same four levels of language abstraction (the Preschool Language Assessment Instrument). Parental input at three of the four levels of abstra…
Age and Task-Related Effects on Young Children’s Understanding of a Complex Picture Story
In this study we examined age- and task-related effects in story schema knowledge across an independent narrative task (story formulations) and a supported narrative task (answering questions). We also examined age-related changes to questions about the story as a whole. Participants were typically developing English-speaking children aged 4, 5, and 6 (50 per age group). Results showed more successful performance on all tasks as a function of age…
The Relationship Between Middle-Class Parents’ Book-Sharing Discussion and Their Preschoolers’ Abstract Language Development
Thirty-five mothers and fathers were videotaped in their homes as they read a familiar and unfamiliar book to their preschoolers aged between 3;6 and 4;1. Parental discussions about the text were coded for four levels of abstraction and correlated with children’s gains one year later on a formal test of the same four levels of language abstraction (the Preschool Language Assessment Instrument). Parental input at three of the four levels of abstra…
Assessment in communication disorders: Some observations on current issues
Assessment in communication disorders: Some observations on current issues
The assessment of communication disorders is, by necessity, a behavioural description process. Standardized measures provide quantitative data that contribute to the identification of communication disorders, but test scores and normative comparisons are insufficient for describing the effects of impairment on performance in communicative settings. The importance of ecological validity in tests for communication disorders, the need for systematic…
Age and Task-Related Effects on Young Children’s Understanding of a Complex Picture Story
In this study we examined age- and task-related effects in story schema knowledge across an independent narrative task (story formulations) and a supported narrative task (answering questions). We also examined age-related changes to questions about the story as a whole. Participants were typically developing English-speaking children aged 4, 5, and 6 (50 per age group). Results showed more successful performance on all tasks as a function of age…
What you hear and what you say: Language performance in Spanish–English bilinguals
PURPOSE: This study assesses the factors that contribute to Spanish and English language development in bilingual children. METHOD: 757 Hispanic Pre-kindergarten and kindergarten age children completed screening tests of semantic and morphosyntactic development in Spanish and English. Parents provided information about their occupation and education as well as their children's English and Spanish exposure. Data were analyzed using zero-inflated r…
The measure matters: Language dominance profiles across measures in Spanish–English bilingual children
The purpose of this study was to determine if different language measures resulted in the same classifications of language dominance and proficiency for a group of bilingual pre-kindergarteners and kindergarteners. Data were analyzed for 1029 Spanish–English bilingual pre-kindergarteners who spanned the full range of bilingual language proficiency. Parent questionnaires were used to quantify age of first exposure and current language use. Scores …
A preliminary investigation of the effect of acceptance and commitment therapy on neural activation in clinical perfectionism
Monitoring indicators of scholarly language: A progress monitoring tool for documenting changes in narrative complexity over time
The purpose of this cross-sectional study was to determine the differences in narrative macrostructure abilities of children in different age groups using a progress monitoring tool based in discourse theory. A majority of existing research regarding narrative developmental patterns has been based in schema theory. The Monitoring Indicators of Scholarly Language (MISL) rubric is based in discourse theory and was designed to characterize aspects o…
Improving oral and written narration and reading comprehension of children at-risk for language and literacy difficulties: Results of a randomized clinical trial
Understanding the nature and severity of reading difficulties among students with language and reading comprehension difficulties
Using latent profiles to evaluate response to a language-based intervention
Psychology (10 works) · Language Development and Disorders (8 works) · Linguistics (7 works) · Reading and Literacy Development (7 works) · Developmental psychology (5 works) · Child Development and Digital Technology (3 works) · Cognition (3 works) · Comprehension (3 works) · Computer Science (3 works) · Literacy (3 works)