Shelley Gray

Professor
Faculty
DTPHX Campus
Mailcode
9020
Affiliate Faculty Member; Professor, College of Health Solutions
Faculty
DTPHX Campus
Mailcode
9020

Biography

Shelley Gray is a professor in the Department of Speech and Hearing Science in the College of Health Solutions. She is also an affiliate faculty member in the Mary Lou Fulton Teachers College at Arizona State University. She heads the Child Language and Literacy Lab that focuses on how children learn to talk, read, and write. The lab's projects include investigations of working memory, word learning, and reading processes. This collaborative research studies assessment development, early literacy curriculum implementation, longitudinal investigation of language skills involved in reading comprehension, discovering underlying deficits of poor word learning, and professional development for educators.

Education

  • Ph.D. Speech and Hearing Sciences, University of Arizona
  • M.S. Speech and Hearing Sciences, University of Arizona
  • B.S. Public Administration, University of Arizona

Research Interests

  • Child language development and disorders
  • Early literacy, reading, and writing development and disorders
  • Language and literacy assessment
  • Language, early literacy, and reading curriculum and professional development
  • Working memory
  • Vocabulary development and word learning

Publications

Language and Reading Research Consortium (LARRC) & Muijselaar, M. M. L. (in press).  The dimensionality of inference making: Are local and global inferences distinguishable? Scientific Studies of Reading.

Cowan, N., Hogan, T.P., Alt, M., Green, S., Cabbage, K.L., Brinkley, S., & Gray, S. (in press). Short-term memory in childhood dyslexia:  Deficient serial order in multiple modalities. Dyslexia. DOI: 10.1002/dys.1557.

Language and Reading Research Consortium, Jiang, H., & Davis, D. (in press). Let’s Know! proximal impacts on prekindergarten through grade 3 students’ comprehension-related skills. The Elementary School Journal.

Schlesinger, N. W., & Gray, S. (in press). The impact of multisensory instruction on learning letter names and sounds, word reading and spelling. Annals of Dyslexia. DOI: 10.1007/s11881-017-0140-z

Cabbage, K., Brinkley, S., Gray, S., Alt, M., Cowan, N., Green, S., Kuo, T., & Hogan, T. P. (2017). Assessing working memory in children: The Comprehensive Assessment Battery for Children – Working Memory (CABC-WM). Journal of Visual Experiments, 124, URL: https://www.jove.com/video/55121. doi:10.3791/55121

Language and Reading Research Consortium and Logan, J. (2017). Pressure points in reading comprehension: A quantile multiple regression analysis. Journal of Educational Psychology, 109, 451-464. http://dx.doi.org/10.1037/edu0000150

Alt, M., Hogan, T., Green, S., Gray, S., Cabbage, K., & Cowan, N. (2017). Word learning deficits in children with dyslexia.  Journal of Speech, Language, and Hearing Research, 60, 1012-1028. DOI: 10.1044/2016_JSHLR-L-16-0036. PMID:28388708

Language and Reading Research Consortium (2017). Oral language and listening comprehension: Same or different constructs? Journal of Speech, Language, and Hearing Research, 60, 1273-1284. https://doi.org/10.1044/2017_JSLHR-L-16-0039

Yang, H. & Gray, S. (2017). Executive function in preschoolers with primary language impairment. Journal of Speech, Language, and Hearing Research, 60, 379-392. doi:10.1044/2016_JSLHR-L-15-0267

Gray, S., Green, S., Alt, M., Hogan, T., Kuo, T., Brinkley, S., & Cowan, N. (2017). The structure of working memory in young school-age children and its relationship to intelligence. Journal of Memory and Language, 92, 183-201.

Language and Reading Research Consortium (2016). Use of the curriculum research framework (CRF) for developing a reading-comprehension curricular supplement for the primary grades. The Elementary School Journal, 116, 459-486. DOI: 10.1086/684827

Alonzo, C., Yeomans-Maldonado, G., Murphy, K., Bevens, B., & Language and Reading Research Consortium (2016). Predicting second grade listening comprehension using pre-kindergarten measures. Topics in Language Disorders, 36, 312-333.  DOI: 10.1097/TLD.0000000000000102

Kapantzoglou, M., Thompson, M. S., Gray, S., Restrepo, M.A., & Gorin, J. (2016). Assessing measurement invariance for Spanish sentence repetition and morphology elicitation tasks. Journal of Speech, Language, and Hearing Research, 59, 254-266. doi: 10.1044/2015_JSLHR-L-14-0319

Castilla-Earls, A.P., Restrepo, M., Perez-Leroux, A.T., Gray, S., Gaile, D., & Ziqiang, C. (2016). Interactions between bilingual effects and language impairment: Exploring grammatical markers in Spanish-speaking bilingual children. Applied Psycholinguistics, 37, 1147-1173. DOI: 10.1017/S0142716415000521

Murphy, K., Language and Reading Research Consortium, Farquharson, K. (2016).  Investigating profiles of lexical quality in preschool and their contribution to first grade reading. Reading and Writing, 29, 1745-1770.

Language and Reading Research Consortium, Arthur, A., & Davis, D. L. (2016). A pilot study of the impact of double-dose robust vocabulary instruction on children’s vocabulary growth. Journal of Research on Educational Effectiveness, 9, 173-200.

Green, S. B., Yang, Y., Alt, M. Brinkley, S., Gray, S., Hogan, T., & Cowan, N. (2016). Use of internal consistency coefficients for estimating reliability of experimental task scores. Psychonomic Bulletin & Review, 23, 750-763.

McIlraith, A. L., and Language and Reading Research Consortium (2016) Predicting word reading ability: a quantile regression study. Journal of Research in Reading. doi: 10.1111/1467-9817.12089.

Language and Reading Research Consortium, Johanson, M., & Arthur, A. (2016). Improving the language skills of pre-kindergarten students: Preliminary impacts of the Let’s Know! experimental curriculum. Child and Youth Care Forum, 45, 367-392.

Language and Reading Research Consortium, Farquharson, K. and Murphy, K.A. (2016) Ten steps to conducting a large, multi-site, longitudinal investigation of language and reading in young children. Frontiers in Developmental Psychology, 7, 1-16. doi: 10.3389/fpsyg.2016.00419

Language and Reading Research Consortium (2015). The dimensionality of language ability in young children. Child Development, 86, 1948-1965. DOI: http://dx.doi.org/10.1111/cdev.12450

Language and Reading Research Consortium (2015). Learning to read: should we keep things simple? Reading Research Quarterly, 50, 151-169. DOI: 10.1002/rrq.99

Kapantzoglou, M., Restrepo, M.A., Gray, S., Thompson, M. S., & Gorin, J. (2015). Language ability groups in bilingual children: A latent profile analysis. Journal of Speech, Language, and Hearing Research, 58, 1549-1562.

Language and Reading Research Consortium (2015). The dimensionality of Spanish in young Spanish-English dual language learners. Journal of Speech, Language, and Hearing Research, 58, 754-766. DOI: 10.1044/2015_JSLHR-L-13-0266.

Language and Reading Research Consortium, Pratt, A., & Logan, J. (2014). Improving language-focused comprehension instruction in primary-grade classrooms: Impacts of the Let’s Know! experimental curriculum. Educational Psychology Review, 26, 357-377.

Gray, S., Pittman, A., & Weinhold, J. (2014).  Effect of phonotactic probability and neighborhood density on word learning by preschoolers with typical development and specific language impairment. Journal of Speech, Language, and Hearing Research, 57, 1011-1025. PMID: 24686926; PMCID: in progress. DOI: http://dx.doi.org/10.1044/2014_jslhr-l-12-0282

Gray, S. & Kiernan, B. (2013). Talk It Out: A conflict resolution program for preschool children with speech and language impairments. Seminars in Speech and Language, 34, 94-102. DOI: http://dx.doi.org/10.1055/s-0033-1342980

Smyk, E., Restrepo, M. A., Gorin, J., & Gray, S. (2013). Development and validation of the Spanish-English Language Proficiency Scale (SELPS). Language, Speech, and Hearing Services in Schools, 44, 252-265.

Koutsoftas, A. D. & Gray, S. (2013). A structural equation model of the writing process in typically-developing sixth grade children. Reading and Writing: An Interdisciplinary Journal, 26, 941-966. DOI: http://dx.doi.org/10.1007/s11145-012-9399-y

Gray, S., Brinkley, S. & Svetina, D. (2012). Word learning by preschoolers with SLI: Effect of phonotactic probability and object familiarity. Journal of Speech, Language, and Hearing Research, 55, 1289-1300. PMCID:  PMC3288736.

Koutsoftas, A. D. & Gray, S. (2012). Comparison of narrative and expository writing in fourth and fifth grade students with and without language learning disabilities. Language, Speech, and Hearing Services in Schools, 43, 395-409.

Srivastava, P. & Gray, S. (2012). Computer-based and paper-based reading comprehension in adolescents with typical language development and language-learning disabilities. Language, Speech, and Hearing Services in Schools, 43, 424-437.

Gray, S., Reiser, M. & Brinkley, S. (2012). Effect of onset and rhyme primes in preschoolers with typical development and specific language impairment. Journal of Speech, Language, and Hearing Research, 55, 32-44. PMCID: PMC3288736

Gray, S. & Brinkley, S. (2011). Fast mapping and word learning by preschoolers with specific language impairment in a supported learning context: Effect of encoding cues, phonotactic probability, and object familiarity. Journal of Speech, Language, and Hearing Research, 54, 870-884. PMCID: PMC3032818

Wilcox, M. J., Gray, S., Reiser, M. & Guimond, A. (2011). Efficacy of the TELL Language and Literacy Curriculum for preschool children with developmental speech and/or language impairment. Early Childhood Research Quarterly, 26, 278-294. DOI: http://dx.doi.org/10.1016/j.ecresq.2010.12.003

Koutsoftas, A., Towle-Harmon, M. & Gray, S. (2009). The effect of tier 2 intervention for phonemic awareness in a response-to-intervention model in low-income preschool classrooms. Language, Speech, and Hearing Services in Schools, 40, 116-130. DOI: http://dx.doi.org/10.1044/0161-1461(2008/07-0101)

           Gray, S. (2007). Promoting early literacy through professional development, early literacy              curriculum and classroom environment, Early Childhood Services, 1, 17-31.

Gray, S. (2006). Commentary on keynote - Nonword repetition and word learning:  The nature of the relationship by Susan E. Gathercole. Applied Psycholinguistics, 27, 562-564.

Gray, S. (2006). The relationship between phonological memory, receptive vocabulary, and fast mapping by preschoolers with specific language impairment. Journal of Speech, Language, and Hearing Research, 49, 955-969. DOI: http://dx.doi.org/10.1044/1092-4388(2006/069)

Gray, S. (2005). Word learning by preschoolers with specific language impairment: Effect of phonological or semantic cues. Journal of Speech, Language, and Hearing Science, 48, 1452-1467. DOI: http://dx.doi.org/10.1044/1092-4388(2005/101)

Lafferty, A. E., Gray, S., & Wilcox, J. (2005). Teaching alphabetic knowledge skills to preschool children with specific language impairment and typically developing language. Child Language Teaching and Therapy, 21, 263-277. DOI: http://dx.doi.org/10.1191/0265659005ct292oa

Gray, S. (2005). Word learning by preschoolers with specific language impairment. Perspectives, 12, 17-21.

Gray, S. (2004). Word-learning by preschoolers with specific language impairment: predictors and poor learners. Journal of Speech, Language, and Hearing Research, 47, 1117-1132. DOI: http://dx.doi.org/10.1044/1092-4388(2004/083)

Gray, S. (2003). Word-learning by preschoolers with specific language impairment: What predicts success? Journal of Speech, Language, and Hearing Research, 46, 56-67. DOI: http://dx.doi.org/10.1044/1092-4388(2003/005)

Gray, S. (2003). Diagnostic accuracy and test-retest reliability of nonword repetition and digit span tasks administered to preschool children with specific language impairment. Journal of Communication Disorders, 36, 129-151. DOI: http://dx.doi.org/10.1016/s0021-9924(03)00003-0

Gray, S., Plante, E., Vance, R., and Henrichsen, M. (1999). The diagnostic accuracy of four vocabulary tests administered to preschool-age children. Language, Speech, and Hearing Services in Schools, 30, 196-206.  DOI: http://dx.doi.org/10.1044/0161-1461.3002.196

Kiernan, B., & Gray, S. (1998). Word learning in a supported- learning context by preschool children with specific language impairment. Journal of Speech, Language, and Hearing Research, 41, 161-171. DOI: http://dx.doi.org/10.1044/jslhr.4101.161                   

Gray, S. & Shelton, R. (1992). Self-monitoring effects on articulation carry-over in school age children. Language, Speech, and Hearing Services in Schools, 23, 334-342. DOI: http://dx.doi.org/10.1044/0161-1461.2304.334

 

       

Research Activity

National Institutes of Health – NICHD 1R01HD093003-01 Gray (PI) 08/01/17-07/31/22 Reading Comprehension in Monolingual and Bilingual Children U.S. Department of Education Institute of Education Sciences R305A170068 Gray (PI) 07/01/17-06/30/21 Efficacy of the TELL Curriculum for Preschool Children who are Economically Disadvantaged Grant H325D170061 U.S. Department of Education Gray (PI) 08/01/17-07/31/22 Interdisciplinary Program to Prepare Faculty in Evidence-Based Interventions for English Language Learners with Learning Disabilities GRANT12301896 HHS-NIH-NICHD F32 Lancaster (PI) Gray (Mentor) 08/01/2017-7/31/2020 Genotype-Phenotype Associations with Reading Disorders National Institutes of Health – NIDCD (PI) 2011-2016, Working Memory and Word Learning in Children with Typical Development and Language Impairment National Institutes of Health – NIDCD (PI) 2015-2016, Working Memory and Word Learning in Children with Typical Development and Language Impairment – Diversity Supplement U.S. Department of Education Institute of Education Sciences (ASU PI) 2010-2016, The Language Bases of Reading Comprehension Awarded to The Ohio State University, Laura M. Justice PI, $19,999,999 Subaward to Arizona State University U.S. Department of Education Institute of Education Sciences (Co-PI) 2011-2015, Teaching Early Literacy and Language across the Curriculum (TELL+): Efficacy Trials with Preschoolers with Developmental Disabilities U.S. Department of Education Institute of Education Sciences (ASU PI) 2012-2013, Assessing Reading for Understanding: A Theory-based, Developmental Approach Awarded to Educational Testing Services, John Sabatini, PI Subaward to Arizona State University U. S. Department of Education Institute of Education Sciences (Co-PI) 2008-2012, Spanish Screener for Language Impairment in Children (SSLIC) National Institutes of Health – NIDCD ARRA Award (PI) 2009-2010, Treatment of Lexical Deficits in Young Children with SLI National Institutes of Health – NIDCD (PI) 2006-2010, Treatment of Lexical Deficits in Young Children with SLI U. S. Department of Education Institute of Education Sciences (Co-PI) 2006-2009, The Development and Efficacy of a Curriculum-Based Language and Early Literacy Intervention for Preschool Children with Developmental Disabilities Head Start-Higher Education Hispanic Service Institution Partnership Grant (Co-Investigator) 2005-2010, ASU-Head Start Hispanic Partnership: Professional Development in Early Childhood Education U. S. Department of Education Institute of Education Sciences (Co-PI) 2005-2008, Vocabulary and Abstract Language Enhancement to Improve Reading Comprehension in Bilingual Children U. S. Department of Education (PI) 2004-2007, Tempe Early Reading First Partnership National Institutes of Health – NIDCD (PI) 2000-2003, Treatment of Lexical Deficits in Young Children with SLI

Courses

Summer 2018
Course NumberCourse Title
BIO 495Undergraduate Research
Spring 2018
Course NumberCourse Title
SHS 492Honors Directed Study
SHS 493Honors Thesis
SHS 494Special Topics
BIO 495Undergraduate Research
SHS 498Pro-Seminar
SHS 499Individualized Instruction
SHS 573Lang Assess/Intervent Sch Age
SHS 592Research
SHS 599Thesis
SHS 792Research
Fall 2017
Course NumberCourse Title
SHS 492Honors Directed Study
BIO 495Undergraduate Research
SHS 498Pro-Seminar
SHS 499Individualized Instruction
SHS 592Research
SHS 599Thesis
SHS 792Research
Summer 2017
Course NumberCourse Title
BIO 495Undergraduate Research
Spring 2017
Course NumberCourse Title
SHS 492Honors Directed Study
SHS 493Honors Thesis
BIO 495Undergraduate Research
SHS 498Pro-Seminar
SHS 499Individualized Instruction
SHS 573Lang Assess/Intervent Sch Age
SHS 592Research
SHS 598Special Topics
SHS 790Reading and Conference
SHS 792Research
Fall 2016
Course NumberCourse Title
CHS 101The ASU Experience
SHS 492Honors Directed Study
SHS 493Honors Thesis
BIO 495Undergraduate Research
SHS 498Pro-Seminar
SHS 499Individualized Instruction
SHS 592Research
SHS 599Thesis
SHS 792Research
Summer 2016
Course NumberCourse Title
BIO 495Undergraduate Research
Spring 2016
Course NumberCourse Title
SHS 492Honors Directed Study
SHS 493Honors Thesis
BIO 495Undergraduate Research
PLB 495Undergraduate Research
SHS 498Pro-Seminar
SHS 499Individualized Instruction
SHS 592Research
SHS 792Research
Fall 2015
Course NumberCourse Title
SHS 492Honors Directed Study
SHS 493Honors Thesis
BIO 495Undergraduate Research
SHS 498Pro-Seminar
SHS 499Individualized Instruction
SHS 592Research
SHS 599Thesis
SHS 792Research
Summer 2015
Course NumberCourse Title
BIO 495Undergraduate Research
Spring 2015
Course NumberCourse Title
BIO 495Undergraduate Research
PLB 495Undergraduate Research
SHS 573Lang Assess/Intervent Sch Age
SHS 790Reading and Conference
Fall 2014
Course NumberCourse Title
BIO 495Undergraduate Research
Spring 2014
Course NumberCourse Title
BIO 495Undergraduate Research
Fall 2013
Course NumberCourse Title
BIO 495Undergraduate Research
SHS 573Lang Assess/Intervent Sch Age

Presentations

Gray, S., Green, S., Alt, M., Hogan, T., & Cowan, N. (2017, July). Working memory profiles of children with dyslexia, language impairment, and typical development. Talk presented at the Society for the Scientific Study of Reading 24th Annual Meeting, Halifax, Nova Scotia.

OConnell, A. A., Yeomans-Maldonado, G., Bhaktha, N., Murphy, K., & Language and Reading Research Consortium (LARRC). Ecological profiles of pre-k childrens home environment and their relationship to early language and reading skills. Talk presented at the Society for the Scientific Study of Reading 24th Annual Meeting, Halifax, Nova Scotia.

Arizmendi, G. D., Alt, M., Gray, S. Hogan, T., Green, S., & Cowan, N. (2017, June). Exploring the Bilingual Advantage in 2nd Grade Children: Monolingual and Bilingual Performance on Central Executive Tasks of Working Memory. Poster presented at the Symposium on Research in Child Language Disorders, Madison, Wisconsin.

Mettler, H., Alt, M., Gray, S., Hogan, T., Green, S., & Cowan, N. (2017, June). The relationship between phonological working memory and sentence production in school-age children. Poster presented at the Symposium on Research in Child Language Disorders, Madison, WI.

Alonzo, C.N.; Hogan, T.P.; Yeomans-Maldonado, G.; Murphy, K.; & the Language and Reading Research Consortium (2016, July). Predicting second grade listening comprehension using prekindergarten & kindergarten measures. Society for the Scientific Study of Reading 23rd Annual Meeting, Porto, Portugal.

Bengochea, A., Mesa, C., Restrepo, M. A., Piasta, S. B., Jiang, H., & The Language and Reading Research Consortium (2016, July). Piloting a supplemental, language-enhancement English/Spanish curriculum for dual language learners: A feasibility study of �Vamos a aprender! In Connor, C. M. (Chair), Reading for Understanding Initiative. Symposium conducted at the meeting of Scientific Study of Reading, Porto, Portugal.

Piasta, S.B. Language and Reading Research Consortium, & Jiang, H. (2016, July).  Targeting lower- and higher-level language skills to support comprehension: Initial results for Lets Know!  Paper presented at the Annual Meeting of the Society for the Scientific Study of Reading, Porto, Portugal.

Murphy, K.A., Farquharson, K., Yeomans-Maldonado, G., & LARRC (2016, July). Investigating profiles of lexical quality in preschool and their contribution to first grade reading. Poster presented at the annual meeting of the Society for the Scientific Study of Reading, Porto, Portugal.

Restrepo, L., Yeomans-Maldonado, G., Mesa, C., Gray, S., Hogan, T., & the Language and Reading Research Consortium. (2016, July). The Contribution of Oral Language, High-Level Language and Decoding Across Grades in Reading Comprehension in Dual Language Learners. Presentation given at the Society for the Scientific Study of Reading, Porto, Portugal.

Baron, L. S., Hogan, T. P., Alt, M., Shelley, G., Cabbage, K. L., Green, S.B., & Cowan, N. (2016, July). Predictors of orthographic boost during word learning in second-graders with dyslexia and language impairment. In symposium led by S. Adlof, entitled, Oral and written word learning in special populations: Dyslexia, SLI, and second-language learners. Society for the Scientific Study of Reading Annual Convention, Porto, Portugal.

Hogan, T. P., Green, S.B., Alt, M., Gray, S., Brinkley, S., & Cowan, N. (2016, July).  Modeling Working Memory in School-Age Children with Dyslexia. Society for the Scientific Study of Reading Annual Convention, Porto, Portugal

Gray, S., Alt, M., Hogan, T., Brinkley, S., Schlesinger, N., Green, S., & Cowan, N. (2016, June). Children with dyslexia and concomitant dyslexia and SLI show different phonological processing deficits, but not visual recall deficits, during word learning. Poster presented at the Symposium on Research in Child Language Disorders, Madison, WI.

Cowan, N., Hogan, T.P., Alt, M., Green, S., Cabbage, K.L., Brinkley, S., & Gray, S. (2016, June). Profiles of Memory Span: A Microanalysis of Span Elucidates Developmental Dyslexia with and Without Specific Language Impairment. Oral presentation at the Symposium on Research in Child Language Disorders, Madison, WI.

Wilcox, M. J. & Gray, S. (2016, June). Coaching Teachers to Embed Early Literacy and Language Teaching Strategies across the Curriculum (United States). Paper presented at the International Society on Early Intervention Conference, Stockholm, Sweden.

Gray, S., Hogan, T., Alt, M., Green, S., Brinkley, S., & Cowan, N. (2016, March). Working memory deficits in children with dyslexia: Beyond phonology? Oral presentation at the tenth biennial conference of the British Dyslexia Association, Oxford, England.

Alt, M., Hogan, T., Green, S., Gray, S., Cabbage, K., & Cowan, N. (2016, February).  Word learning deficits in children with dyslexia. Poster presented at Pacific Coast Research Conference, Coronado, CA.

Gray, S., Logan, J., Catts, H., Pentimonti, J., & Language and Reading Research Consortium (2016, February). Oral Language and Listening Comprehension: Same or Different Construct? Poster presented at the Pacific Coast Research Conference, Coronado, CA.

Yang, H. & Gray, S., (2015, November). Executive Function in Preschoolers with Primary Language Impairment. Poster presented at the annual meeting of the American Speech-Language-Hearing Association, Denver, CO.

Baron, L., Hogan, T., Alt, M., Gray, S., Cabbage, K., Limson, C., Brinkley, S., Green, S., & Cowan, N. (2015, November). Orthographic Influences on Word Learning by Second-Graders with Comorbid Dyslexia and Specific Language Impairment. Poster presented at the annual meeting of the American Speech-Language-Hearing Association, Denver, CO.

Riordan, M., Restrepo, M. A., Gray, S., & Smyk, E. (2015, November). Validation of the Spanish-English Language Proficiency Scale  Revised. Poster presented at the annual meeting of the American Speech-Language-Hearing Association, Denver, CO.

Gray, S., Green, S., Alt, M., Hogan, T. Brinkley, S., & Cowan, N. (2015, October). The Structure of Working Memory in Young Children with Typical Development. Poster presented at the Ninth Biennial Meeting of the Cognitive Development Society, Columbus, Ohio.

Hogan, T.P., Gray, S., Alt, M., Baron, L., Cabbage, K.L., Green, S.B. & Cowan, N. (2015, July). Orthographic Influences on Word Learning by Second-Graders with Dyslexia and Typical Development. Society for the Scientific Studies of Reading, Kona, HI.

Arizmendi, G., Alt, M., Gray, S., Hogan, T., Green, S., Cowan, N. (2015, June). Word learning in Spanish-English Bilingual Children. Poster presented at Poster presented at the Symposium on Research in Child Language Disorders, Madison, WI.

Gray, S. & Language and Reading Research Consortium (2015, February).  Background and Development of the Lets Know! and �Vamos a Aprender! Curriculum Supplements. Paper presented at the Pacific Coast Research Conference, Coronado, CA.

Brown, J. & Gray, S. (November, 2014). The Perceived Value of the Teaching Early Language & Literacy Curriculum: The Teachers' Perspective. Poster presented at the annual meeting of the American Speech-Language-Hearing Association, Orlando, FL.

Gray, S., Bridges, M. & Hogan, T. (November, 2014). Preliminary Impacts of Let's Know! Curriculum Supplement to Improve Reading Comprehension in Grades PK3. Seminar presented at the annual meeting of the American Speech-Language-Hearing Association, Orlando, FL.

Yang, H., Gray, S., Reno, E., Parikh, A., Brinkley, S., Hogan, T., Alt, M. & Green, S. (November, 2014). Do Children with Dyslexia Have a Phonological Short-Term Memory Deficit? Poster presented at the annual meeting of the American Speech-Language-Hearing Association, Orlando, FL.

Kapantzoglou, M., Restrepo, M. A., Gray, S., & Thompson, M. (November, 2014). How Are Children Grouped in an Unclassified Sample Based on CELF-4 Spanish? Latent Profile Analysis. Poster presented at the annual meeting of the American Speech-Language-Hearing Association, Orlando, FL.

Hogan, T.P., Gray, S., Alt, M., Green, S.B., Cabbage, K.L. & Cowan, N. (2014, October) Working memory in children with dyslexia. 2nd Annual Meeting of the New England Research on Dyslexia (NERDY) Society, Boston, MA.

Hogan, T. P., Gray, S., Alt, M., Green, S.B., Cabbage, K.L. & Cowan, N. (2014, September).  Working memory deficits in children with dyslexia: global or local? Oral presentation at the Seventh European Working Memory Symposium, Edinburgh, Scotland.

Gray, S., Yang, H., Schlesinger, N., & Weinhold, J. (2014, June). Strengths and Weaknesses of Phonological and Semantic Processing and Word Representations in Preschoolers with Specific Language Impairment. Poster presented at the thirty-fifth Annual Symposium on Research in Child Language Disorders, University of Wisconsin, Madison, WI

Language and Reading Research Consortium (LARRC) (2014, June). Language Intervention for Preschool Children: Impacts of Lets Know! Poster presented at the thirty-fifth Annual Symposium on Research in Child Language Disorders, University of Wisconsin, Madison, WI

Alt, M., Gray, S., Hogan, T., Green, S., & Cowan, N. (2014, June). Word Learning Deficits in Children with Dyslexia: More than Phonology. Poster presented at the thirty-fifth Annual Symposium on Research in Child Language Disorders, University of Wisconsin, Madison, WI

Kapantzoglou, M., Restrepo, M., Gray, S., Thompson, M., & Gorin, J., (2014, June). Bilingual Children with and without Language Impairment: Are There Only Two Groups? Poster presented at the thirty-fifth Annual Symposium on Research in Child Language Disorders, University of Wisconsin, Madison, WI

Runnion, E., Ratiu, I., Restrepo, M., Gray, S., Gorin, J., & Thompson, M. (2014, June). Comparing the Measurement Structure of a Language Screener Between Spanish-speaking Children with and without Language Impairment. Poster presented at the thirty-fifth Annual Symposium on Research in Child Language Disorders, University of Wisconsin, Madison, WI

Castilla-Earls, A., Restrepo, L., Perez-Leroux, A., & Gray, S. (2014, June). Language Impairments vs. Bilingual Effects in Spanish-Speaking Children. Poster presented at the thirty-fifth Annual Symposium on Research in Child Language Disorders, University of Wisconsin, Madison, WI

Wilcox, M. J., Gray, S., Reiser, M. (April, 2014). Growth of Language and Early Literacy Skills in Preschool Children with Developmental Speech and/or Language Impairment. Poster presented at the annual meeting of the American Educational Research Association, Philadelphia, PA.

Gray, S. and the Language and Reading Research Consortium (March, 2014). Impact of the Lets Know! Curriculum Supplement on Preschool and Elementary Classroom Environments. Seminar presented at the biennial conference of the British Dyslexia Association, Guildford, England.

Honors/Awards

2014 Distinguished Alumnus Award, Department of Speech, Language, and Hearing Sciences,

University of Arizona

2013 Fellow, American Speech-Language-Hearing Association

2013 American Speech-Language-Hearing Association Clinical Practice Research Institute Awardee

2012 Meritorious Poster, American Speech-Language-Hearing Association

2012 American Speech-Language-Hearing Association Award for Continuing Education

2011 National Center for Special Education Research, Institute of Education Sciences, Summer Research Training Institute on Single Subject Research Designs Traineeship

2011 American Speech-Language-Hearing Association Award for Continuing Education

2010 University of Pittsburgh Teaching Survival Skills and Ethics Program Traineeship

2009 Leadership Development Initiative  ASU Office for Developing Transformational Leaders

2008 Spencer Foundation Workshop in Quasi-Experimental Design and Analysis in Education Traineeship

2008 American Speech-Language-Hearing Association Award for Continuing Education

2007 National Center for Education Research Institute for Education Sciences Summer Research Training Institute on Cluster Randomized Trials Traineeship

2006 Presidents Medal for Social Embeddedness awarded to the Tempe Early Reading First Partnership (PI)

2006 Nominated for the Deans Distinguished Teaching Award

2005 American Speech-Language-Hearing Association Award for Continuing Education

2005 Nominated for the Deans Distinguished Teaching Award

Editorships

Editor, Language, Speech, and Hearing Services in Schools, 2016-2019

Guest Editor, Topics in Language Disorders, 2015-2016

Associate Editor, Journal of Speech, Language, and Hearing Research, 2013-2016

Guest Associate Editor, Speech, Language, and Hearing Services in Schools, 2014

Guest Associate Editor, Journal of Speech, Language, and Hearing Research, 2009-2013

Associate Editor, Language, Speech, and Hearing Services in Schools, 2007-2012

Guest Associate Editor, Language, Speech, and Hearing Services in Schools, 2006

Professional Associations

<p>American Speech-Language-Hearing Association (ASHA) Society for the Scientific Study of Reading (SSSR) Arizona Speech-Language-Hearing Association (ArSHA)</p>

Service

Editor, Language, Speech, and Hearing Services in Schools, 2016-2019

Guest Editor, Topics in Language Disorders, 2015-2016

Associate Editor, Journal of Speech, Language, and Hearing Research, 2013-2016

Guest Associate Editor, Speech, Language, and Hearing Services in Schools, 2014

Guest Associate Editor, Journal of Speech, Language, and Hearing Research, 2009-2013

Reviewer, American Journal of Speech-Language Pathology, 2015

Reviewer, Language, Speech, and Hearing Services in Schools, 2013-2014

Reviewer, Scientific Studies of Reading, 2013-2015

Reviewer, The Elementary School Journal, 2013-2014

Reviewer, Archives of Clinical Neuropsychology, 2013

Associate Editor, Language, Speech, and Hearing Services in Schools, 2007-2012

Reviewer, Journal of Research in Reading, 2012

Reviewer, Early Childhood Research Quarterly, 2008-2009, 2011-2012

Reviewer, Developmental Psychology, 2012-2013

Editorial Consultant, Journal of Speech, Language, and Hearing Research 2005-2010

Reviewer, Developmental Psychology, 2008, 2011

Reviewer, Applied Psycholinguistics, 2009-2011

Reviewer, International Journal of Speech-Language Pathology, 2008

Reviewer, Language, Speech, and Hearing Services in Schools 2001-2003, 2005-2008

Reviewer, Early Childhood Services: An Interdisciplinary Journal of Effectiveness, 2007

Guest Associate Editor, Language, Speech, and Hearing Services in Schools, 2006

Reviewer, Journal of Speech, Language, and Hearing Research 1999-2001, 2003-2004

Reviewer, American Journal of Speech-Language Pathology 2006

Reviewer, Psychological Science 2006-2007

Reviewer, Journal of Communication Disorders 2002-2003

American Speech-Language-Hearing Association Publications Board, Member, 2015-2019

American Speech-Language-Hearing Association Research and Scientific Affairs Committee, Member, 2012-2014

American Speech-Language-Hearing Association Scientific and Professional Education Board, Member, 2012-2014

Standing Member, National Institutes of Health National Institute on Deafness and Other Communication Disorders, Communication Disorders Review Committee, 2015-2019

Grant Reviewer, National Institutes of Health Center for Scientific Review, Ad Hoc LCOM Study Section, 2015

Grant Reviewer, National Institutes of Health Center for Scientific Review, Brain Disorders, Language, Communication and Related Neurosciences F01 Study Section, 2014-2016

Grant Reviewer, U.S. Department of Education Institute for Education Sciences Early Intervention and Early Childhood Education Panel, 2014

Grant Reviewer, National Science Foundation, Behavioral and Cognitive Sciences, 2013

Grant Reviewer, NIH NIDCD F31, F32, 2013

Grant Reviewer, NIH NIDCD Special Emphasis Panels, 2011, 2012, 2013

Grant Reviewer, Georgia IES Striving Readers Program, 2012, 2013

Grant Reviewer, U.S. Dept. of Education IES Striving Readers Program, 2011

Grant Reviewer, Standard Research Grants program of the Social Sciences and Humanities Research Council of Canada, 2009-2010

Grant Reviewer, Health Research Board of Ireland, 2007

Grant Reviewer, Israel Science Foundation, 2007

Grant Reviewer, Canadian Language and Literacy Research Network Research Program Applications 2006

Grant Reviewer, American Speech-Language-Hearing Foundation New Investigator Awards 2005-200

Grant Reviewer, American Speech-Language-Hearing Foundation Student Research Grant in Early Childhood Language Disorders, 2003-2005, 2007

External Ph.D. Examiner, University of Canterbury, New Zealand, 2009

External Ph.D. Examiner, Curtin University, Australia, 2012

Faculty Mentor, American Speech-Language-Hearing Association Grant Review and Reviewer Training (2014)

Faculty Mentor, Arizona State University Obama Scholars, 2009-2015

Faculty Mentor, American Speech-Language-Hearing Association ‘Lessons for Success’, 2012-2014

Faculty Mentor, American Speech-Language-Hearing Association ‘Clinical Practice Research Institute’, 2010-2013

Faculty Mentor, American Speech-Language-Hearing Association ‘Mentoring Academic Research Careers’, 2008-2010

Faculty Mentor, American Speech-Language-Hearing Association ‘Building Undergraduate-Faculty Research Connections’ Program, 2008-2009