SCROLL Publications

Click reference for free access to manuscript

2026

Bryant, T. J., D. Duff, B. Bell, L. Fitton, and S. M. Adlof. 2026. Invisible Print? Reading Skill Predicts Children's Learning of Novel Spoken Words. Infant and Child Development 35, no. 1: e70062.

2025

Sylvan, L., Adlof, S.M., Wade-Woolley, L., & Kohel, L. (2025). Taking steps in the right direction and building a strong foundation: Considerations for implementing universal oral language screenings in the schools. Language, Speech, and Hearing Services in Schools, 56, 896-911. Click here for open access preprint. Email scroll@mailbox.sc.edu for copy of published article.

2024

Baron, L.S., Ehrhorn, A.M., Shlanta, P., Ashby, J., Bell, B.A., & Adlof, S.M. (2024) Orthographic influences on phonological processing in children with and without reading difficulties: an eye-tracking study. Reading and Writing, 38, 1925-1948.

2022

Duff, D., Hendricks, A.E., Fitton, L., & Adlof, S.M. (2022). Reading and math achievement in children with dyslexia, developmental language disorder, or typical development: Achievement gaps persist from second through fourth grades. Journal of Learning Disabilities.

Chan, J., Adlof, S.M., Duff, D. M., Mitchell, A., Ragunathan, M., & Ehrhorn, A. (2022). Examining the associations between parent concerns and school-age children’s language and reading abilities: A comparison of samples recruited for in-school vs. online participation. Language Speech and Hearing Services in Schools.

2021

Adlof, S. M., Baron, L. S., Bell, B. A., & Scoggins, J. (2021). Spoken word learning in children with developmental language disorder or dyslexia. Journal of Speech, Language, and Hearing Research.

2020

Ehrhorn, A., Adlof, S. M., Fogerty, D., & Laing, S. (2020). Probing phonological processing differences in nonword repetition for Children with Separate or Co-occurring Dyslexia and Developmental Language Disorder. Scientific Studies of Reading.

Adlof, S.M. (2020). Promoting reading achievement in children with developmental language disorders: What can we learn from research on SLI and dyslexia? Journal of Speech, Language, and Hearing Research, 63, 3277-3292.

Hendricks, A.E. & Adlof, S.M. (2020). Production of morphosyntax within and across different dialects of American English. Journal of Speech, Language, and Hearing Research, 63, 2322-2333.

2019

Adlof, S.M., (2019). Prologue to the Forum “Vocabulary Across the School Grades.” Language, Speech, and Hearing Services in Schools, 50, 461-465.

Adlof, S.M., Baron, L.S., Scoggins, J., Kapelner, A., McKeown, M.G., Perfetti, C.A., Miller, E., Soterwood, J., & Petscher, Y. (2019). Accelerating adolescent vocabulary growth: Development of an individualized, web-based vocabulary instruction program. Language, Speech, and Hearing Services in Schools, 50, 579-595.

Adlof, S.M. & Hogan, T. P. (2019). If we don’t look, we won’t see: Measuring language development to inform literacy instruction. Policy Insights from the Behavioral and Brain Sciences.

Hendricks, A., Adlof, S.M. Alonzo, C. N., Fox, A. B., & Hogan, T.P. (2019). Identifying children with developmental language disorder using a brief, whole-classroom screen. Journal of Speech-Language, and Hearing Research, 62, 896-908.

2018

Adlof, S.M. & Hogan, T. P. (2018). Understanding dyslexia in the context of developmental language disorders. Language Speech and Hearing Services in the Schools, 49 (4) 762-773.

Brewe, A., Reisinger, D., Adlof, S.M., & Roberts, J. (2018). Initiating joint attention in infants with Fragile X and those at familial high-risk for ASD. Journal of Intellectual Disability Research.

Adlof, S.M., Klusek, J., Chitwood, K., Hoffman, A., Brazendale, A., Riley, K., Abbeduto, L., & Roberts, J.E. (2018). Reading in children with Fragile X Syndrome: Phonological awareness and feasibility of intervention. American Journal of Intellectual and Developmental Disabilities, 123, 193-211.

Kapelner, A., Soterwood, J., NessAiver, S., & Adlof, S.M. (2018). Predicting contextual informativeness for vocabulary learning. IEEE Transactions on Learning Technologies, 99.

2017

Adlof, S.M., Scoggins, J., Brazendale, A., & Babb, S., & Petscher, Y. (2017). Identifying Children at Risk for Language Impairment or Dyslexia with Group-Administered Measures. Journal of Speech, Language, and Hearing Research, 60, 3507-3522.

Adlof, S.M. (2017). Understanding word-reading difficulties in children with SLI. Perspectives of the ASHA Special Interest Groups, 2(2), 7-18.

Hendricks, A. & Adlof, S.M. (2017). Language assessment with children who speak non-mainstream dialects: Examining the effects of scoring modifications in norm-referenced assessment. Language Speech and Hearing Services in the Schools, 48, 168-182.

Adlof, S.M., & Patten, H. (2017). Nonword repetition and vocabulary knowledge as predictors of children’s phonological and semantic word learning. Journal of Speech, Language, and Hearing Research, 60 (3), 682-693.

2016

Adlof, S.M., Frishkoff, G., Dandy, J.D., & Perfetti, C.A. (2016). Effects of induced orthographic and semantic knowledge on subsequent learning: A test of the partial knowledge hypothesis. Reading and Writing, 29, 475-500.

2015

Adlof, S.M., & Catts, H.W. (2015). Morphosyntax in poor comprehenders. Reading and Writing, 28(7), 1051-1070.

Brazendale, A., Adlof, S.M., Klusek, J., & Roberts, J.E. (2015). Teaching reading to youth with fragile X syndrome: Should phonemic awareness and phonics instruction be used? Evidence Based Practice Briefs, 9(6), 47-61.

Adlof, S.M., Klusek, J., Shinkareva, S., Robinson, M, & Roberts, J.E. (2015). Phonological awareness and reading in boys with Fragile X syndrome. Journal of Child Psychology and Psychiatry, 56(1), 30-39.

2014

Adlof, S.M., McLeod, A., & Leftwich, B. (2014). Structured narrative retell instruction for pre-literate children from low SES backgrounds: Feasibility and effects on literacy and language skills. Frontiers in Psychology: Developmental Psychology, 5:391, 1-11.

Hogan, T.P., Adlof, S.M., & Alonzo, C. (2014). On the importance of listening comprehension. International Journal of Speech-Language Pathology, 16, 199-207.

2010

Adlof, S.M., Catts, H.W., & Lee, J. (2010). Kindergarten predictors of second vs. eighth grade reading comprehension impairments. Journal of Learning Disabilities. 43, 332-345.

2009

Storkel, H.L., & Adlof, S.M. (2009a). Adult and child semantic neighbors of the Kroll and Potter (1984) nonobjects. Journal of Speech, Language, and Hearing Research, 52, 289-305.

Storkel, H.L., & Adlof, S.M. (2009b). The effect of semantic set size on word learning by preschool children. Journal of Speech, Language, and Hearing Research, 52, 306-320.

2006

Adlof, S.M., & Storkel, H.L. (2006). Learning vocabulary through reading. ACQuiring Knowledge in Speech, Language, & Hearing, 8, 110-112.

Adlof, S.M., Catts, H.W., & Little, T. D. (2006). Should the simple view of reading include a fluency component? Reading and Writing, 19, 933-958.

Catts, H.W., Adlof, S.M., & Ellis Weismer, S. (2006). Language deficits of poor comprehenders: A case for the simple view of reading. Journal of Speech, Language, and Hearing Research, 49, 278-293.

2005

*Catts, H.W., Adlof, S.M., Hogan, T.P., & Ellis Weismer, S. (2005). Are SLI and dyslexia distinct disorders? Journal of Speech, Language, and Hearing Research, 48, 1378-1396.

*2005 Editors’ Award for the article of highest merit, American-Speech-Language Hearing Association

Book Chapters

Adlof, S.M., & Wade-Woolley, L. (in press). Language development, developmental language disorder, and reading disabilities. In C. Okolo, N. Patton-Terry, & L. Cutting (Eds.) Handbook of Learning Disabilities, 3rd Edition. Guilford.

Adlof, S.M., Chan, J., Werfel, K., & Catts, H.W. (2022). Learning to read with a language or hearing impairment. In M. Snowling, C. Hulme, & K. Nation (Eds.) Science of Reading: A Handbook, 2nd Edition. Wiley.

Adlof, S.M., & Perfetti, C.A. (2013). Individual differences in word learning and reading ability. In A. Stone, B. Ehren, E. Silliman, & G. Wallach (Eds.). Handbook of Language and Literacy Development and Disorders, 2nd Edition (pp. 246-264). New York: Guilford.

Perfetti, C.A., Stafura, J., & Adlof, S.M. (2013). Reading comprehension and reading comprehension problems: A word-to-text integration perspective. In Miller, B., L. Cutting, & P. McCardle (Eds.) Unraveling Reading Comprehension: Behavioral, Neurobiological, and Genetic Components (pp. 22-32). Baltimore: Paul Brookes Publishing.

Perfetti, C.A. & Adlof, S.M. (2012). Reading Comprehension: A conceptual framework from word meaning to text meaning. In J. Sabatini, E. Albro, & T. O’Reilly (Eds.) Measuring Up: Advances in How We Assess Reading Ability (pp. 3-20). Lanham, MD: Rowman & Littlefield Education.

Catts, H.W., & Kamhi, A.G., & Adlof, S.M. (2012). Causes of reading disabilities. In A.G. Kamhi & H.W. Catts (Eds.) Language and Reading Disabilities, 3rd Edition (pp.77-111). Boston: Allyn & Bacon.

Catts, H.W., & Kamhi, A.G., & Adlof, S.M. (2012). Defining reading disabilities and classifying subgroups of poor readers. In A.G. Kamhi & H.W. Catts (Eds.) Language and Reading Disabilities, 3rd Edition (pp.45-76). Boston: Allyn & Bacon.

Adlof, S.M., Perfetti, C.A., & Catts, H.W. (2011). Developmental changes in reading comprehension: Implications for assessment and instruction. In J. Samuels & A. Farstrup (Eds). What Research Has to Say About Reading Instruction, 4th Edition (pp. 186-235). Newark, DE: International Reading Association.

Catts, H.W., & Adlof, S.M. (2011). Phonological and other deficits associated with dyslexia. In S. Brady, D. Blaze, & A. Fowler (Eds.), Explaining individual differences in reading: Theory and evidence. New York, NY: Taylor & Frances.

Catts, H.W., Hogan, T.P., & Adlof, S.M. (2005). Developing changes in reading and reading disabilities. In H.W. Catts & A.G. Kamhi (Eds), The connections between language and reading disabilities. Mahwah, NJ: Lawrence Erlbaum Associates.