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SCROLL Publications

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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. 


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. 


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. 



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. 


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.



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.



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. 


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.


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.


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.


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.


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.


*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.

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