Melanie Schuele, PhD

Vanderbilt Consortium LEND
Vanderbilt Kennedy Center
PMB 40
230 Appleton Place
Nashville, TN 37203
Phone: 615-936-5256
Email: [email protected]
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Last Updated: September 17, 2014


Primary Activity Coordinators: Early Intervention
Discipline Coordinators: Speech-Language Pathology
Project/Program/Clinic Contacts: Associate Professor of Hearing and Speech Sciences
Discipline(s): Speech-Language Pathology
AUCD Council Membership: No Council Membership
Research: complex syntax development in typical children and children with specific language impairment; emergent and early literacy in children with specific language impairment; effectiveness of phonological awareness interventions
Education: language development, child language disorders, emergent and early literacy
Service: language development and language intervention



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Schuele, C. Melanie


Assistant Professor



EDUCATION/TRAINING  (Begin with baccalaureate or other initial professional education, such as nursing, and include postdoctoral training.)



(if applicable)



Miami University, Oxford, Ohio

B.S. Ed.


Sp-Lang. Pathology

University of Texas, Austin, TX



Sp-Lang. Pathology

University of Kansas, Lawrence, KS



Child Language

Arizona State University



Lang Dis. & Intervention







A.          Positions and Honors

Positions and Employment

1994-1995  Visiting Instructor, Department of Communication Sciences, Case Western Reserve University, Cleveland, OH

1995-1998  Assistant Professor, Department of Speech Pathology and Audiology University of Nevada, Reno

1998-1999  Faculty Research Associate, Infant Child Communication Research Laboratory and Department of Speech and Hearing Science, Arizona State University, Tempe

1999-2002  Instructor, Department of Communication Sciences, Case Western Reserve University, Cleveland, OH

2002-pres   Assistant Professor, Department of Hearing and Speech Sciences, Vanderbilt University, Nashville, TN

Honors and Awards

1994          Schiefelbusch Child Language Scholarship, University of Kansas

•1997                     Mentor for Lisa Nicholls, awarded Senior Scholar, School of Medicine, University of Nevada, Reno

1999          New Investigator's Award, American Speech-Language-Hearing Foundation

2000          Fellow, Grant Writing Workshop, American Speech-Language-Hearing Association

2004-10     Member, Research and Scientific Affairs Committee, American-Speech-Language Hearing Association (Chair-Elect 2007, Chair 2008-10)

2007-09     Associate Editor, Language, Speech, and Hearing Services in Schools

Reviewer, Journal of Speech Language and Hearing Research, American Journal of Speech-Language Pathology

B.        Selected Peer-reviewed Publications

Schuele, C. M., & van Kleeck, A. (1987). Precursors to literacy: Assessment and intervention. Topics in Language Disorders, 7(2), 32-44.

van Kleeck, A., & Schuele, C. M. (1987). Precursors to literacy: Normal development. Topics in Language Disorders, 7(2), 13-31.

Roberts, J. E., & Schuele, C. M. (1990). Otitis media and later academic performance. Topics in Language Disorders, 11(1), 43-62. (Reprinted in Hearing impairment and language disorders: Assessment and intervention [1993]. Rockville, MD: Aspen Publishing Co.)

Fitzgerald, J., Schuele, C. M., & Roberts, J. (1992). Emergent literacy: What is it and what does the teacher of learning disabled children need to know about it? Reading and Writing Quarterly, 8, 71-85. 

Schuele, C. M., Roberts, J. E., Fitzgerald, J., & Moore, P. (1993). Assessing emergent literacy skills in preschool classrooms. Day Care and Early Education, 21(2), 13-21.

Schuele, C. M. (1994). Emergent literacy: A necessary component of early intervention practices of speech-language pathologists. Tejas: Texas Journal of Audiology and Speech Pathology, 20(1), 2-7.

Fitzgerald, J., Roberts, J., Pierce, P., & Schuele, C. M. (1995). Evaluation of home literacy environment: An illustration with preschool children with Down syndrome. Reading and Writing Quarterly, 11, 311-334.

Schuele, C. M., Rice, M. L., & Wilcox, K. A. (1995). Redirects: A strategy to increase peer initiations. Journal of Speech and Hearing Research, 38, 1319-1333.

Hadley, P. & Schuele, C. M. (1998). Facilitating peer interaction: Socially-relevant objectives for language intervention. American Journal of Speech-Language Pathology, 7(4), 25-36.

Schuele, C. M. & Hadley, P. (1999). Potential advantages of introducing specific language impairment to families. American Journal of Speech-Language Pathology, 8(1), 11-22.

Schuele, C. M. & Nicholls, L. (2000). Relative clauses: Evidence of continued linguistic vulnerability in children with specific language impairment. Clinical Linguistics and Phonetics, 14, 563-585.

Schuele, C.M. & Tolbert, L. (2001). Omissions of obligatory relative markers in children with specific language impairment. Clinical Linguistics and Phonetics, 15, 257-274.

Schuele, C. M. (2001). Socioeconomic influences on children's language acquisition. Journal of Speech-Language Pathology and Audiology, 24, 77-88.

Schuele, C. M. (2004). The impact of developmental speech and language impairments on the acquisition of literacy skills. Mental Retardation and Developmental Disabilities Research Reviews, 10, 176-183.

Schuele, C. M., Haskill, A., & Rispoli, M. (2005). What's /ðer/? An anomalous error in a child with SLI. Clinical Linguistics and Phonetics, 19, 89-107.

Schuele, C. M. & Dykes, J. (2005). A longitudinal study of complex syntax development in a child with specific language impairment. Clinical Linguistics and Phonetics, 19, 295-318.

Hu, C. F. & Schuele, C. M. (2005). Learning nonnative names: The effect of poor native phonological awareness. Applied Psycholinguistics, 26, 343-362.

Schuele, C. M. & Boudreau, D. (in press). Phonological awareness: Beyond the basics. Language, Speech, and Hearing Services in Schools.

C.        Research Support

Ongoing Support

5R03DC007329                                                          1/15/06-12/31/08


Complex syntax production in children with SLI

The major goals of this project are 1) to establish methodology for investigation of complex syntax production in young children, particularly variables that are sensitive to developmental change and that differentiate typical language children from children with SLI; and 2) to describe the acquisition of complex syntax production in children with SLI across an 18-month period beginning at 5 years of age as compared to age-matched typical children and MLU-matched, but chronologically younger, typical children.

Completed Support