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| Primary Activity Coordinators: |
Early Intervention Research |
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| Discipline Coordinators: |
Speech-Language Pathology |
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| Project/Program/Clinic Contacts: | Associate Professor of Hearing and Speech Sciences | ||||||||||||||||||
| Discipline(s): |
Speech-Language Pathology |
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| AUCD Council Membership: |
No Council Membership |
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| 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 | ||||||||||||||||||
Vita/Bio
BIOGRAPHICAL SKETCHProvide the following information for the key personnel and other significant contributors in the order listed on Form Page 2. |
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NAME Schuele, C. Melanie |
POSITION TITLE Assistant Professor |
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eRA COMMONS USER NAME Schuelm |
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EDUCATION/TRAINING (Begin with baccalaureate or other initial professional education, such as nursing, and include postdoctoral training.) |
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INSTITUTION AND LOCATION |
DEGREE (if applicable) |
YEAR(s) |
FIELD OF STUDY |
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Miami University, Oxford, Ohio |
B.S. Ed. |
1981 |
Sp-Lang. Pathology |
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University of Texas, Austin, TX |
M.A. |
1985 |
Sp-Lang. Pathology |
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University of Kansas, Lawrence, KS |
Ph.D. |
1995 |
Child Language |
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Arizona State University |
Postdoctoral |
1999 |
Lang Dis. & Intervention |
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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.
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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
NIH/NIDCD
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
None
