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Stephanie Chung, Barbara May Bernhardt & Joseph Paul Stemberger. (2022) When codas trump onsets: an English-speaking child with atypical phonological development before and after intervention. Clinical Linguistics & Phonetics 36:9, pages 779-792.
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Daniel Bérubé, Barbara May Bernhardt, Joseph P. Stemberger & Valter Ciocca. (2020) Development of singleton consonants in French-speaking children with typical versus protracted phonological development: The influence of word length, word shape and stress. International Journal of Speech-Language Pathology 22:6, pages 637-647.
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Hayley L. Davies & Arpita Bose. (2020) Bigraph-syllable blending therapy in deep dyslexia. Aphasiology 34:10, pages 1241-1269.
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Rachelle Kay Chen, B. May Bernhardt & Joseph P. Stemberger. (2016) Phonological assessment and analysis tools for Tagalog: Preliminary development. Clinical Linguistics & Phonetics 30:8, pages 599-627.
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Heidi Massel Lipetz & B. May Bernhardt. (2013) A multi-modal approach to intervention for one adolescent's frontal lisp. Clinical Linguistics & Phonetics 27:1, pages 1-17.
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Nancy Ferguson, Laura-Ann Currie, Marianne Paul & Keith Topping. (2011) The longitudinal impact of a comprehensive literacy intervention. Educational Research 53:3, pages 237-256.
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Nina Sajaniemi, Eira Suhonen & Elina Kontu. (2010) Verbal and non‐verbal development in SLI children after early intervention. Early Child Development and Care 180:4, pages 519-534.
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Stephanie F. Stokes & Rebecca Griffiths. (2010) The use of facilitative vowel contexts in the treatment of post-alveolar fronting: a case study. International Journal of Language & Communication Disorders 45:3, pages 368-380.
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Ron Nelson, ElizabethA. Sanders & Jorge Gonzalez. (2009) The Efficacy of Supplemental Early Literacy Instruction by Community-Based Tutors for Preschoolers Enrolled in Head Start. Journal of Research on Educational Effectiveness 3:1, pages 1-25.
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Linda J. Harrison, Sharynne McLeod, Donna Berthelsen & Sue Walker. (2009) Literacy, numeracy, and learning in school-aged children identified as having speech and language impairment in early childhood. International Journal of Speech-Language Pathology 11:5, pages 392-403.
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Deborah G. H. James, Jan van Doorn, Sharynne McLeod & Adrian Esterman. (2008) Patterns of consonant deletion in typically developing children aged 3 to 7 years. International Journal of Speech-Language Pathology 10:3, pages 179-192.
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Deborah G. H. James, Jan van Doorn & Sharynne McLeod. (2008) The contribution of polysyllabic words in clinical decision making about children's speech. Clinical Linguistics & Phonetics 22:4-5, pages 345-353.
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Dean Sutherland & Gail T. Gillon. (2007) Development of phonological representations and phonological awareness in children with speech impairment. International Journal of Language & Communication Disorders 42:2, pages 229-250.
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Tom Morris & Gerard Leavey. (2006) Promoting phonological awareness in nursery‐aged children through a Sure Start Early Listening programme. International Journal of Early Years Education 14:2, pages 155-168.
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Barbara Handford Bernhardt$suffix/text()$suffix/text(), Joseph P. Stemberger & Eva Major. (2006) General and nonlinear phonological intervention perspectives for a child with a resistant phonological impairment. Advances in Speech Language Pathology 8:3, pages 190-206.
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Selen Aydoner & Gonca Bumin. The factors associated with school readiness: Sensory processing, motor, and visual perceptual skills, and executive functions in kindergarten children. Applied Neuropsychology: Child 0:0, pages 1-9.
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