MSC01 1195
Speech-Language-Hearing Center
1700 Lomas Blvd. NE Suite 1300
Albuquerque, NM 87131
Phone: (505) 277-4453
Fax: (505) 277-0968
Dr. Dale is Chair of the Department of Speech & Hearing Sciences. He received a bachelor’s degree in mathematics from the University of Chicago, and master’s degrees in mathematics and communication sciences, and a Ph.D. in communication sciences from the University of Michigan. His research and teaching interests are in child language development and disorders. His recent research has focused on the assessment, causes and outcomes of early individual differences in language development, including language delay; the relationship of language development to early literacy development; evaluation of intervention for communicative disorders, and cross-linguistic studies of language development. He is a collaborator on the Twins Early Development Study, a large, population-based study of genetic and environmental influences on development, based at Kings College, London.
Dale, P. S., Jenkins, J. R., Mills, P. E., & Cole, K. N. (2005). Followup of children from academic and cognitive preschool curricula at ages 12 and 16. Exceptional Children, 16, 861-865.
Goodman, J. C., Dale, P. S., & Li, P. (2008). Does frequency count? Parental input and the acquisition of vocabulary. Journal of Child Language, 35, 515-531.
Hayiou-Thomas, M. E., Harlaar, N., Dale, P. S., Bishop, D. V. M., & Plomin, R. (2010). Preschool language skills and reading at 7, 9, and 10 years: Etiology of the relationship. Journal of Speech-Language-Hearing Research, 53, 311-332.
Dale, P. S., Harlaar, N., & Plomin, R. (2010). Two by two: A twin study of second language acquisition. Psychological Science, 21, 635-640.
Dale, P. S., Harlaar, N., Hayiou-Thomas, M. E., & Plomin, R. (2010). The etiology of diverse receptive language skills at 12 years. Journal of Speech-Language-Hearing Research, 53, 982-992.