Philip Dale, Ph.D.

Photo: Philip Dale

Professor Emeritus

child language development
SHS Lab: 
Individual Differences in Early Language and Literacy Lab

Curriculum vitae


Dr. Dale is Professor of Speech & Hearing Sciences at the University of New Mexico, and Visiting Professor at Kings College, London. 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. Dr. Dale is a Fellow of the American Speech-Language-Hearing Association, and of the Association for Psychological Science.

Recent/Selected Publications:

Dale, P. S., Rice, M. L., Rimfeld, K., & Hayiou-Thomas, M. E. (2018). Grammar clinical marker yields high heritability for language impairments in 16-year-old twins. Journal of Speech, Language, and Hearing Sciences, 18, 66-78. doi:10.1044/2017_JSLHR-L-16-0364.

Dale, P. S., Logan, J., Bleses, D., Højen, A., & Justice, L.  (2018). Individual differences in response to a large-scale language and pre-literacy intervention for preschoolers in Denmark. Learning and Individual Differences, 68, 51-60.

Tosto, M. G., Hayiou-Thomas, M. E., Harlaar, N., Prom-Wormsley, E., Dale, P. S., & Plomin, R. (2017). The genetic architecture of oral language, reading fluency, and reading comprehension: A twin study from 7 to 16 years. Developmental Psychology, 53, 1115-1129.

Dale, P. S., Tosto, M. G., Hayiou-Thomas, M. E., & Plomin, R. (2015). Why does parental language input style predict child language development? A twin study of gene-environment correlation. Journal of Communication Disorders, 37, 106-117.

Rescorla, L., & Dale, P. S., Eds. (2013).  Late Talkers: From Research to Practice. Brookes Publishing.