Individual Differences in Early Language and Literacy Lab
- Assessment of child language
- Twin studies of language and early literacy development
- Effectiveness of intervention
All my current projects involve data collection at other sites, so there are no openings for students here. However, I am very pleased to discuss research projects with students, and serve on thesis committees, as I have expertise in research design and data analysis.
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.