Kapelner, A., Soterwood, J., NessAiver, S., & Adlof, S.M. (2018). Predicting contextual informativeness for vocabulary learning. IEEE Transactions on Learning Technologies, 99. doi: 0.1109/TLT.2018.2789900.
Adlof, S. M., Scoggins, J., Brazendale, A., Babb, S., & Petscher, Y. (2017). Identifying Children at Risk for Language Impairment or Dyslexia With Group-Administered Measures. Journal of Speech, Language, and Hearing Research, 60(12), 3507-3522.
Adlof, S.M., Klusek, J., Chitwood, K., Hoffman, A., Brazendale, A., Riley, K., Abbeduto, L., & Roberts, J.E. (in press). Literacy in children with Fragile X Syndrome: Phonological awareness and feasibility of intervention. American Journal of Intellectual and Developmental Disabilities.
Adlof, S. M. (2017). Understanding Word Reading Difficulties in Children With SLI. Perspectives of the ASHA Special Interest Groups, 2(1), 71-77.
Hendricks, A. E., & Adlof, S. M. (2017). Language Assessment With Children Who Speak Nonmainstream Dialects: Examining the Effects of Scoring Modifications in Norm-Referenced Assessment. Language, Speech, and Hearing Services in Schools, 48(3), 168-182.
Adlof, S. M., & Patten, H. (2017). Nonword Repetition and Vocabulary Knowledge as Predictors of Children's Phonological and Semantic Word Learning. Journal of Speech, Language, and Hearing Research, 60(3), 682-693.
Adlof, S.M., Frishkoff, G., Dandy, J.D., & Perfetti, C.A. (2016). Effects of induced orthographic and semantic knowledge on subsequent learning: A test of the partial knowledge hypothesis. Reading and Writing, 29, 475-500. doi: 10.1007/s11145-015-9612-x.
Adlof, S.M., & Catts, H.W. (2015). Morphosyntax in poor comprehenders. Reading and Writing. doi: 0.1007/s11145-015-9562-3.
Brazendale, A., Adlof, S.M., Klusek, J., & Roberts, J.E. (2015). Teaching reading to youth with fragile X syndrome: Should phonemic awareness and phonics instruction be used? Evidence Based Practice Briefs 9(6), 47-61.
Adlof, S.M., Klusek, J., Shinkareva, S., Robinson, M, & Roberts, J.E. (2015). Phonological awareness and reading in boys with Fragile X syndrome. Journal of Child Psychology and Psychiatry, 56(1), 30-39. doi: 10.1111/jcpp.12267.
Adlof, S.M., McLeod, A., & Leftwich, B. (2014). Structured narrative retell instruction for pre-literate children from low SES backgrounds: Feasibility and effects on literacy and language skills. Frontiers in Psychology: Developmental Psychology, 5:391, 1-11.
Hogan, T.P., Adlof, S.M., & Alonzo, C. (2014). On the importance of listening comprehension. International Journal of Speech-Language Pathology, 16, 199-207
Adlof, S.M., & Perfetti, C.A. (2013). Individual differences in word learning and reading ability. In A. Stone, B.Ehren, E. Silliman, & G. Wallach (Eds.). Handbook of Language and Literacy Development and Disorders, 2nd Edition. New York: Guilford.
Perfetti, C.A., Stafura, J., & Adlof, S.M. (2013). Reading comprehension and reading comprehension problems: A word-to-text integration perspective. In Miller, B., L. Cutting, & P. McCardle (Eds.) Unraveling the Behavioral Neurobiological, and Genetic Components of Reading Comprehension. Baltimore: Paul Brookes Publishing.
Perfetti, C.A. & Adlof, S.M. (2013). Reading Comprehension: A conceptual framework from word meaning to text meaning. In J. Sabatini & E. Albro (Eds.) Assessing Reading in the 21st Century: Aligning and applying advances in the reading and measurement sciences. Lanham, MD: Rowman & Littlefield Education.
Adlof, S.M., Perfetti, C.A., & Catts, H.W. (2011). Developmental changes in reading comprehension: Implications for assessment and instruction. In J. Samuels & A. Farstrup (Eds). What Research Has to Say About Reading Instruction, Fourth Edition (pp. 186-235). Newark, DE: International Reading Association.
Catts, H.W., & Adlof, S.M. (2011). Phonological and other deficits associated with dyslexia. In S. Brady, D. Blaze, & A. Fowler (Eds.), Explaining individual differences in reading: Theory and evidence (pp. 137-152). New York, NY: Taylor & Frances.
Catts, H.W., & Kamhi, A.G., & Adlof, S.M. (2011). Causes of reading disabilities. In A.G. Kamhi & H.W. Catts (Eds.) Language and Reading Disabilities, Third Edition (pp. 77-111). Boston: Allyn & Bacon.
Catts, H.W., & Kamhi, A.G., & Adlof, S.M. (2011). Defining reading disabilities and classifying subgroups of poor readers. In A.G. Kamhi & H.W. Catts (Eds.) Language and Reading Disabilities, Third Edition (pp. 45-76). Boston: Allyn & Bacon.
Adlof, S.M., Catts, H.W., & Lee, J. (2010). Kindergarten predictors of second vs. eighth grade reading comprehension impairments. Journal of Learning Disabilities. 43, 332-345.
Storkel, H.L., & Adlof, S.M. (2009a). Adult and child semantic neighbors of the Kroll and Potter (1984) nonobjects. Journal of Speech, Language, and Hearing Research, 52, 289-305.
Storkel, H.L., & Adlof, S.M. (2009b). The effect of semantic set size on word learning by preschool children. Journal of Speech, Language, and Hearing Research, 52, 306-320.
Adlof, S.M., & Storkel, H.L. (2006). Learning vocabulary through reading. ACQuiring Knowledge in Speech, Language, & Hearing, 8, 110-112.
Adlof, S.M., Catts, H.W., & Little, T. D. (2006). Should the simple view of reading include a fluency component? Reading and Writing: An Interdisciplinary Journal, 19, 933-958.
Catts, H.W., Adlof, S.M., & Ellis Weismer, S. (2006). Language deficits of poor comprehenders: A case for the simple view of reading. Journal of Speech, Language, and Hearing Research, 49, 278-293.
Catts, H.W., Adlof, S.M., Hogan, T.P., & Ellis Weismer, S. (2005). Are SLI and dyslexia distinct disorders? Journal of Speech, Language, and Hearing Research, 48, 1378-1396. *2005 ASHA Editors’ Award for the article of highest merit.
Catts, H.W., Hogan, T.P., & Adlof, S.M. (2005). Developing changes in reading and reading disabilities. In H.W. Catts & A.G. Kamhi (Eds), The connections between language and reading disabilities (pp. 23-36). Mahwah, NJ: Lawrence Erlbaum Associates.