Powerpoint lectures

• Ellis Weismer, S. (2006). Examining the role of processing limitations in SLI. Presentation at the International Congress for the Study of Child Language and the Symposium on Research in Child Language Disorders, Madison, WI.
  

• Rice, M.L. (2002). SLI as a model system of language acquisition. Presentation at IX International Congress for the Study of Child Language and the Symposium on Research in Child Language Disorders, Madison, WI.
• Rice, M.L. (2002). Identifying young children with language impairments: Measurement issues. Presentation at the ASHA Conference for Speech-Language Pathologists in Schools, Nashville, TN.
• Rice, M.L. (2002). Children with specific language impairment: Progress toward a grammatical phenotype. Paper presented to the Center for Research on Atypical Development and Learning, Georgia State University, Atlanta, GA.
• Rice, M.L., Wexler, K. & Francois, J. (2001). SLI children's delayed acquisition of passive. Paper presented at the BU Conference on Language Development, Boston.
• Tomblin, J.B. and Zhang, X. (2004). Implicit learning in adolescents with and without Specific Language Impairment. Symposium on Research in Child Language Disorders, Madison, WI.
• Zhang, X. and Tomblin, J.B. (2004). Lack of individual difference in the language growth rate from kindergarten to eighth grade. Symposium on Research in Child Language Disorders, Madison, WI.

Articles

• Catts, H., Gillispie, M., Leonard, L., Kail, R., & Miller, C. (in press). The role of speed of processing, rapid naming, and phonological awareness in reading achievement. Journal of Learning Disabilities.
• Catts, H.W., Hogan, T.P., & Fey, M. (in press). Subgrouping poor readers on the basis of reading-related abilities. Journal of Learning Disabilities.
• Catts, H.W., Fey, M.E., Tomblin, J.B., & Zhang, Z. (in press). A longitudinal investigation of reading outcomes in children with language impairments. Journal of Speech, Language, and Hearing Research.
• Catts, H.W., Fey, ME, Zhang, X., & Tomblin, J.B. (2001). Estimating risk for future reading difficulties in kindergarten children: A research-based model and its clinical implications. Language, Speech, and Hearing Services in Schools. 32(1), 38-50.
• Catts, H., Fey, ME, & Proctor-Williams, K. (2000). The relationship between language and reading: Preliminary results from a longitudinal investigation. Logopedics, Phoniatrics, Vocology.
• Catts, H. & Kamhi, A. (1999). Classifying reading disabilities. In H. Catts & A. Kamhi (Eds.). Language and Reading Disabilities. Needham Heights, MA: Allyn & Bacon.
• Catts, H. & Kamhi, A. (1999). Defining reading disabilities. In H. Catts & A. Kamhi (Eds.). Language and Reading Disabilities. Needham Heights, MA: Allyn & Bacon.
• Catts, H. & Kamhi, H. (1999) (Eds.). Language and reading disabilities. Needham Heights, MA: Allyn & Bacon.
• Catts, H., Fey, M., Tomblin, J. B., & Zhang, X. (1999). Language basis of reading and reading disabilities: Evidence from a longitudinal investigation. Journal of Scientific Study of Reading, 3, 331-361.
• Catts, H. (1997). Early identification of reading disabilities. Language, Speech, and Hearing Services in Schools, 28, 86-89.
• Ellis Weismer, S., Plante, E., Jones, M., & Tomblin, J.B. (In review). A functional resonance imaging investigation of verbal working memory in adolescents with specific language impairment. Manuscript submitted for publication.
• Ellis Weismer, S. (2004). Memory and processing capacity. In R. Kent (Ed.), MIT Encyclopedia of Communication Disorders . Boston: MIT Press.
• Ellis Weismer, S., & Thordardottir, E.T. (2002). Cognition and language. In P. Accardo, A. Capute, & B. Rogers (Eds.), Disorders of Language Development (pp. 21-37). Timonium, MD: York Press, Inc.
• Ellis Weismer, S., Tomblin, J.B., Zhang, X., Buckwalter, P., Chynoweth, J. G. & Jones, M. (2000). Nonword repetition performance in school-age children with and without language impairment. Journal of Speech, Language, and Hearing Research, 43, 865-878.
• Ellis Weismer, S. (2000). Language intervention for children with developmental language delay. In D. Bishop & L. Leonard (Eds.), Speech and language impairments: From theory to practice, 157-176. Psychology Press.
• Ellis Weismer, S., Evans, J., & Hesketh, L.J. (1999). An examination of verbal working memory capacity in children with specific language impairment. Journal of Speech, Language, and Hearing Research, 42, 1249-1260.
• Kamhi, A. & Catts, H. (in press). The language basis of reading: Implications of classification and treatment of children with reading disabilities. In Bulter, K.&Silliman, E. (Eds.) Speaking, Reading, and Writing in Children with Language and Learning Disabilities: New Paradigms in Research and Practice.
• Larrivee, L. & Catts, H. (1999). Word recognition problems in children with expressive phonological disorders. American Journal of Speech-Language Pathology.
• Miller, C.A., Kail, R., Leonard, L.B., & Tomblin, J.B. (2001). Speed of processing in children with specific language impairment. Journal of Speech, Language, and Hearing Research, 44(2), 416-433.
• Rice, M.L. (in press). A unified model of specific and general language delay: Grammatical tense as a clinical marker of unexpected variation. To appear in Y. Levy & J. Schaeffer (Eds.), Language competence across populations: Toward a definition of SLI. Mahwah, NJ: Lawrence Erlbaum.
• Tomblin, J. B., Zhang, X., Buckwalter, P., & O’Brien, M. (2003). The stability of primary language disorder: four years after kindergarten diagnosis. Journal of Speech, Language, and Hearing Research, 46, 1283-1296.
  
• Tomblin, J. B., Hafeman, L. L., & O' Brien, M., (2003). Autism and autistic behaviors in siblings of children with language impairment. International Journal of Language and Communication Disorders. 38 , 235-250.
  
• Tomblin, J.B., Zhang, X., Weiss, A., Catts, H., Ellis Weismer, S. (2004). Dimensions of individual differences in communication skills among primary grade children. In M.L. Rice and S.F. Warren (Eds.), Developmental Language Disorders: From Phenotypes to Etiologies. Lawrence Erlbaum Associates, NJ: Mahwah.

• Tomblin, J. B., Zhang, X., Buckwalter, P. and Catts, H. (2000). The association of reading disability, behavioral disorders and Language Impairment among second grade children, Journal of Child Psychology and Psychiatry 41(4), 473-482.
• Tomblin, J. B., Hammer, C., & Zhang, X. (1998). The association of parental tobacco use and specific language impairment. International Journal of Language and Communication Disorders, 33, 357-368.
• Zhang, X. and Tomblin, J.B., (2000). The Association of Intervention Receipt with Speech-Language Profiles and Social Demographic Variables. American Journal of Speech-Language Pathology, 9(4), 345-357. 

Description of work
Our objective within this longitudinal study has been to advance our understanding of the nature of spoken language impairment in general, with a particular emphasis on Specific Language Impairment (SLI). This research has been concerned with three related issues.

Individual Differences in Language Acquisition
The first domain begins with the obvious: Children differ with respect to their capacity to acquire language. Thus, there are individual differences among children in the rate, and possibly the kind of language acquisition. This research program examines these individual differences in language acquisition across development. Therefore, we will be able to measure individual differences in growth rates and patterns of growth across several domains of spoken and written language.

Individual differences are necessary conditions for any notion of abnormal function; however, we contend that individual differences by themselves do not constitute impairment. Furthermore, the nature of the individual differences - whether they are qualitative or quantitative differences are often assumed to provide evidence of disease. However, eye color and blood types are qualitative forms of individual differences that are not construed to be disease. In order for some form of individual differences to be viewed as an impairment it is necessary for these differences to impact negatively on the person's life.

Social/Functional Costs
If we are to claim that children with certain language skills present language impairment it is necessary for us to show that there are negative outcomes associated with these language skills. Thus, a second domain of the proposed research recognizes that language enables individuals in our society to meet many of the demands society places upon them. Failure to meet these demands, due to limitations in language proficiency leads to undesirable outcomes in life function. One of the most prominent impairments is reading. We are continuing to examine this relationship between spoken and written language. In so doing, we hope to provide better explanations regarding the contributions of spoken language to reading disorders, and furthermore, to provide a means to evaluate diagnostic standards for spoken language disorder.

Causation
The third domain of our research recognizes a need to examine prominent theories concerned with the causes of those individual differences that comprise language impairment. We recognize that the etiology of language impairment is likely complex and varied. Thus, the adequacy of explanatory accounts of SLI may be influenced by the manner in which the diagnosis is made and thus there may be subtypes of SLI that can be revealed when important causal factors are examined in association with different clinical manifestations including differential patterns of growth. Within the research proposed are several studies designed to examine prominent theoretical explanations of SLI that derive from cognitive psychology. These theoretical accounts of SLI predict that the language deficits of these children can be found in limitations in general purpose cognitive systems that are particularly crucial, but not unique to language development. These systems concern limited capacities in memory and attention and/or speed of information processing. An alternate account of SLI has been that these language problems are rooted in language specific cognitive systems.

Our research program is also providing important insights into the role of language as a causal agent for reading impairment and also the effect of reading on later spoken language. Thus, within the limits of an observational design, we will be examining the relationship between spoken language and reading as potential reciprocal determinants. The direction of this influence is likely to shift across development such that spoken language at school entry may affect later reading development.

Longitudinal Study Description

Cohort Characteristics. The longitudinal cohort that has provided the participants for this research was obtained from a large sample of kindergarten-age children who participated in a cross-sectional epidemiologic study of SLI. A description of the sampling methods for the original cross-sectional sample can be found in Tomblin, et al. (1997) and the methods for selection of the longitudinal sample is provided in Tomblin, Zhang, & Buckwalter (2000). The members of this cohort, who initially consisted of 604 children, had been diagnosed with respect to language impairment when they were in kindergarten. These children were then re-evaluated two, four, eight and now ten years after kindergarten. Figure 1 provides sample size, age and the years in which these children participated at each observation. This figure shows that the observation interval covered a two-year time span. This is due to the fact that the participants were initially sampled over a two-year time period thus at any time, the total cohort covers a two-year age range. This allows us to distribute the burden of data collection for any interval over a two-year time period.

Figure 1. Ages and calendar years when cohort members were observed. Values at each observation year represent number of children in the two cohorts.

The last complete data set was obtained at Year Eight and thus we do not have summary data for Year Ten at this time.

Measures Obtained During First 10 Years. During the course of this longitudinal study the members of this cohort have been systematically observed in order to document their listening, speaking, reading, and writing development. Additionally, we have obtained information from parents and teachers concerning their academic, behavioral, mental and physical health. During the current year we are also obtaining self-report information. The data we have gathered characterize the development of our cohort children between kindergarten and 10th grade. This database is substantial, containing over 2,215 variables. In addition to data that pertains to the children in the cohort, the parents have provided data concerning themselves, their rearing practices, and certain home characteristics. The teachers have also provided data concerning the nature of the classroom and curriculum. 

Posters

Some of the posters that explore the language development of children with SLI over time are linked below in pdf. An Adobe Acrobat viewer is necessary to read these files. Need to download this free viewer? Others may have links to PowerPoint files.

• Betz, S.K., Rice, M.L., Tomblin, J.B., & Chen, S. (2002). Grammatical reconstructions and tense errors made by children with SLI during imitation tasks. Poster presented at IX International Congress for the Study of Child Language and the Symposium on Research in Child Language Disorders, Madison, WI.

• Betz, S.K., Rice, M.L., Tomblin, J.B., & Chen, S.D. (2001). Tense errors made by children with SLI during imitation tasks. Poster presented at the American Speech-Language-Hearing Association convention, New Orleans, LA.
  
• Catts, H. & Hogan, T. (2002). At what grades should we assess phonological awareness? Poster presented at the Annual Convention of the American Speech-Language-Hearing Association, Atlanta, GA.

• Catts, H. & Hogan, T. (2002). The fourth grade slump: Late emerging poor readers. Poster presented at the annual conference of the Society for the Scientific Study of Reading, Chicago IL.
  
Catts, H. & Gillispie, M. (2001). The role of speed of processing, rapid naming, and phonological awareness in reading achievement. Poster presented at the annual conference of the Society for the Scientific Study of Reading, Boulder, CO.

• Catts, H., Fey, M., Tomblin, J.B., & Zhang, X. (2001) Fourth grade reading outcomes in kindergarten children with language impairments. Poster presented at the annual conference of the Society for Research in Child Language Disorders. Madison, WI.
  
Catts, H. and Gillispie, M. (2000). Are poor readers just slow? Poster presented at the Society for the Scientific Study of Reading, Stockholm, Sweden.


• Catts, H., Fey, M.E., Zhang, X., and Tomblin, J.B. (2000). Generalized vs. specific slowing in poor readers. Poster presented at the Symposium on Research in Child Language Disorders, Madison, WI.

• Catts, H. Fey, M.E., Zhang, X., and Tomblin, J.B. (2000). Estimating risk for reading difficulties in kindergarten children. Poster presented at the Symposium on Research in Child Language Disorders, Madison, WI.
  
• Catts, H., Fey, M., Tomblin, J.B., and Zhang, X. (1999). Reading Outcomes in children with language impairments. Poster presented at the annual conference of American Speech-Language-hearing Association, San Francisco, CA.
  
• Catts, H., Fey, M., Zhang, X., and Tomblin, J.B. (1998). The Relationship Between Language Abilities and Reading Achievement. Poster presented at the Annual Convention of the American Speech-Language-Hearing Association, San Antonio, TX.
  
Catts, H., Fey, M.E., and Tomblin, J.B. (1997). Semantic-Syntactic Deficits in Poor Readers. Poster presented at the Annual Convention of the American Speech-Language-Hearing Association, Boston, MA.


• Duff, D., Tomblin, J.B., and Catts, H. (2007). Is there a Matthew Effect? Decoding skill and vocabulary growth in school aged children and adolescents. Presentation at the Symposium on Research in Child Language Disorders, University of Wisconsin-Madison.

• Ellis Weismer, S. and Thordardottir, E. (1999, April). Verbal Working Memory Abilities of School-Age Children with and without Language Impairment. Poster presented at the biennial meeting of the Society for Research in Child Development, Albuquerque, New Mexico.

Ellis Weismer, S., Tomblin, J.B., Zhang, X., Gaura, J., Buckwalter, P., and Jones, M. (1999). Nonword Repetition Performance in Second Graders with and without Language Impairment. Presented at the Symposium on Research in Child Language Disorders, Madison, WI.


Fey, M.E., Catts, H., and Proctor-Williams, K. (2000). Narrative generation by school-age children with typical & impaired language. Poster presented at annual conference of the American Speech-Language-Hearing Association, Washington, DC.

• Kail, R.V. and Miller, C.A., (2003). Developmental stability in speed of information processing. Poster presented at the biennial meeting of the Cognitive Development Society, Park City, UT.

• Kail, R.V. and Miller, C.A. (2003). Developmental change in speed of processing: Longitudinal data. Poster presented at the annual meeting of the Midwestern Psychological Association, Chicago, IL.
  
Miller, C.A., Leonard, L.B., and Kail, R.V. (2003). A longitudinal study of response time in children with and without language impairment. Poster presented at the biennial meeting of the Society for Research in Child Development, Tampa, FL.


• Miller, C., Tomblin, J. B., Zhang, X., Kail, R., Leonard, L. (2001). Speed of processing as a predictor of language performance. Poster presented at the annual convention of the American Speech-Language-Hearing Association, New Orleans, LA.
  
Miller, C., Kail, R., and Leonard, L. (1998). Speed of Processing and Specific Language Impairment. Presentation at the Symposium on Research in Child Language Disorders, University of Wisconsin-Madison.


Rice, M. and Tomblin, J.B. (1999). Child Indices of Language Impairment: Grammatical Tense Compared to Conventional Testing. Presented at the Symposium on Research in Child Language Disorders, Madison, WI.


• Tomblin, J.B., Burroughs, E., and Buckwalter, P. (2000). Aspects of social behavior in children with SLI. Poster presented at the Annual Convention of the American Speech-Language-Hearing Association, Washington, DC.


• Tomblin, J.B., Burroughs, E., and Zhang, X. (2000). Iowa Tests of Basic Skills Performance in 4th Graders with SLI. Poster presented at the Annual Convention of the American-Speech-Language-Hearing Association, Washington, DC.
Tomblin, J.B., Zhang, X., Buckwalter, P., and O'Brien, M. (1999). Measurement Error Creates Decrement of Performance IQ in Children with SLI. Presented at the Symposium on Research in Child Language Disorders, Madison, WI.

Presentations

Catts, H. & Fey, M. (2002, November). Causal and correlative links between spoken and written language difficulties in children. Paper presented at the annual conference of the American Speech- Language-Hearing Association, New Orleans.
• Catts, H. & Fey, M. (2002, July). Reading outcomes of children with SLI vs. NLI. Paper presented in symposium at the joint conference of the Society for Research in Child Language Disorders and the International Congress for the Study of Child Language, Madison, WI.

• Catts, H. (2001, October). Language impairments and reading disabilities. Presentation at the annual meeting of the International Dyslexia Association, Albuquerque, NM.

• Catts, H., Fey, M. Zhang, X., Tomblin, J. B. (2001). The Association of fourth grade reading outcomes with patterns of earlier language growth in children with language impairment, Annual Symposium on Research in Child Language Disorders, Madison, WI.

• Catts, H. (2000). Reading Disabilities: Back to the future. Keynote address at the 9th symposium on literacy and disabilities, Cary, NC.

• Catts, H., Fey, M.E., Zhang, X., and Tomblin, J.B. (2000). Predicting reading disabilities in kindergarten children. Presented at the 21st Annual Symposium on Research in Child Language Disorders, Madison, WI.

• Catts, H. (2000). Who are poor readers. Invited presentation as part of special research symposium at the annual conference of the International Dyslexia Association, Washington, DC.

• Catts, H. (1999). Early identification of reading disabilities. Open presentation in the Department of Education, University of Iceland, Reykjavik, Iceland.

• Catts, H. (1999). The relationship between language and reading. Paper presented at conference entitled "Beyond Phonological processing: Other language and cognitive processing deficits in dyslexia," Lund University, Lund, Sweden.

• Catts, H. (1998). Language basis of reading disabilities. Evidence from a longitudinal study. Invited lecture presented at the conference on Early Cognition and Learning Disabilities. University of Jyvaskyla, Jyvaskyla, Finland.

• Catts, H., Fey M., Zhang, X., and Tomblin, J.B. (1998). Subtypes of reading disabilities: an alternative to IQ-achievement discrepancy. Paper presented at the Annual Meeting of the Society for the Scientific Study of Reading, San Diego, CA.

• Catts, H. (1998). Language basis of reading disabilities. Evidence from a longitudinal study. Invited lecture presented at the Conference on Early Cognition and learning Disabilities, University of Jyvaskyla, Jyvaskyla, Finland.
  
Catts, H., Fey, M., Tomblin, J.B., and Zhang, X. (1997). Language deficits in reading disabilities. Paper presented at the annual meeting of the Society for the Scientific Study of Reading, Chicago, IL.

• Catts, H., Fey, M., Tomblin, J.B., and Zhang, X. (1997). Language deficits in reading disabilities. Paper presented at the annual meeting of the Society for the Scientific Study of Reading, Chicago, IL.
  

• Ellis Weismer, S. (2004, March). How specific is specific language impairment?: Evidence for limitations in working memory capacity. Invited talk to the Department of Speech and Hearing Sciences, University of Iowa, Iowa City, IA.

• Ellis Weismer, S., Plante, E., & Jones, M. (2003, February). Capacity limitations in children with SLI: An fMRI study. Poster presented at the International Neuropsychological Society, Honolulu, HI.

• Ellis Weismer, S. (2002, October). Language processing and working memory in specific language impairment. Invited research colloquium presented to the Program in Audiology and Speech Sciences, University of British Columbia, Vancouver, CA.

• Ellis Weismer, S. (2002, July). A functional MRI study of language processing and verbal working memory in adolescents with specific language impairment. Talk presented as part of the symposium on the Application of Neuroimaging in language research at the joint conference of the International Congress for the Study of Child Language and the Symposium on Research in Child Language Disorders, Madison, WI.

• Ellis Weismer, S. (2002, July). Processing limitations in specific and nonspecific language impairment. Talk presented as part of the symposium on Language-Nonverbal IQ Discrepancies in Children with SLI at the joint conference of the International Congress for the Study of Child Language and the Symposium on Research in Child Language Disorders, Madison, WI.

• Ellis Weismer, S. (2001). Cognition and language: Separate or equal? Invited talk, The Spectrum or Developmental Disabilities XXIII Disorders of Language Development, 23rd Annual Program, Johns Hopkins, Baltimore, MD.

• Ellis Weismer, S. and Evans, J. (2000). Tutorial on specific language impairment. Invited presentation, Department of Psychology, University of Wisconsin-Madison.

• Ellis Weismer, S. (2000, June). Processing capacity limitations in developmental language disorder. Invited presentation, School of Human Development, University of Texas, Dallas, TX.

• Ellis Weismer, S. (2000, February). Processing capacity limitations in specific language impairment. Colloquium presentation, Department of Psychology, University of Wisconsin-Madison.

• Ellis Weismer, S., Tomblin, J.B., Zhang, X., Guara, J., Buckwalter, P., & Jones, M. (1999, November). Deficits in nonword repetition by children with language impairment. Poster presented at the annual convention of the American Speech-Language-Hearing Association, San Francisco.

• Ellis Weismer, S. (1999, June) Cognitive deficits: Do they matter? Invited panel discussant at the 20th annual Symposium on Research in Child Language Disorders, Madison, WI.

• Ellis Weismer, S., and Thoraddottir, E.T. (1998). Limitations in Linguistic Processing by Children with Specific Language Impairment. Presentation at the Symposium on Research in Child Language Disorders, University of Wisconsin-Madison.

• Ellis Weismer, S. and Thordardottir, E.T. (1998). Linguistic processing limitations in school-age children with specific language impairment. Poster presented at the annual convention of the American Speech-Language-Hearing Association, San Antonio, TX.

• Ellis Weismer, S., Evans, J., and Hesketh, L. (1997). Verbal Working Memory in Specific Language Impairment. Presentation at the Symposium on Research in Child Language Disorders, University of Wisconsin-Madison.

• Fey, M.E., Catts, H., and K. Proctor-Williams, K. (2000). Narrative generation by school-age children with typical and impaired language. Presented at the convention of the American Speech-Language-Hearing Association, Washington, DC.

• Fey, M.E. (2000). Identifying and managing children at risk for early reading difficulties. Presented at the 2000 Conference of the New Mexico Speech-Language-Hearing Association, Albuquerque. Also administered at the 2000 Conference of the Colorado Speech-Language-Hearing Association, Denver.

• Fey, M.E. (2000). Literacy-based approaches to early speech and language assessment and intervention. Invited workshop presented at the Annual Meeting of the Arizona Speech-Language-Hearing Association, Tucson.

• Fey, M.E. (2000). The speech-language pathologist and early reading disorders. Invited address presented at the Annual Meeting of the Southwest Branch of the International Dyslexia Association, Albuquerque, NM.

• Fey, M.E. (1999). The speech-language pathologist and early reading disorders. Invited address presented at the Kansas Speech and Hearing Association Convention. Overland Park, KS.

• Fey, M.E. (1999). Putting phonological awareness into perspective in speech-language pathology. Keynote address presented at the National conference of Speech Pathology Australia. Sydney, Australia

• Fey, M.E. (1999). A new procedure for sampling, analyzing, and interpreting children's oral and written stories. Workshop presented at the National conference of Speech Pathology Australia. Sydney, Australia.

• Fey, M. and Catts, H. (1998). Can the Language Basis of Reading Disability be Reduced to Problems in Phonological Awareness? Evidence from a Longitudinal Investigation. Presentation at the Symposium on Research in Child Language Disorders, University of Wisconsin-Madison.

• Hafeman, L. and Tomblin, J.B. (1999). Autism behaviors in the siblings of children with specific language impairment. Paper presented at the VII World Congress of Psychiatric Genetics, Monerey, CA.

• Redmond, S. and Rice, M. (1998). The Detection of Irregular Verb Violations by Children with and without Specific Language Impairment. Presentation at the Symposium on Research in Child Language Disorders, University of Wisconsin-Madison.

• Rice, M.L. and Wexler, K. (2000). What she saying: SLI children's judgments of questions. Paper presented at the Boston University Conference on Language Development, Boston.

• Rice, M.L. (2000). Language disorders in children: New findings. Seminar presented at the American Speech-Language Hearing Association annual conference, Washington, DC.

• Tomblin, J. B., Rice, M., Miller, C., Ellis Weismer, S., Leonard, L., Catts, H. (2002). Language-nonverbal IQ discrepancies in children with SLI. Symposium presented at the Joint Conference of the IX International Congress for the study of Child Language and the Symposium on Research in Child Language Disorders, Madison, WI.

• Tomblin, J. B. (2001). Issues in the Diagnosis of SLI. The Relationship of Genes, Environments, and Developmental Language Disorders: Research for the Twenty-first Century. Merrill Center for Advanced Study.
  
• Tomblin, J. B. (2001). An Outcomes Approach to the Diagnosis and Treatment of SLI Carrefour en dysphasie. Invited seminar at a meeting of the Ordre des orthophonistes et audiologistes du Québec.

• Tomblin, J. B., & Zhang, X. (2001). Characterizing language growth from kindergarten to fourth grade. Poster presented at the 22nd Annual Symposium on Research in Child Language Disorders, Madison, WI.
  
Tomblin, J.B. and Zhang, X. (1997). Stability of Developmental Language Disorders. Paper presented at the Annual Convention of the American Speech-Language-Hearing Association, Boston, MA.


Tomblin, J.B. and Zhang, X. (1997). Statistical Expectation for Recovery Rate for SLI. Paper presented at the Symposium on Research in Child Language Disorders.


Weiss, A., Ellis Weismer, S., Tomblin, J.B., and Buckwalter, P. (1998). The Demographics of Speech-Language Treatment for a Cohort of Second Graders., Presentation at the Symposium on Research in Child Language Disorders, University of Wisconsin-Madison.


• Weiss, A., Ellis Weismer, S., Tomblin, J.B., & Buckwalter, P. (1998, November). Speech-language treatment demographics for a second grade cohort. Poster presented at the annual convention of the American Speech-Language-Hearing Associate, San Antonio, TX.
  
Zhang, X., Tomblin, J.B., and Buckwalter, P. (1997). Stability of Diagnoses of Developmental Language Disorders. Presentation at the Annual Convention of the American Speech-Language-Hearing Association, Boston, MA.