Early Language & Literacy Intervention & Education Lab
UCF Communication Sciences and Disorders
Overview
The Early Language & Literacy Intervention & Education (ELLIE) lab at UCF is dedicated to research focusing on strengthening the capacity of individuals working with young children and their families who may experience language impairments and developmental disabilities and those from traditionally marginalized populations. The ELLIE lab aims to conduct research to support young children’s language and emergent literacy skills using evidence-based practices in naturalistic settings. We also explore innovative practices in supporting and educating students, particularly those with neurodiversity, in higher education programs.
Meet Our Team
Director
Jacqueline Towson, Ph.D., CCC-SLP
Students
Sophia Guzman
Lab Coordinator
Katheline Hernandez
Graduate Teaching Assistant
Emma Hagee
Graduate Research Assistant
Mariah Valdez
Graduate Research Assistant
Michael Nazario
Graduate Research Assistant
Mira Berman
Graduate Research Assistant
Jacquanna Easy
Research Assistant
Caroline Jones
Research Assistant
Olivia Dodge
Research Assistant
Elanna Nickerson
Research Assistant
Gianna Long
Research Assistant
Kyleigh Egan
Research Assistant
Olivia Wiseman
Research Assistant
News
Selected Relevant Publications
Our laboratory makes a concerted effort to publish our findings in respected academic journals and present at regional, national, and international conferences. In addition to contributing to collective body of knowledge in a given field, presenting original data at conferences is a fun way for the lab’s students to enhance their self-confidence and network with other scientists.
- Abarca, D.L.*, Towson, J.A., & Lopez Castillo, H. (2023). Breaking cyclic intergenerational literacy deficits: Describing linguistic interactions between adolescent mothers and their young children. Communications Disorders Quarterly.
- Towson, J.A., Macy, M., Diana, D.L.*, Myers, K.*, & Fitzpatrick, E. (2023). Examining teachers’ use of dialogic reading strategies following a multiple component professional development intervention. Early Childhood Education Journal.
- Green, K.B., Towson, J.A., & Jacovetti, B. (2023). The triadic model: A collaborative therapeutic delivery model for young children with communication and developmental delays. Dimensions of Early Childhood, 51(1), 32-40.
- Abarca, D.L.*, Allen, K.*, Towson, J.A., & Green, K.B. (2023). Enhancing adolescent parent interactions in communication through facilitative playgroups. Journal of Child Language, 1-16.
- Mitchell, M.P.*, Ehren, B.J., & Towson, J.A. (2022). Vocabulary outcomes with third graders in a speech-language pathologist and teacher collaboration. Perspectives of the ASHA Special Interest Groups.
- McIntyre, N., Loughran, C. & Towson, J.A. (2022). Reimagining assessment of literacy skills for adolescents with intellectual disabilities: A tutorial for an individualized approach. Perspectives of the ASHA Special Interest Groups.
- Green, K.B., & Towson, J.A. (2022). Using ability grouping to examine the effects of differentiated instruction in an undergraduate course in communication sciences and disorders. Teaching and Learning in Communication Sciences & Disorders, 6(1), Article 8, 1-19.
- Towson, J. A., Taylor, M. S., Abarca, D. L., Donehower Paul, C., Ezekiel-Wilder, F. (2021) Effects of using mixed reality with coaching on the interprofessional communication skills of speech-language pathology graduate students. Perspectives of the ASHA Special Interest Groups. Advance online publication. https://doi.org/10.1044/2020_PERSP-20-00098
- Fleury, V.P., & Towson, J.A. (2021). Early lessons learned in designing and adaptive shared reading intervention for preschoolers with autism. Exceptional Children, 88(1), 45-64.
- Towson, J.A., Taylor, M.S., Abarca, D.L.*, Paul, C.D., & Ezekiel-Wilder, F. (2021). Effects of using mixed reality with coaching on the interprofessional communication skills of speech-language pathology graduate students. Perspectives of the ASHA Special Interest Groups.
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- Green, K.B., & Towson, J.A. (2020). Easy as 1, 2, 3, ABC: Integrating number sense and shared storybook readings. Young Exceptional Children.
- Mitchell, M.P.*, Ehren, B.J., & Towson, J.A. (2020). Collaboration in schools: Let’s define it. Perspectives of the ASHA Special Interest Groups.
- Akemoglu, Y., Meadan, H., & Towson, J.A. (2020). Embedding naturalistic communication teaching strategies during shared book reading for preschoolers with developmental delays: A guide for caregivers. Early Childhood Education Journal, 48, 759–766.
- Towson, J. A., Green, K. B., & Abarca, D. L.* (2020). Reading beyond the book: Educating paraprofessionals to implement dialogic reading for preschool children with language impairments. Topics in Early Childhood Special Education, 40(2), 68–83.
- Towson, J.A., Canty, M.*, Schwartz, J., Barden, S., & Sims, T. (2020). Adolescent mothers’ implementation of strategies to enhance their children’s early language and emergent literacy skills. Communication Disorders Quarterly, 41(4), 231-241.
- Green, K.B., Stuckey, A.S., Towson, J.A., Robbins, S.H., & Bucholz, J. (2020). The effects of content acquisition podcasts on mathematics disability strategy knowledge of preservice special education teachers. Journal of Special Education Technology, 35(3), 145–154.
- Towson, J.A., & Green, K.B. (2019). Collaborative teaming between speech-language pathologists and paraprofessionals to improve the language skills of young children with disabilities: A dialogic reading intervention. DEC Recommended Practices Monograph Series No. 6 Teaming and Collaboration.
- Abarca, D.L.*, Towson, J.A., Ehren, B.J., & Taylor, M.S. (2019). Young minds, young readers: Dialogic reading with adolescent mothers and their children. International Public Health Journal, 10(4), 455-467
- Towson, J.A., Taylor, M.S.*, Tucker, J., Donehower, C.*, Pabian, P., & Zraick, R.I. (2018). Impact of virtual simulation and coaching on the collaborative communication skills of speech-language pathology students: A pilot study. Teaching and Learning in Communication Sciences & Disorders, 2(2), 2. http://doi.org/10.30707/TLCSD2.2Towson
- Troche, J. & Towson, J.A. (2018). Evaluating a metric to predict the academic and clinical success of master’s students in speech-language pathology. Teaching and Learning in Communication Sciences & Disorders, 2(2), 7. http://doi.org/10.30707/TLCSD2.2Troche
- Green, K. B., Towson, J. A., Head, C.N., Smith, L., & Janowski, B. (2018). Facilitated playgroups to promote speech and language skills of young children with communication delays: A pilot study. Child Language Teaching and Therapy, 34(1), 37-52. https://doi.org/10.1177/0265659018755525
- Towson, J.A., Fettig, A., Fleury, V.P, & Abarca, D.* (2017). Dialogic reading in early childhood settings: A summary of the evidence base. Topics in Early Childhood Special Education, 37(3), 132-146. https://doi.org/10.1177/0040059920917694
- Towson, J.A., Gallagher, P.A., & Bingham, G.E. (2016). Dialogic reading: Language and preliteracy outcomes for young children with disabilities. Journal of Early Intervention, 38(4), 230-246. doi:10.1177/1053815116668643
- Towson, J.A., & Gallagher, P.A. (2016). Shared interactive reading for young children with disabilities: A review of literature with implications for future research. Baskent University Journal of Education, 3(1), 72-85.
- Towson, J.A., & Gallagher, P.A. (2016). Dialogic reading for young children with disabilities: A review of literature with suggestions for future research. Baskent University Journal of Education, 3(1), 58-71.
- Towson, J.A., & Gallagher, P.A. (2014). Training Head Start parents in dialogic reading to improve outcomes for children. International Journal of Child Health and Human Development, 7(3), 287-296.
Contact
The ELLIE lab is located inside the Innovative Center, Room 727. Several handicap parking spots are available outside.
UCF Early Language & Literacy Intervention & Education Lab
Innovative Center
3280 Progress Dr
Orlando, FL 32826
