Henbest, V.S., & Apel, K. (in press). Orthographic fast-mapping across time in five- and six- year- old children.
Journal of Speech, Language, and Hearing Research.
Hennessy, N, & Apel, K. (2017). Morphological awareness: How the pieces add up. Perspectives on Language and Literacy, 43, 7-9.
Apel, K. (2017). Morphological awareness development and assessment: What do we know. Perspectives on Language and Literacy, 43, 11-16.
Henbest, V.S., & Apel, K. (2017). Effective word reading instruction: What does the evidence tell us? Communication Disorders Quarterly, 1-9.
Apel, K., & Henbest, V.S. (2016). Affix meaning knowledge in first through third grade students.
Language, Speech, and Hearing Services in Schools, 47, 148-156. doi:10.1044/2016_LSHSS-15-0050
Apel, K., & Masterson, J.J. (2015). Comparing the spelling and reading abilities of students
with cochlear implants and students with typical hearing. Journal of Deaf Studies and Deaf Education, 20, 125-135. doi: 10.1093/deafed/env002
Brimo, D., Apel, K., & Fountain, T. (2015). Examining the contributions of syntactic awareness and syntactic
knowledge to reading comprehension. Journal of Research in Reading, 40, 1, 57-74. DOI:10.1111/1467-9817.12050
Hall-Mills, S., & Apel, K. (2015). Linguistic feature development across grades and genre in elementary writing.
Language, Speech, and Hearing Services in Schools, 46, 242-255.
McLeod, A., N. & Apel, K. (2015). Morphological awareness intervention: Study of a child with a history of
speech and language impairment. Communication Disorders Quarterly, 36 (4), 208-218. doi: 10.1177/1525740114560371
Wilson-Fowler, E.B., & Apel, K. (2015). Influence of morphological awareness on college students' literacy skills:
A path analytic approach. Journal of Literacy Research, 47, 405-432. doi: 10.1177/1086296X15619730
Apel, K. (2014). A comprehensive definition of morphological awareness: Implications for
assessment. Topics in Language Disorders, 34, 197-209. doi: 10.1097/TLD.0000000000000019
Apel, K. (2014). Clinical scientists improving clinical practices: In thoughts and actions.
Language, Speech, and Hearing Services in Schools, 45, 104-109. DOI: 10.1044/2014_LSHSS-14-0003.
Apel, K., & Diehm, E. (2014). Morphological awareness intervention with kindergarteners and
first and second grade students from low SES homes: A small efficacy study. Journal of Learning Disabilities, 47, 65-75. DOI: 10.1177/0022219413509964
Apel, K., & Werfel, K. (2014). Using morphological awareness instruction to improve written
language skills. Language, Speech, and Hearing Services in Schools, 45, 251-260. doi:10.1044/2014_LSHSS-14-0039
Connor, C.M., Phillips, B.M., Kaschak, M., Apel, K., Kim, Y-S., Al Otaiba, S., Crowe, E.C., Thomas-Tate, S., Johnson, L.C., & Lonigan,
C.J. (2014). Comprehension tools for teachers: Reading for understanding from pre-kindergarten
through fourth grade. Educational Psychology Review, 26, 379-401. DOI 10.1007/s10648-014-9267-1
Horton, R., & Apel, K. (2014). Examining the use of spoken dialect indices with African-American children
in the southern United States. American Journal of Speech-Language Pathology, 23, 448-460. doi:10.1044/2014_AJSLP-13-0028
Apel, K., Brimo, D., Diehm, E., & Apel, L. (2013). Morphological awareness intervention with
kindergarteners and first and second grade students from low SES homes: A feasibility
study. Language, Speech, and Hearing Services in Schools, 44, 161-173. DOI: 10.1044/0161-1461(2012/12-0042)
Apel, K., Brimo, D., Wilson-Fowler, E.B., Vortius, C., & Radach, R. (2013). Children develop
initial orthographic knowledge during storybook reading. Scientific Studies of Reading, 17, 286-302. DOI: 1080/10888438.2012.692742
Apel, K., Diehm, E., & Apel, L. (2013). Using multiple measures of morphological awareness to
assess its relation to reading. Topics in Language Disorders, 33, 42-56. Doi: 10.1097/TLD.Ob013e318280f57b
Burkard, R.F., Apel, K., Jette, D.U., Lewis, N.P., Moore., R.E., Page, J.L., & Nunez, L.M. (2013). Final
report: Ad hoc committee on interprofessional development. http://www.asha.org/Report-Ad-Hoc-Committee-on-Interprofessional-Education.pdf
Hall-Mills, S., & Apel, K. (2013). Narrative and expository writing of adolescents with language-learning disabilities:
A pilot study. Communication Disorders Quarterly, 34, 135-143. Doi: 10.1177/1525740112465001
Kim, Y-S., Apel, K., & AlOtaiba, S. (2013). The relation of linguistic awareness and vocabulary to word
reading and spelling for first grade students participating in Response to Intervention.
Language, Speech, and Hearing Services in Schools, 44, 337-347. DOI: 10.1044/0161-1461(2013/12-0013)
Masterson, J.J., & Apel, K. (2013). Monitoring progress in spelling improvement. Perspectives on Language Learning and Education, 20, 144-152. DOI: 10.1044/lle20.4.144
Apel, K., Thomas-Tate, S., Wilson-Fowler, E.B., & Brimo, D. (2012). Acquisition of initial
mental graphemic representations by children at risk for literacy development. Applied Psycholinguistics, 33, 2, 365-391.
Apel, K., Wilson-Fowler, E.B., Brimo, D., & Perrin, N.A. (2012). Metalinguistic contributions
to reading and spelling in second and third grade students. Reading and Writing, 25, 1283-1305.
Apel, K. (2011). Science is an attitude: A response to Kamhi. Language, Speech, and Hearing Services in Schools, 42, 65-68.
Apel, K. (2011). What is orthographic knowledge? Language, Speech, and Hearing Services in Schools, 42, 592-603.
Apel, K. & Apel, L. (2011). Identifying intra-individual differences in students' written
language abilities. Topics in Language Disorders, 31, 54-72.
Apel, K., & Lawrence, J. (2011). Contributions of morphological awareness skills to word-level
reading and spelling in first-grade children with and without speech sound disorder.
Journal of Speech, Language, and Hearing Research, 54, 1312-1327.
Hall-Mills, S., & Apel, K. (2011). Differential effects of letter name spelling and text representation on
early reading ability. Contemporary Issues in Communication Science and Disorders, 38, 97-108. DOI: 1092-5171/11/3802-0097
Wolter, J.A, Self, T., & Apel, K. (2011). Initial mental graphemic representation acquisition and later literacy achievement
in children with language impairment: A longitudinal study. Journal of Learning Disabilities, 44, 543-555.
Apel, K. (2010). Kindergarten children’s initial spoken and written word learning in a storybook
context. Scientific Studies in Reading, 14, 5, 440-463.
Masterson, J.J., & Apel, K. (2010). The Spelling Sensitivity Score: Noting developmental changes in spelling
knowledge. Assessment for Effective Intervention, 36(1), 35-45.
Masterson, J., & Apel, K. (2010). Linking characteristics discovered in spelling assessment to intervention
goals and methods. Learning Disabilities Quarterly, 33, 3, 185-198.
Puranik, C., & Apel, K. (2010). Effect of assessment task and letter writing ability on preschool children’s
spelling performance. Assessment for Effective Intervention, 36(1), 45-56.
Wolter, J.A., & Apel, K. (2010). Initial acquisition of mental graphemic representations in children with
language impairment. Journal of Speech-Language-Hearing Research. 53, 179-195.
Recent Books and Book Chapters
Johnson, A., Prelock, P., & Apel, K. (2016). IPE 101: Introduction to interprofessional education and practice for speech-language
pathology. In A. Johnson (Ed), Interprofessional Education and Interprofessional Practice in Communication Sciences
and Disorders: An Introduction and Case-Based Examples of Implementation in Education
and Health Care Settings. Rockville, Maryland: American Speech-Language-Hearing Association.
Masterson, J. J., & Apel, K. (2013). Spelling assessment frameworks (pp. 584-601). In A. Stone, E.R. Silliman,
B. Ehren, & G. Wallach, (Eds.), Handbook of Language and Literacy: Development and Disorders, 2nd Edition. New York: Guilford Press.
Apel, K., Wolter, J.A., & Masterson, J.J. (2012). Mental graphemic representations. In N.M.
Seel (Ed.), Encyclopedia of the Sciences of Learning (Vol. 5, pp. 2185-2186). New York: Springer.
Apel, K., & Masterson, J. J. (2012). Beyond baby talk: From speaking to spelling: A guide to language and literacy development
for parents and caregivers. New York, NY: Three Rivers Press.
Apel, K., Masterson, J.J., & Brimo, D. (2012). Spelling assessment and intervention: A multiple
linguistic approach to improving literacy outcomes. In A.G. Kamhi & H.W. Catts (Eds).
Language and reading disabilities (3rd ed.). (pp. 226 - 243). Boston, MA: Pearson.
Apel, K., Masterson, J.J., & Wilson-Fowler, E.B. (2011). Developing word-level literacy skills
in children with and without typical communication skills. In S. Ellis, E. McCartney,
& J. Bourne (Eds.), Insight and impact: Applied linguistics and the primary school. (pp. 229-241). London, UK: Cambridge University Press.