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. (2018). Reading in children with Fragile X Syndrome: Phonological awareness and feasibility of intervention. American Journal of Intellectual and Developmental Disabilities, 123(3), 193-211.
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.