Department of Communicative Sciences and Disorders

Julie Wolter

Department Chair and Associate Professor

Contact

  • Office: Curry Health Center 19
  • Phone: 406-243-2605
  • Fax: 406-243-2362
  • Email: Julie.Wolter@umontana.edu
  • Office Hours:

     by appointment by email.

     

    Julie A. Wolter, PhD, CCC-SLP is an Associate Professor in the Department of Communicative Sciences and Disorders and Acting Department Chair at the University of Montana where she also directs the Language Literacy Essentials in Academic Development (LLEAD) Lab. She is currently the Principal Investigator and Director for the UM Online University Training for Rural and Equitable Accessibility in Communication Habilitation and known as UM-OUTREACH funded through the U.S. Department of Education’s Office of Special Education and Rehabilitative Services. Prior to her faculty appointment at University of Montana, Dr. Wolter served on faculty for 10 years, the last 4 of which as the Chair of the Speech-Language Pathology Division, in the Department of Communicative Disorders and Deaf Education at Utah State University. Dr. Wolter’s past role as a certified speech-language pathologist fuels her teaching and research interests in the areas of toddler, preschool, and school-age language and literacy development.  Additionally, she is interested in evidence-based practice and interdisciplinary collaboration. Dr. Wolter has authored multiple clinical and research papers, presented at state, national, and international levels, and has published in a variety of venues such as peer-reviewed journals and edited books.

    Dr. Wolter studies the multiple linguistic or language skills of phonological awareness (i.e., awareness of the sound system of language), morphological awareness (i.e., understanding of the meaningful units in language such as suffixes and prefixes), orthographic awareness (i.e., knowledge about spelling patterns and rules) and vocabulary, as they relate to how children with and without language and literacy disorders develop reading and writing skills. Her research program focuses on the following overall objectives:

    1. Cultivate specific and sensitive early literacy assessment measures that may predict and identify children at risk for future literacy failure.
    2. Determine how specific language skills such as phonological awareness, morphological awareness, and orthographic awareness effect literacy success in children with and without language literacy disorders.
    3. Develop efficacious and effective treatment programs to facilitate literacy development in children with and without language literacy disorders. 

    Dr. Wolter’s research has been supported through the National Institute on Deafness and Other Communication Disorders, Utah State Office of Education, and the American Speech Language Hearing Association.

  • Website: http://coehs.umt.edu/departments/csd/Research/Wolter_LLEAD%20Lab.php
  • Curriculum Vitae: View/Download CV

Research Interests

Language

Literacy

Reading

Writing

Language Impairment

Dyslexia

Interdisciplinary collaboration

Evidence Based Practice

Interprofessional Education

Implemntation Science

Projects

Current Project 1:

Multiple Linguistic Influences on Children with Language Impairment (PAR-10-055 R03 Award through National Institute on Deafness and Other Communication Disorders of the National Institute of Health)

Given that the basic foundational skills required to read and write language are also those required to understand and produce spoken language, it is not surprising that those children with language impairment (LI) also often have a literacy deficit. The linguistic skills such as the ability to form, store, and access complete mental graphemic representations of written words in memory (initial orthographic knowledge acquisition) and the ability to manipulate and combine the smallest units of language capable of carrying meaning (morphological awareness) may significantly and uniquely contribute to early literacy success for children with LI. A specific aim of this research is to determine whether or not children with and without LI demonstrate the use of these early language skills and whether this uniquely influence reading and spelling abilities in children with LI. Ultimately, these findings may lead to a more all-encompassing early predictive literacy screening measure for those children with LI.

 

Current Project 2

Dynamic Assessment/Intervention and Morphological Awareness

Morphological awareness has been found in children as early as first grade and related to literacy success (Wolter, Wood, D’Zatko, 2009; Lawrence & Apel, 2011). Dynamic assessment of children's MA may be a useful measure in determining whether young, primary school-age children have some explicit MA abilities and whether this skill is related to early literacy abilities. Moreover, the instructional scaffolds presented via a dynamic assessment measure may help to facilitate early elementary literacy skills. A dynamic assessment was developed and adapted for children in third grade (Wolte & Pike, 2015) and preschool (Wolter & Gibson, in preparation) and is currently being tested in early elementary school children to determine whether a) dynamic assessment of MA is related to reading and spelling achievement, b) dynamic assessment of MA reveals a range of  performance levels, and c) performance on a dynamic assessment task of MA may be significantly improved with dynamic scaffolding. Results may lead to future research to improve assessment and treatment practices for children with and without language and literacy deficits.

Publications

Peer Reviewed Publications (* denotes work completed with a graduate student)

  • McNeil, B.C., Wolter, J.A., & Gillon, G. (in press). A comparison of the metalinguistic performance and spelling development of children with inconsistent speech errors and their age-matched and reading-matched peers. American Journal of Speech Language Pathology.
  • Wolter, J.A., & Collins. G. (in press). Meaning and Reading: Using Morphological Awareness To Support Struggling Students. Perspectives on Language and Literacy, International Dyslexia Association.
  • *Squires, K. & Wolter, J.A. (2016). The effects of orthographic pattern intervention on spellingand reading performance of students with reading disabilities: A best evidence synthesis. Remedial and Special Education. doi:10.1177/0741932516631115.
  • *Gibson, F. & Wolter, J.A. (2015).  Morphological awareness intervention to improve vocabulary and reading success in children with language literacy impairment. Perspectives on Language Learning and Education, 22 (4),147. doi:10.1044/lle22.4.147
  • *Wolter, J.A., & Pike, K. (2015). Dynamic assessment of morphological awareness in third grade children. Language Speech and Hearing Services in the Schools, 46, 112- 126.
  • Wolter, J.A. (2014). Imageability and transparency in morphological awareness: A study of how third-grade children made lemonade from lemon. Topics in Language Disorders. 34 (3), 228- 239.
  • *Wolter, J.A., & Dilworth, V. (2013). The effects of a morphological awareness approach toimprove language and literacy. Journal of Learning Disabilities, 47, 76-85.
  •  Wolter, J.A., & Green, L. (2013). Morphological Awareness Intervention and School-Age Language and Literacy Deficits: A Case Study, Topics in Language Disorders, 1, 27-41.
  •  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.
  • Wolter, J., Corbin-Lewis, K., Self, T., & Elsweiler, A. (2011). An evidence-based practice model across the academic and clinical settings. Communication Disorders Quarterly. 32, 118-132.
  • Wolter, J.A., & Apel, K. (2010). Initial acquisition of mental graphemic representations in children with language impairment. Journal of Speech, Language, and Hearing Research, 53, 179-195.
  • Wolter, J.A. (2009). A systematic research review of word study treatment practices for the speech-language pathologist. Evidence-Based Practice Briefs, 3, 43-58.
  • *Wolter, J.A., Wood, A., & D’zatko, K. (2009). The influence of morphological awareness on first-grade children’s literacy development.  Language, Speech, and Hearing Services in the Schools, 40(3), 1-13.
  • Wolter, J.A. (2007).  Morphological awareness intervention: Considerations for evidence-based practice.  Perspectives on Language Learning and Education, 14(1), 6-8. 
  • Apel, K., Wolter, J.A., & Masterson, J.J. (2006). Orthotactic and phonotactic probability factors in fast mapping in children’s spelling. Developmental Neuropsychology, 29(1), 21-42.
  • Wolter, J.A., DiLollo, A., & Apel, K. (2006). A narrative therapy approach to counseling: A model for working with adolescents and adults with language-literacy deficits. Language, Speech, and Hearing Services in the Schools, 37,168-177.
  • Wolter, J.A. (2005). Summary of special interest division 1 student research grant: A multiple linguistic approach to literacy remediation. Perspectives on Language Learning and Education, 12(3), 22-25.
  • Apel, K, & Wolter, J.A. (2004). ASHA and evidence-based practice.  Perspectives on Issues in Higher Education, 5(3), 21-23.
  •  Apel, K, & Wolter, J.A. (2004). The school-based speech-language pathologist’s piece of the EBP pie. Perspectives on Issues in Higher Education, 5(3), 3-6.

Editor Reviewed Publications

  • *Wolter, J.A., & Gibson, F.E. (2015). Morphological awareness assessment and intervention to improve language and literacy, Seminars in Language. 36 (1), 31-41.
  • Wolter, J.A. (2015). Spelling and Word Study:  A guide for language-based assessment and intervention. In T. Ukrainetz (Ed.) School-Age Language Intervention: Evidence Based      Practice (pp. 527-564). Austin, TX: Pro-Ed
  • Wolter, J.A., & Timler, G.R. (2014). Issue Editor Foreword: Focus on Meta Skills. Topics in Language Disorders. 34 (3), 191-196.
  • *Wolter, J.A. & Squires, K. (2013). Spelling: Instructional and intervention frameworks. In C.A. Stone, E.R. Silliman, B.J. Ehren, & G. Wallach, (Eds.), Handbook of Language Literacy: Development and Disorders, 2nd Ed (pp. 602-615). New York: Guilford Press.
  • Wolter, J.A. (July 1, 2013). Overheard: Know your morphemes. The ASHA Leader, retrieved from http://www.asha.org/Publications/leader/2013/130701/Overheard.
  • 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.
  • Foley, B. & Wolter, J.A. (2010). Literacy intervention for transition-aged youth: What is and what could be. In McNaughton, D., & Beukelman, D. (Eds.), Language, Literacy, and AAC Issues for Transition- Age Youth (pp. 35-68).  Baltimore, MD: Brookes.
  • Wolter, J.A. (2007). Assessment and diagnosis of adolescents and young adults:  Spoken language disorders. In A. Kamhi, J.J. Masterson, & K. Apel, (Eds.), Clinical Decision Making in Developmental Language Disorders (pp. 55-76). Baltimore, MD: Brookes.
  • DiLollo, A., & Wolter, J. A. (2004). A story is worth a thousand words: Qualitative research in communication disorders. The ASHA Leader, 9(11), 4-17.
  • Wolter, J. A., & Strattman, K. (2003). Seeking a balanced approach to reading remediation. Word of Mouth, 15(2), 6-9.

Clinical Books

  • Wolter, J. A., & Voss, V. (2004). Tall Paul: An Interactive Reading-Rhyming Book. Eau Claire, WI: Thinking Publications.
  • Wolter, J. A., & Voss, V. (2004). Muddy Buddies: An Interactive Reading-Rhyming Book. Eau Claire, WI: Thinking Publications.

Instructional Materials and Books

  • Wolter, J.A. (2008). Oral Language Instruction for Grades K-1, Overview and Language Modules (2nd ed.). Salt Lake City, UT: Office of Education.
  • Wolter, J.A. (2008). Oral Language Instruction for Grades 2-3, Overview and Language Modules (2nd ed.). Salt Lake City, UT: Office of Education.
  • Wolter, J.A. (2007). Oral Language Instruction for Grades K-1, Overview and Language Modules. Salt Lake City, UT: Office of Education.
  • Wolter, J.A. (2007). Oral Language Instruction for Grades 2-3, Overview and Language Modules. Salt Lake City, UT: Office of Education.

Dissertation

Wolter, J. A. (2005). The effects of orthotactic probabilities on orthographic fast-mapping in kindergarten children with and without typical language abilities. Dissertation Abstracts International, 66 (09), 3255. (UMI No. 3189245)

Invited Presentations

  • Wolter, J.A. (2016, April). Contextualized Language Intervention: What’s in a Story. An invited symposium for Saint Mary’s College, Notre Dame, IN.
  • Wolter, J.A. & Muñoz, K. (2016, April). Program Directors 101: Issues of Change and Responsivity. An invited presentation for the annual conference of the Council for Academic Programs in Communication Sciences and Disorders, San Antonio TX.
  • Wolter, J.A. (2015, May). Student Professionalism and Evidence-Based Implementation. An invited presentation for the annual Supervision Conference for Metropolitan New York Council of University Clinic Directors in Communicative Sciences and Disorders sponsored by Adelphi University, Long Island, NY.
  • Wolter, J.A. (2015, March). Contextualized School-Age Language Intervention: Techniques for Making in Count, Part I and II. An invited symposium for the California Speech Language Hearing Association, Long Island, CA.
  • Wolter, J.A. (2015, April). Intervention for Oral and Written Language Disorders in School-Age Children, Part I and II. An invited symposium for the Michigan Speech Language Hearing Association, Lansing, MI.
  • Wolter, J.A. (2014, May). Strategies and Techniques for Facilitating Student Professionalism. An invited presentation for the Annual Clinical Supervision Symposium sponsored by Florida State University, Tallahassee, FL.
  • Schupbach, J., & Wolter, J.A. (2014, April). Developing Professionalism Potential in Students. An invited presentation for the annual conference of the Council for Academic Programs in Communication Sciences and Disorders, Orlando, FL.
  • Wolter, J.A. (2013, October). Morphological Awareness and School-age Language Success. An invited presentation for the Cache County School District, North Logan, UT.
  • Wolter, J.A. (2013, October).  Semantic and Literacy Development Through Morphological Awareness. An invited presentation for the Adolescent Language and Literacy Online Conference hosted by American Speech Language Hearing Association, Rockville, MD.
  • Wolter, J.A. (2013, September). Morphological Awareness Intervention and the Core Curricular Standards in the Schools. An invited presentation for the Logan City School District, Logan, UT.
  • Wolter, J.A. (2013, March).  Semantic and Literacy Development Through Morphological Awareness. An invited presentation for the Adolescent Language and Literacy Online Conference hosted by American Speech Language Hearing Association, Rockville, MD.
  • Wolter, J. A. (2012, November). Contextualized Language Intervention and the CORE Curricular Standards: Making Language Therapy Count. An invited workshop presentation for the Davis School District Speech Language Pathologists hosted by Davis School District, Salt Lake City, UT.
  • Wolter, J.A. (2012, October). Morphological Awareness: The Language Literacy Link. An invited presentation for the Reading Comprehension Literacy Symposium hosted by University of Canterbury, Christchurch, New Zealand.
  • Wolter, J.A. (2011, June). School-Age Language and Literacy Intervention: Promoting Functional Relevance. An invited workshop presentation for the Summer Seminars hosted by Utah State University, Logan, UT.
  • Wolter, J. A. (2010, March). The scholarship of research and teaching: Steps toward the bigger goal.  An invited panel presentation for the Utah State University Women and Gender Research Institute Brown Bag Presentation Series.   
  • Redle, E., Bridgitt, P., Wolter, J.A., Knightly, C., Pearson, B., &  Smith-Hammond, C. (2009, November). Evidence-based practice: Experiences and strategies from clinical settings. An invited symposium presentation for the annual American Speech Language Hearing Association, New Orleans, LA.
  • Wolter, J. (2008, February).   Preparing for the third year review: Grassroots tips from faculty who've been there. An invited panel presentation for the Utah State University Vice Provost for Faculty Development and Diversity Workshop.   
  • Wolter, J. (2008, October). Oral language facilitation in the classroom. An invited presentation for the Utah State Office of Education Principals’ Institute, Logan, UT.
  • Wolter, J. (2008, June). Oral language assessment and integration in the K-3 classroom. An invited presentation for the Utah State Office of Education Oral Language Institute, Salt Lake City, UT.
  • Wolter, J. (2007, December). Oral language facilitation in the classroom. An invited presentation for the Utah State Office of Education Principals’ Institute, Salt Lake City, UT.
  • Wolter, J. (2007, July). Kindergarten and first grade oral language assessment and integration in the classroom. An invited presentation for the Utah State Office of Education Oral Language Institute, Ogden, UT and South Jordan, UT.
  • Wolter, J. (2007, July). Second and third grade oral language assessment and integration in the classroom. An invited presentation for the Utah State Office of Education Oral Language Institute, Ogden, UT and South Jordan, UT.

 

Professional Presentations (* denotes work completed with a graduate student)

  • Wolter, J.A., & Nelson, N. (2015, November). From Test to Context: How to Inform Contextualized Intervention Without Teaching to the Test. A symposium presentation at the triennial Intermountain Speech-Language-Hearing Association, Denver, CO.
  • *Gibson, F., Wolter, J.A (2015, November) A Dynamic Measure of Morphological Awareness in Young Children: A Feasibility Study. A technical session at the annual American Speech Language Hearing Association, Denver, CO.
  • Wolter, J.A. (2015, July). Orthographic Knowledge and Morphological Awarenes and the Relation to Literacy Success in Children With and Without Language     Impairment. With N. Conrad, G. Georgiou, K. Apel, & H. Deacon, in symposium entitled ‘Orthographic Processing.’  Society for Scientific Studies of Reading Annual        Convention, Hawaii.
  • Wolter, J.A., & Squires, K. (2014, November). Orthographic knowledge and literacy success in children with poor reading abilities. A poster presentation at the annual American Speech Language Hearing Association, Orlando, FL.
  • Wolter, J.A., & Schupbach, J. (2014, November). Professionalism and generational differences in graduate student training. A symposium presentation at the annual American Speech Language Hearing Association, Orlando, FL.
  • *Wolter, J.A., Gibson, F., & Edrington, C. (2014, November). Multiple linguistic awareness and  literacy in students with language impairment. A poster presentation at the annual American Speech Language Hearing Association, Orlando, FL.
  • *Wolter, J.A., Farquharson, K., Covington, N.V., Wang, J., & Hogan, T. (2014, July). Orthographic probability and neighborhood density across development using the child orthographic probability calculator (COPcalc). Society for Scientific Studies of Reading Annual Convention, Santa Fe, NM.
  • Wolter, J.A. & Green, L. (2013, November). Word Detectives: Using Morphological Awareness to Improve Language & Literacy. A symposium presentation at the annual American Speech Language Hearing Association, Chicago, IL.
  • * Wolter, J.A., Blaiser, K., Holdaway, A. & Rice, B. (2013, November). Orthographic Fast-Mapping in Preschool Children With & Without Hearing Loss. A poster presentation at the annual American Speech Language Hearing Association, Chicago, IL.
  • * Wolter, J.A., Rice, B., Holdaway, A., & Niedrich, J. (2013, November). Initial Word-Learning in Storybooks: Semantic, Orthographic, & Phonological Representations. A poster presentation at the annual American Speech Language Hearing Association, Chicago, IL.
  • *Green, L., Wolter, J.A., & Carpenter, C. (2013, November) A Study of Morphological Awareness Development: Preliminary Findings Across Grades 1-5. A poster presentation at the annual American Speech Language Hearing Association, Chicago, IL.
  • *Wolter, J.A., & Squires, K. (2012, November). Word Study Intervention: Multilinguistic Techniques for Promoting Language Literacy Success. A symposium presentation at the annual American Speech Language Hearing Association, Atlanta, GA.
  • *Wolter, J.A., Pike, K., & Lennell, C. (2012, November). Dynamic Assessment of Morphological Awareness & Early Literacy Achievement. A poster presentation at the annual American Speech Language Hearing Association, Atlanta, GA.
  • Wolter, J.A., Blaiser, K. & Elsweiler, A. (2012, November). Professionalism in the Clinical Setting: A Graduate Student Training Model. A poster presentation at the annual American Speech Language Hearing Association, Atlanta, GA.
  • *Sanders, N., Blaiser, K., & Wolter, J.A., (2012, November). Early Literacy Development of Preschool Children With Hearing Loss.  A poster presentation at the annual American Speech Language Hearing Association, Atlanta, GA.
  • Wolter, J.A. (2012, July). Dynamic Assessment of Morphological Awareness in Third-Grade Children. With J. Carlisle, A. Goodwin, & R. Wagner, A. Pasquarella in symposium  entitled ‘Probing the relationship between morphology and literacy: New paths towards a nuanced model of reading.’ Society for Scientific Studies of Reading Annual Convention, Montreal, CA.
  • Blaiser, K. & Wolter, J.A. (2012, March). Early Literacy Development in Preschool Children with Hearing Loss. A Poster session presented at the annual convention of the Early Hearing Detection and Intervention, St Louis, MO.
  • *Rice, B., Anderson, A., Beck, A., Hawkes, K., Hicken, S., Wolter, J.A., & Blaiser, K. (2012, January). Language and Literacy in Preschool Children with Hearing Loss. A Poster session presented at the Research on Capitol Hill, Salt Lake City, UT.
  • Green, L., & Wolter, J.A. (2011, November). Morphological Awareness Intervention: Techniques for Promoting Language and Literacy Success. A symposium presentation at the annual American Speech Language Hearing Association, San Diego, CA.
  • Wolter, J.A., Ukrainetz, T., Ross, C., & Andrus, J. (2011, November). School-Age Language Intervention: Writing Meaningful Goals and Monitoring Progress. A symposium presentation at the triennial Intermountain Speech-Language-Hearing Association, Salt Lake City, UT.
  • *Schussler, K., Hogan, T., Wolter, J.A., Vanderveen, N. (2011, November). Innovation in Orthographic and Morphologic Learning: Beyond Phonological Awareness. A symposium presentation at the annual American Speech Language Hearing Association, San Diego, CA
  • Wolter, J.A., Ukrainetz, T., Ross, C., & Andrus, J. (2011, October). Writing meaningful goals     and monitoring progress in school-age language. A symposium presentation at the    triennial Intermountain Speech-Language-Hearing Association, Salt Lake City, UT.
  • Wolter, J.A. (2011, July). Dynamic Assessment of Morphological Awareness and Literacy. Poster session presented at the annual convention of the Society for Scientific Studies in Reading, St. Petes, FL.
  • *Wolter, J.A., Atwood, B., Barger, H., Martin, N., & Pike, K. (2010, November). Dynamic assessment of morphological awareness and third-grade literacy achievement. Poster        session presented at the annual convention of the American Speech-Language-Hearing Association, Philadelphia, PA.
  • *Wolter, J.A., Curtiss, S., Farquharson, Schussler, K., Robinson, L., & Fleming, C. (2010, November). Leadership principles: Applications and perspectives from the trenches. A symposium presentation at the annual American Speech Language Hearing Association, Philadelphia, PA.
  • Wolter, J.A., Ehren, B., Proly, J., Nelson, N., Apel, K., Scott, C., Malani, M. D., Murza, K.,  Gillon, G. (2010, November). Perspectives on disciplinary literacy: A discussion forum.    An invited symposium presentation at the annual American Speech Language Hearing Association, Philadelphia, PA.
  • Wolter, J.A., Self, T., & Apel, K. (2010, July). Initial mental graphemic representation      acquisition and later literacy achievement in children with language impairment. With K. Nation, T. Hogan, A. Vaessen, & N. Cone, in symposium  entitled ‘The development of    orthographic-phonologic relations in children with varying word reading abilities, spoken language skills, or both.’  Society for Scientific Studies of Reading Annual  Convention, Berlin.
  • Corbin-Lewis, K., Wolter, J.A., & Elsweiler, A. (2009, November). An academic-clinical evidence-based practice model: Student and clinical educator outcomes. Poster session presented at the annual convention of the American Speech Language Hearing Association, New Orleans, LA.
  • *Wolter, J.A., & Wilson-Fowler, E. (2009, October). Morphological awareness assessment and   instruction. A symposium presentation at the annual Washington Speech-Language-Hearing Association, Blaine, WA.
  • Wolter, J.A., & Apel, K. (2009, June). Orthographic fast-mapping and literacy success for fourth-grade children with and without language impairments. Poster session presented    at the annual convention of the Society for Scientific Studies of Reading, Boston, MA.
  • *Wolter, J.A., & McGarry, S. V. (2008, November). Morphological awareness and literacy achievement in first-and second-grade children. Poster session presented at the annual convention of the American Speech-Language-Hearing Association, Chicago, IL.
  • Wolter, J.A., Self, T., & Apel, K. (2008, November). Orthographic fast-mapping and fourth grade literacy achievement: A longitudinal study. Poster session presented at the annual convention of the American Speech-Language-Hearing Association, Chicago, IL.
  • Wolter, J.A. (2008, October). Morphological awareness assessment and instruction: A school SLP’s guide. A symposium presentation at the triennial Intermountain Speech-Language-Hearing Association, Salt Lake City, UT.
  • *Hanson, M. & Wolter, J.A. (2007, October). Linguistic factors influencing second graders’ morphological awareness. Poster session presented at the triennial convention of the Intermountain Speech-Language-Hearing Association, Salt Lake City, UT.
  • *Wolter, J.A., Hanson, M., Wood, A., & Marble, L (2007, November) Effects of multiple-linguistic word study spelling instruction in third-grade children. Poster session presented at the annual convention of the American Speech-Language-Hearing Association, Boston, MA.
  • *Wolter, J.A., & Hanson, M. (2007, November). Linguistic factors influencing morphological awareness measures. Poster session presented at the annual convention of the American Speech-Language-Hearing Association, Boston, MA.
  • Hinckley, J., DiLollo, A., & Wolter, J. (2007, November). Intervention & the life story: Clinical examples across the lifespan. Presentation at the annual convention of the American Speech-Language-Hearing Association, Boston, MA.
  • Wolter, J.A., Corbin- Lewis, K., & Elsweiler, A. (2006, November). An evidence-based practice model across the academic and clinical settings. Poster session presented at the annual convention of the American Speech-Language-Hearing Association, Miami, FL.
  • * Wood, A. & Wolter, J.A., (2007, March). Second grade children’s morphological awareness abilities. Poster session presented at the annual convention of the Utah Speech-Language-Hearing Association, St. George, UT.
  • *Wolter, J.A., Wood, A. (2006, November). The influence of morphology on second grade children’s spellings. Poster session presented at the annual convention of the American Speech-Language-Hearing Association, Miami, FL.
  • Wolter, J.A. (2006, March). Language and literacy: The reading and spelling connection. A presentation at the annual meeting of the Utah Speech-Language-Hearing Association, Ogden, UT.
  • Wolter, J.A., & Apel, K. (2006, February). Probability effects on the orthographic fast-mapping of kindergarten children with and without language impairments. Paper presented at the Thinking Publications Online Language Conference 2006, Eau Claire, WI.
  • Wolter, J. A., & Apel, K. (2005, November). Orthographic fast-mapping in children with and without typical language abilities. Poster session presented at the annual convention of the American Speech-Language-Hearing Association, San Diego, CA.
  • Wolter, J. A., Champley, J., Guy, S., Taylor, S., Kelman, M., & Scott, C. (2005, November). A model for fostering fun in the academic work setting. Poster session presented at the annual convention of the American Speech-Language-Hearing Association, San Diego, CA.
  • *Apel, K., Weathersby, E., Edwards, E., & Wolter, J. A., & (2005, November). A pilot project for improving college students’ word study skills. Poster session presented at the annual convention of the American Speech-Language-Hearing Association, San Diego, CA.
  • Self, T. & Wolter, J.A. (2004, November). Am I the supervisee you thought I would be? Paper presented at the annual convention of the American Speech-Language-Hearing Association, Philadelphia, PA.
  • Wolter, J. A., & Apel, K. (2004, November). A morphologically-based literacy intervention with second grade students. Paper presented at the annual convention of the American Speech-Language-Hearing Association, Philadelphia, PA.
  • Wolter, J. A., DiLollo, A., & Apel, K. (2004, November). Narrative counseling with an adult with language-literacy deficits. Paper presented at the annual convention of the American Speech-Language-Hearing Association, Philadelphia, PA.
  • Wolter, J. A., & DiLollo, A. (2004, June). Constructing a literate identity: Ideas for speech-language pathologists. A symposium presentation at the biennial conference of the North American Personal Construct Network, Memphis, TN.
  • Apel, K., Wolter, J.A., & Masterson, J. J. (2003, November). Probability effects on preschoolers' fast-mapping of orthographic information. Paper presented at the annual convention of the American Speech-Language-Hearing Association, Chicago, IL.
  • Apel, K., & Wolter, J. A. (2003, November). Orthographic frequency and ambiguity effects on fast-mapping and novel spellings. Poster session presented at the American Speech Hearing Association annual convention, Chicago, IL.
  • Kelman, M., Wolter, J.A., & Apel, K. (2003, November). A theory-guided multiple linguistic approach to spelling instruction. Poster session presented at the American Speech Hearing Association annual convention, Chicago, IL.
  • Wolter, J.A., Apel, K., Apel, G., & Patyk, S.  (2003, October).  Fast-mapping of novel spellings: Orthographic frequency and ambiguity effects.  Poster session at the annual meeting of the Kansas Speech-Language-Hearing Association, Wichita, KS.
  • Apel, K., & Wolter, J.A. (2002, October). Narrative assessment and intervention: The whole story. A presentation at the annual meeting of the Kansas Speech-Language-Hearing Association, Overland Park, Kansas.
  • Apel, K., & Wolter, J. A. (2002, October). Counseling in communicative disorders: A road less traveled. A presentation at the annual meeting of the Kansas Speech-Language-Hearing Association, Overland Park, Kansas.

Affiliations

American Speech Language Hearing Association