Julie A. Washington, Ph.D., CCC-SLP

Education

B.A.   Spelman College
M.S.   University Michigan
Ph.D. University of Michigan

Teaching

CD 240  Language Development in Children and Adolescents

Interests

Julie’s research addresses language and literacy development in diverse populations. Her work has focused on understanding cultural dialect use in young African American children with a specific emphasis on language assessment, Specific Language Impairment, and academic performance. In addition, her work with preschoolers has focused on understanding and improving the emergent literacy skills necessary to support later reading proficiency in high risk groups. Julie’s research program is currently addressing the following key areas: 1) the incidence of Specific Language Impairment in African American children at the time of school entry, 2) the role of cultural- linguistic variation, socioeconomic status and other social risk factors on language use and development for African American students and their families, 3) the role of language in the attainment of early literacy skills by African American preschoolers and kindergartners, and 4) prevention of language and reading impairments in high-risk preschoolers and kindergartners. Julie’s research program is funded by the National Institutes of Health-National Institute on Deafness and Other Communication Disorders and the U.S. Department of Education.

Highlighted Activities

Craig, H.K. and Washington, J.A. (2006). Malik Goes to School: Examining the Language Skills

    of  African-Americal Students from Preschool - 5th Grade. Boston: Lawrence Erlbaum

    Associates.

Thomas-Tate, S., Washington, JA, Craig, HK, & Packard, MEW (2006). Performances of African     American Preschool and Kindergarten Students on the Expressive Vocabulary Test. Language,     Speech, and Hearing Services in Schools.

Washington, J.A. & Craig, H. K. (2004). A language screening protocol for use with young African     American children in urban settings. American Journal of Speech and Language Pathology,     13(4), 329 – 340.

Thomas-Tate, S., Washington, J.A. & Edwards, J.  (2004) Standardized Assessment of     Phonological Awareness Skills in Low-Income African American First Graders. American Journal     of Speech and Language Pathology, 13(2).

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