Brimo, D. & Hall-Mills, S. (accepted). Evaluating the effects of genre and modality on adolescent students’ oral and written language. Clinical Linguistics and Phonetics. doi: 10.1080/02699206.2018.1504987
Brimo, D., Lund, E., & Sapp, A. (2018). Effects of type and construct when measuring children’s syntax: A meta-analysis. International Journal of Language and Communication Disorders, 53(3), 431-445. doi: 10.1111/1460-6984.12362
Brimo, D. & Melamed, T. (2017). Evaluating students’ explicit syntax knowledge. Child Language Teaching and Therapy, 33(3), 255-266. doi: 10.1177/0265659017717845
Brimo, D., Apel, K., & Fountain, T. (2017). The effects of syntactic awareness and syntactic knowledge on reading comprehension among 9th and 10th grade students. Journal of Reading Research. 40(1), 57-74.
Dr. Danielle Brimo is an associate professor in the Department of Communication Sciences and Disorders at TCU and director of SAIL. Dr. Brimo earned her PhD in Communication Sciences and Disorders from Florida State University. Dr. Brimo studies language and literacy skills of school-age children with and without specific language impairment (developmental language disorder). Dr. Brimo is particularly interested in assessing and treating school-age children’s syntax (grammar) knowledge and improving speech language pathologists’ explicit knowledge of syntax.
The mission of the Syntax Assessment and Intervention Lab (SAIL) is to improve the educational success of children with specific language impairment (developmental language disorder) by developing and validating language and literacy interventions and by increasing parents’ and teachers’ knowledge of language and literacy skills. SAIL is directed by Dr. Danielle Brimo and is part of the Davies School of Communication Sciences and Disorders at Texas Christian University.