Emily Lund, Ph.D. – Publications

Vocabulary Development in Children with Hearing Loss

Lund, E. (2019). Comparing word characteristic effects on the vocabulary of children with cochlear implants. Journal of Deaf Studies and Deaf Education, 24, 424-434.

Lund, E. (2019). The effects of co-treatment on concept development in children with Down syndrome. Communication Disorders Quarterly. https://doi.org/10.1177/1525740119827264

Lund, E. (2018). Pairing new words with unfamiliar objects: Comparing children with and without cochlear implants. Journal of Speech, Language and Hearing Research, 61, 2325 – 2336. Doi:10.1044/2018_JSLHR-L-17-0467.

Lund, E., & Schuele, C. M. (2017). Word-learning performance of children with and without cochlear implants given synchronous and asynchronous cues. Clinical Linguistics & Phonetics, 31, 777-790.

Lund, E., & Douglas, W. M. (2016). Teaching vocabulary to preschool children with hearing loss. Exceptional Children, 83, 26-41.

Lund, E., & Dinsmoor, J. (2016). Taxonomic knowledge of children with and without cochlear implants. Language, Speech, and Hearing Services in Schools, 47, 236-245.

Lund, E. (2016). Vocabulary knowledge of children with cochlear implants: A meta-analysis. Journal of Deaf Studies and Deaf Education, 21, 107-121.

Lund, E., Douglas, W. M., & Schuele, C. M. (2015). Semantic richness and word learning in children with hearing loss who are developing listening and spoken language: A single case design study. Deafness and Education International, 17, 163-175.

strong>Lund, E., & Schuele, C. M. (2014). Effects of a word-learning training on children with cochlear implants. Journal of Deaf Studies and Deaf Education, 19, 68-84.

Early Literacy in Children with Hearing Loss

Lund, E. (2020). The relation between vocabulary knowledge and phonological awareness in children with cochlear implants. Journal of Speech, Language and Hearing Research, 63, 2386-2402.

Lund, E., Miller, C., Douglas, W. M., & Werfel, K. L. (2020). Teaching vocabulary to improve print knowledge in preschool children with hearing loss. Perspectives of the ASHA Special Interest Groups.

Bharadwaj, S., & Lund, E. (2018). Comprehension monitoring strategy intervention in children with hearing loss: A single case design study. Deafness and Education International, 20, 3-22.

Lund, E. (2017). Literacy Difficulties in the Face of Multiple Factors: Using a Team Approach. SIG 1: Perspectives of the ASHA Special Interest Groups2(1), 124-132.

Lund, E., Werfel, K., & Schuele, C. M. (2014). Phonological awareness and vocabulary performance of monolingual and bilingual preschool children with hearing loss. Child Language Teaching and Therapy, 31, 85-100.

Werfel, K., Lund, E., & Schuele, C. M. (2014). Print knowledge of preschool children with hearing loss. Communication Disorders Quarterly. 36, 107-111. DOI:10.1177/1525740114539002

Parents as Teachers for Children with Hearing Loss

Lund, E. (2018). The effects of parent training on vocabulary knowledge of young children with hearing loss. American Journal of Speech-Language Pathology. doi:10.1044/2018_AJSLP-16-0239.

Lund, E., & Schuele, C. M. (2015). Synchrony of maternal auditory and visual cues about unknown words to children with and without cochlear implants. Ear and Hearing, 36, 229-38.