Recent (and other significant) Publications by Marc E. Fey

Books

McCauley, R., & Fey, M. E. (Eds.) (2006). Treatment of Language Disorders in Children. Baltimore: Brookes Publishing.

Fey, M. E., Windsor, J., & Warren, S. F. (Eds.). (1995). Language Intervention: Preschool Through the Elementary Years.  Baltimore: Paul H. Brookes.

Fey, M. E. (1986). Language intervention with young children. Boston: Allyn and Bacon.


Book Chapters

Warren, S. F., Fey, M. E., & Yoder, P. J. (2007). Differential treatment intensity research: A missing link to creating optimally effective communication interventions. Mental Retardation and Developmental Disabilities Research Reviews, 13(1), 70-77.

Fey, M. E., & Finestack, L. H. (in press). Research and development in children’s language intervention: A 5-phase model. To appear in R. G. Schwartz (Ed.) Handbook of Child Language Disorders.

Fey, M. E., & Justice, L. M. (2007). Evidence-based decision making in communication intervention. (pp. 179-202). In R. Paul and P. W. Cascella (Eds.) Introduction to clinical methods in communication disorders (2nd Edition). Baltimore: Brookes Publishing.

McCauley, R., & Fey, M. E. (Eds.) (2006). Treatment of Language Disorders in Children. Baltimore: Brookes Publishing.

Warren, S. F., Bredin-Oja, S. L., Fairchild, M., Finestack, L. H., Fey, M. E., & Brady, N. (2006). Prelinguistic communication intervention. In R.J. McCauley & M. E. Fey (Eds.) Treatment of Language Disorders in Children. Baltimore: Brookes Publishing.

Warren, S. F., Brady, N. C., & Fey, M. E. (2004). Communication and language: Research design and measurement issues. In E. Emerson, C. Hatton, T. Thompson, & T. Parmenter (Eds.), The international handbook of applied research in intellectual disabilities (pp. 385-405). West Sussex, England: John Wiley & Sons.

Fey, M. E. (2004). Preschool language intervention. In R. Kent (Ed.), The MIT Encyclopedia of Communication Disorders (pp. 378-381). Cambridge, USA: The MIT Press.


Peer-Reviewed Journal Articles (Since 2000, and other significant publications)

Warren, S. F., Fey, M. E., Finestack, L., Brady, N., Bredin-Oja, S. L. (in press). A Randomized Trial of Longitudinal Effects of Low Intensity Responsivity Education/Prelinguistic Milieu Teaching, Journal of Speech, Language, and Hearing Research.

Proctor-Williams, K., & Fey, M. E. (2007). Recast density and acquisition of novel irregular past tense verbs. Journal of Speech, Language, & Hearing Research, 50, 1029-1047.

Sokol, S. B., & Fey, M. E. (2006). Production of /⌠/ in trochaic and nontrochaic weak contexts. Clinical Linguistics and Phonetics, 1-13, online at http://journalsonline.tandf.co.uk/.

Finestack, L. H., Fey, M. E., & Catts, H. W. (2006). Pronominal reference skills of second and fourth grade children with language impairment. Journal of Communication Disorders. 39, (3), 232-248.

Johnson, B. W., & Fey, M. E. (2006). Interaction of lexical and grammatical aspect in toddlers' language production. Journal of Child Language, 33, 419-435.

Fey, M. E., Warren, S. F., Brady, N., Finestack, L., Bredin-Oja, S. L., Fairchild, M., Sokol, S., & Yoder, P. J. (2006). Early effects of responsivity education/ prelinguistic milieu teaching for children with developmental delays and their parents. Journal of Speech, Language, & Hearing Research, 49 (3), 526-547.

Swanson, L. A., Fey, M. E., Mills, C. E., & Hood, L. S. (2005). Use of story retelling and story generation to facilitate the syntactic and narrative skills of children with specific language impairment. American Journal of Speech-Language Pathology, 14, 131-143.

Fey, M. E., Catts, H. W., Proctor-Williams, K., Tomblin, J. B., & Zhang, X. (2004). Oral and written story composition skills of children with language impairment: a longitudinal investigation. Journal of Speech-Language-Hearing Research, 47, 1301-1318.

Brackenbury, T., & Fey, M. E. (2003). Children’s fast mapping of manner-of-motion verbs. Journal of Speech-Language-Hearing Research, 46, 313-327.

Catts, H., Hogan, T., & Fey, M. E. (2003). Sub-grouping poor readers on the basis of individual differences in reading-related abilities. Journal of Learning Disabilities, 36, 151-164.

Fey, M. E., Long, S. H., & Finestack, L. H. (2003). Ten principles of grammatical intervention for children with specific language impairments. American Journal of Speech-Language Pathology, 12, 3-15.

Catts, H. W., Fey, M. E., Zhang, X., & Tomblin, J. B. (2002). A longitudinal investigation of reading outcomes in children with language impairments. Journal of Speech-Language-Hearing Research, 45, 1142-1157.

Eadie, P. A., Fey, M. E., Douglas, J. M., Parsons, C. L. (2002). Profiles of Grammatical Morphology and Sentence Imitation in Children with Specific Language Impairment and Down Syndrome. Journal of Speech- Language-Hearing-Research, 45, 720-732.

Fey, M. E., and Loeb, D. F. (2002). An evaluation of the facilitative effects of inverted yes-no questions on the acquisition of auxiliary verbs. Journal of Speech-Language-Hearing Research, 45, 160-174.

Frome Loeb, D., Stoke, C., & Fey, M. E. (2001). Language changes associated with fast forword™: evidence from case studies. American Journal of Speech-Language Pathology, 10, 216-230.

Proctor-Williams, K., Fey, M. E., & Loeb, D. F. (2001). Parental recasts and production of copulas and articles by children with specific language impairment and typical language. American Journal of Speech-Language Pathology, 10, 155-168.

Catts, H. W., Fey, M. E., Zhang, X., & Tomblin, J. B. (2001). Estimating the risk of future reading difficulties in kindergarten children: A research-based model and its clinical implementation. Language, Speech, and Hearing Services in Schools, 32, 38-50.


Freeware Computer Programs

Long, S. H., Fey, M. E., and Channel, R. (2004). Computerized Profiling, Version 9.6.1. Computer Program, available as Freeware on the Internet at www.computerizedprofiling.org.

Hughes, D., Low, B., Fey, M. E., & Alsop, W. (1990). Computer assisted tutorial for learning developmental sentence scoring. Version 2.0. [Computer Program]. Mt. Pleasant, MI: Central Michigan University, Department of Communication Disorders. Now part of Computerized Profiling, www.computerizedprofiling.org.