Dr Chloë Marshall
Reader in Psychology and Human Development
I have a BSc (Hons) in Biology from the University of East Anglia, and a MA in Linguistics and PhD in Human Communication Science from University College London. My first career was as a Montessori nursery teacher and teacher-trainer. As a teacher, I became fascinated by young children's language and early literacy development, and by how language and literacy set the foundation for academic learning. I was particularly interested in those children in my class who appeared to have difficulties acquiring language and early literacy skills. When I returned to university in 2000 I probably should have studied speech and language therapy, but instead I studied linguistics. I was then very fortunate to be accepted as a PhD student by Heather van der Lely, at the Centre for Developmental Language Disorders and Cognitive Neuroscience. For my PhD (2001-2004), I researched the past tense impairment that is characteristic of English-speaking children with Specific Language Impairment (SLI), attempting to disentangle the cumulative effects of impairments in phonology, morphology and syntax on the realisation of past tense verbs.
I stayed on at UCL (2004-2007) to do post-doctoral research, working on a project with Heather van der Lely and Franck Ramus where we investigated phonological impairments in children with SLI and dyslexia. In 2007 I took up a lectureship in the Division of Language and Communication Science at City University London, and taught language development and developmental psychology to trainee speech and language therapists. I was awarded an Early Career Fellowship by the Leverhulme Trust in 2008-2011 to continue some work that I had started with Gary Morgan on deaf children's sign language development.
In 2011 I joined the Institute of Education as Senior Lecturer in Psychology and Human Development, and was promoted to Reader in 2013. In 2011-2012 I was Programme Leader for the Graduate Certificate in Psychology, and in 2012 took over the leadership of the Masters in Special and Inclusive Education. I teach on the Graduate Certificate in Psychology and on most of the Master's programmes in the Department of Psychology and Human Development, as well as on the Master's in Literacy Learning and Literacy Difficulties in the Department of Early Years and Primary Education.
My current research interests are varied, and encompass typical language and literacy development; developmental disorders of language and literacy; phonology and its developmental relationship to morphology, syntax and the lexicon; the cognitive skills underlying typical and atypical language acquisition in hearing and deaf children (with a focus on working memory and executive functions); the phonology and morphology of English, and of British Sign Language; the organization of the lexicon in spoken and signed languages; and the evaluation of educational interventions for spoken and written language. I prefer to do research collaboratively, and currently work with several colleagues at the IOE, UCL and City University London. Our research is funded by the British Academy, Leverhulme Trust, Economic and Social Research Council, Education Endowment Foundation, and the UCL/IOE Strategic Partnership.
I am passionate about delivering research-based teaching which is scientifically rigorous, current, and intellectually challenging in content. I am never happier than when working with the motivated and talented students who choose to study at the IOE. Other professional activities include reviewing papers, conference abstracts and grants; editing (I am Associate Editor for the journals First Language and Research in Developmental Disabilities, and for the British Journal of Developmental Psychology); and examining (I am external examiner for the University of Kent's MSc in Developmental Psychology, and have examined MPhil and PhD theses at the University of Cambridge, City University London, Macquarie University, and the IOE). I also sit on the management committee of the Centre for Educational Neuroscience, which is a joint venture between the IOE, UCL and Birkbeck.
I stayed on at UCL (2004-2007) to do post-doctoral research, working on a project with Heather van der Lely and Franck Ramus where we investigated phonological impairments in children with SLI and dyslexia. In 2007 I took up a lectureship in the Division of Language and Communication Science at City University London, and taught language development and developmental psychology to trainee speech and language therapists. I was awarded an Early Career Fellowship by the Leverhulme Trust in 2008-2011 to continue some work that I had started with Gary Morgan on deaf children's sign language development.
In 2011 I joined the Institute of Education as Senior Lecturer in Psychology and Human Development, and was promoted to Reader in 2013. In 2011-2012 I was Programme Leader for the Graduate Certificate in Psychology, and in 2012 took over the leadership of the Masters in Special and Inclusive Education. I teach on the Graduate Certificate in Psychology and on most of the Master's programmes in the Department of Psychology and Human Development, as well as on the Master's in Literacy Learning and Literacy Difficulties in the Department of Early Years and Primary Education.
My current research interests are varied, and encompass typical language and literacy development; developmental disorders of language and literacy; phonology and its developmental relationship to morphology, syntax and the lexicon; the cognitive skills underlying typical and atypical language acquisition in hearing and deaf children (with a focus on working memory and executive functions); the phonology and morphology of English, and of British Sign Language; the organization of the lexicon in spoken and signed languages; and the evaluation of educational interventions for spoken and written language. I prefer to do research collaboratively, and currently work with several colleagues at the IOE, UCL and City University London. Our research is funded by the British Academy, Leverhulme Trust, Economic and Social Research Council, Education Endowment Foundation, and the UCL/IOE Strategic Partnership.
I am passionate about delivering research-based teaching which is scientifically rigorous, current, and intellectually challenging in content. I am never happier than when working with the motivated and talented students who choose to study at the IOE. Other professional activities include reviewing papers, conference abstracts and grants; editing (I am Associate Editor for the journals First Language and Research in Developmental Disabilities, and for the British Journal of Developmental Psychology); and examining (I am external examiner for the University of Kent's MSc in Developmental Psychology, and have examined MPhil and PhD theses at the University of Cambridge, City University London, Macquarie University, and the IOE). I also sit on the management committee of the Centre for Educational Neuroscience, which is a joint venture between the IOE, UCL and Birkbeck.
Publications
Publications in peer-reviewed journals
Donovan, J., & Marshall, C. R. (in press). Comparing the verbal self-reports of spelling strategies used by children with and without dyslexia. International Journal of Development, Disabilities and Education.
Marshall, C. R., Jones, A., Denmark, T., Mason, K., Atkinson, J., Botting, N., & Morgan, G. (2015). Deaf children's non-verbal memory is impacted by language experience. Frontiers in Psychology (Auditory Cognitive Neuroscience), 6:527. doi:10.3389/fpsyg.2015.00527.
Marshall, C. R., & Hobsbaum, A. (in press). Sign-supported English: Is it effective at teaching vocabulary to young children with English as an additional language? International Journal of Language and Communication Disorders.
Dockrell, J., & Marshall, C. R. (2015). Assessing language skills in young children. Child and Adolescent Mental Health, 20, 116-125.
Marshall, C.R., Mason, K., Rowley, K., Herman, R., Atkinson, J., Woll, B., & Morgan, G. (2015). Sentence repetition in deaf children with specific language impairment in British Sign Language. Language Learning and Development, 11, 237-251.
Marshall, C. R., & Morgan, G. (2015). From gesture to sign language: Conventionalisation of classifier constructions by adult hearing learners of BSL. Topics in Cognitive Science, 7, 61-80.
Marshall, C. R., Rowley, K., & Atkinson, J. (2014). Modality-dependent and -independent factors in the organization of the signed language lexicon: Insights from semantic and phonological fluency tasks in BSL. Journal of Psycholinguistic Research, 43, 587-610.
Marshall, C. R. (2014). Word production in children with developmental language impairments. Philosophical Transactions of the Royal Scoity B: Biological Sciences. 369: 20120389.
Mann, W., Roy, P., & Marshall, C. R. (2013). A look at the other 90% - Investigating vocabulary knowledge in British Sign Language in deaf children from different language learning backgrounds. Deafness and Education International, 15, 91-116.
Ramus, F., Marshall, C. R., Rosen, S., & van der Lely, H. K. J. (2013). Developmental dyslexia and specific language impairment: Towards a multidimensional model. Brain 136, 630-645.
Williams, D., Payne, H., & Marshall, C. R. (2013). Non-word repetition impairment in autism and SLI: Evidence for distinct underlying cognitive causes. Journal of Autism and Developmental Disorders, 43, 404-417.
Komeili, M., & Marshall, C. R. (2013). Sentence repetition as a measure of morphosyntax in monolingual and bilingual children. Clinical Linguistics and Phonetics, 27, 152-162.
Marshall, C. R., Rowley, K., Mason, K., Herman, R., & Morgan, G. (2013). Lexical organisation in deaf children who use British Sign Language: Evidence from a semantic fluency task. Journal of Child Language, 40, 193-220.
Marshall, C. R. (2012). Interpreting error patterns in non-word repetition tasks: A commentary on Tamburelli, Jones, Gobet & Pine (2012). Language and Cognitive Processes, 27, 947-952.
Mann, W. & Marshall, C. R. (2012). Investigating Deaf children’s vocabulary knowledge in British Sign Language. Language Learning, 62, 1024-1051.
Marshall, C. R. & van der Lely, H. K. J. (2012). Irregular past tense forms in English: how data from children with Specific Language Impairment contribute to models of morphology. Morphology, 22, 121-141.
Allen, J. & Marshall, C. R. (2011). Parent-child interaction therapy in school-aged children with SLI. International Journal of Language and Communication Disorders, 46, 397-410.
Marshall, C. R., Mann, W. & Morgan, G. (2011). Short term memory in signed languages: Not just a disadvantage for serial recall. Frontiers in Psychology 2:102. doi: 10.3389/ fpsyg.2011.00102
van der Lely, H. K. J., Jones, M. & Marshall, C. R. (2011). *Who did Buzz see someone? Grammaticality judgements of wh-questions in typically developing children and children with Grammatical-SLI. Lingua, 121, 408-422.
McGettigan, C., Warren, J. E., Eisner, F., Marshall, C. R., Shanmugalingam, P. & Scott, S. (2011). Neural correlates of sublexical processing in phonological working memory. Journal of Cognitive Neuroscience, 23, 961-977.
Marshall, C. R., Ramus, F. & van der Lely, H. K. J. (2011). Do children with dyslexia and/or SLI compensate for place assimilation? Insight into phonological grammar and representations. Cognitive Neuropsychology, 27, 563-586.
MacFarlane, A., Al-Wabil, A., Marshall, C. R., Albrair, A., Jones, S. A. & Zaphiris, P. (2010). The effect of dyslexia on information retrieval: A pilot study. Journal of Documentation, 66, 307-326.
van der Lely, H. K. J. & Marshall, C. R. (2010). Assessing component language deficits in the early detection of reading difficulty risk. Journal of Learning Disabilities, 43, 357-368.
Mann, W. & Marshall, C. R. (2010). Building an Assessment-Use-Argument for sign language: The BSL nonsense sign repetition test. International Journal of Bilingual Education and Bilingualism, 13, 243-258.
Marshall, C. R. & Messaoud-Galusi, S. (2010). Editorial introduction. Developmental disorders of language and literacy: Special Issue. British Journal of Developmental Psychology, 28, 1-4.
Mason, K., Rowley, K., Marshall, C. R., Atkinson, J. R., Herman, R., Woll, B. & Morgan, G. (2010). Identifying SLI in Deaf children acquiring British Sign Language: Implications for theory and practice. British Journal of Developmental Psychology, 28, 33-49.
Messaoud-Galusi, S. & Marshall, C. R. (2010). Introduction to this special issue. The overlap between SLI and dyslexia: The role of phonology. Scientific Studies of Reading, 14, 1-7.
Mann, W., Marshall, C. R., Mason, K. & Morgan, G. (2010). The acquisition of sign language: The impact of phonetic complexity on phonology. Language Learning and Development, 6, 60-86.
Marshall, C. R. & van der Lely, H. K. J. (2009). Effects of word position and stress on onset cluster production: Evidence from typical development, SLI and dyslexia. Language, 85, 39-57.
Marshall, C. R., Harcourt-Brown, S., Ramus, F. & van der Lely, H. K. J. (2009). The link between prosody and language skills in children with SLI and/or dyslexia. International Journal of Language and Communication Disorders, 44, 466-488.
Marshall, C. R. & van der Lely, H. K. J. (2008). Recognition of gated verbs by children with Grammatical-SLI: Effects of inflection and frequency. Journal of Neurolinguistics, 21, 433-451.
Marshall, C. R. & van der Lely, H. K. J. (2007). The impact of phonological complexity on past tense inflection in children with Grammatical-SLI. Advances in Speech-Language Pathology, 9, 191-203.
Marshall, C. R., Marinis, T. & van der Lely, H. K. J. (2007). Passive verb morphology: The effect of phonotactics on passive comprehension in typically developing and Grammatical-SLI children. Lingua, 117, 1434-1447.
Marshall, C. R. & van der Lely, H. K. J. (2007). Derivational morphology in children with Grammatical-SLI. Clinical Linguistics and Phonetics, 42, 71-91.
Marshall, C. R. (2006). The morpho-phonological interface in Specific Language Impairment. Language Acquisition, 13, 373-375. (Thesis synopsis).
Marshall, C. R., Denmark, T. & Morgan, G. (2006). Investigating the underlying causes of SLI: A non-sign repetition test in British Sign Language. Advances in Speech-Language Pathology, 8, 347-355.
Marshall, C. R. & van der Lely, H. K. J. (2006). A challenge to current models of past tense inflection: The impact of phonotactics. Cognition, 100, 302-320.
Marshall, C. R. & Chiat, S. (2003). A foot domain account of prosodically conditioned substitutions. Clinical Linguistics and Phonetics, 17, 645-657.
Edited publications
Marshall, C. R. (Ed.) (2013). Current Issues in Developmental Disorders. In series “Current Issues in Developmental Psychology”. London, UK: Psychology Press.
Marshall, C. R. & Messaoud-Galusi, S. (Eds.) (2010). Developmental disorders of language and literacy. Special issue of British Journal of Developmental Psychology, 28, 1-216.
Messaoud-Galusi, S. & Marshall, C. R. (Eds.) (2010). The overlap between SLI and dyslexia: The role of phonology. Special issue of Scientific Studies of Reading, 14, 1-110.
Book chapters
Botting, N., & Marshall, C. R. (in press). Domain-specific and domain-general approaches to developmental disorders: The exmaple of specific language impairment. In D. Williams & L. Centifanti (Eds.) The Handbook of Developmental Psychopathology. Chichester: Wiley-Blackwell.
Marshall, C. R., & Morgan, G. (in press). Investigating sign language development, delay and disorder in deaf children. In M. Marschark & P. Spencer (Eds.) The Oxford Handbook of Deaf Studies, Language and Education. Volume 3: Research, Policy and Practice. Oxford: Oxford University Press.
Herman, R., Rowley, K., Marshall, C. R., Mason, K., Atkinson, J., Woll, B. & Morgan, G. (2014). Documenting and profiling SLI in Deaf children who are sign language users. In Multilingual Aspects of Signed Language Communication and Disorder. Quinto-Pozos, D. (ed.). Bristol, UK: Multilingual Matters. Pp.45-69.
Marshall, C. R. (2011). Sign language phonology. In The Continuum Companion to Phonology. Kula, N., Botma, E., & Nasukawa, K. (eds). London, UK: Continuum. pp.254-277.
van der Lely, H. K. J. & Marshall, C. R. (2011). Grammatical-Specific Language Impairment: A window onto domain-specificity. In The Handbook of Psycholinguistic and Cognitive Processes: Perspectives in Communication Disorders. Guendouzi, J., Loncke, F. & Williams, M. J. (eds). London, UK: Taylor & Francis. pp.401-418.
Non-refereed publications
MacFarlane, A., Marshall, C. R., Buchanan, G., & Albrair, A. (2012). Phonological working memory impacts on information searching: An investigation of dyslexia. Information Interaction in Context Conference, Nijmegen, Netherlands, 21-24 August 2012.
Vletsi, E., Stavrakaki, S., Liapi, I. H., Marshall, C. R., & Grouisos, G (2012). Assessing verbal fluency in Greek Sign Language, Proceedings of the 10th International Conference of Greek Linguistics, Komotini, Greece, 1-4 September 2011.
Marshall, C. R. (2012). Review of Denes, G. (2011), “Talking heads: The neuroscience of language”. International Journal of Language and Communication Disorders, 47, 346.
Marshall, C. R. (2011). Specific language impairment and dyslexia. Dyslexia Review, 22, 10-11.
Marshall, C. R. (2011). Review of Ambridge, B. & Lieven, E. (2011), “Child language acquisition: Contrasting theoretical approaches”. Bulletin of the International Association for the Study of Child Language. 13(1).
Gallon, N. & Marshall, C. R. (2009). Using non-word repetition tasks with children with dyslexia. Dyslexia Review, 21, 4-9.
Rowley, K., Mason, K., Marshall, C. R., Atkinson, J. R., Herman, R., Woll, B. & Morgan, G. (2009). Discovering language impairment in British Sign Language. British Deaf News (December 2009 issue). 16-17.
Marshall, C. R. & Morgan, G. (2009). Sign language and working memory in Deaf children: A new research project. British Deaf News (July 2009 issue), 16-17.
Marshall, C. R. (2009). Literacy: A skill for life. Bulletin of the Royal College of Speech and Language Therapists. Issue 685, p.11.
Mann, W., Marshall, C. R., Mason, K. & Morgan, G. (2009). Understanding more about sign language learning: Results from the nonsense-sign repetition project. British Deaf News (March 2009 issue), 16-17.
Marshall, C. R. (2009). Review of Mody, M. and Silliman, E. R. (eds.) (2009), "Brain, behavior, and learning in language and reading disorders". Infant and Child Development, 18, 579-581.
Marshall, C. R. & Morgan, G. (2008) Review of Perniss, Pfau, P. R. & Steinbach, M. (eds.) (2007), “Visible variation: Cross-linguistic studies on sign language structure”. Journal of Linguistics, 44, 535-539.
Mann, W., Marshall, C. R. & Morgan, G. (2007). How do deaf children make signs? The nonsense-sign repetition project. Sign Matters (September 2007 issue), 16-17.
Marshall, C. R. (2007). Continuing the baby sign debate. Bulletin of the Royal College of Speech and Language Therapists. Issue 663, p. 13.
Marshall, C. R. (2003). Review of Windsor, F., Kelly, M. L., & Hewitt, N. (eds.) (2001), “Investigations in clinical phonetics and linguistics”. Applied Psycholinguistics, 24, 163-165.
Marshall, C. R., Harris, J. & van der Lely, H. K. J. (2003). The nature of phonological representations in children with Grammatical-Specific Language Impairment (G-SLI). In D. Hall, T. Markopoulos, A. Salamoura & S. Skoufaki (eds.) Proceedings of the University of Cambridge First Postgraduate Conference in Language Research, 1, 511-517.
Marshall, C. R., Ebbels, S., Harris, J. & van der Lely, H. K. J. (2002). Investigating the impact of prosodic complexity on the speech of children with Specific Language Impairment. In R. Vermeulen & A. Neeleman, (eds.) UCL Working Papers in Linguistics, 14, 43-68.
Marshall, C. R., & Hobsbaum, A. (in press). Sign-supported English: Is it effective at teaching vocabulary to young children with English as an additional language? International Journal of Language and Communication Disorders.
Dockrell, J., & Marshall, C. R. (2015). Assessing language skills in young children. Child and Adolescent Mental Health, 20, 116-125.
Marshall, C.R., Mason, K., Rowley, K., Herman, R., Atkinson, J., Woll, B., & Morgan, G. (2015). Sentence repetition in deaf children with specific language impairment in British Sign Language. Language Learning and Development, 11, 237-251.
Marshall, C. R., & Morgan, G. (2015). From gesture to sign language: Conventionalisation of classifier constructions by adult hearing learners of BSL. Topics in Cognitive Science, 7, 61-80.
Marshall, C. R., Rowley, K., & Atkinson, J. (2014). Modality-dependent and -independent factors in the organization of the signed language lexicon: Insights from semantic and phonological fluency tasks in BSL. Journal of Psycholinguistic Research, 43, 587-610.
Marshall, C. R. (2014). Word production in children with developmental language impairments. Philosophical Transactions of the Royal Scoity B: Biological Sciences. 369: 20120389.
Mann, W., Roy, P., & Marshall, C. R. (2013). A look at the other 90% - Investigating vocabulary knowledge in British Sign Language in deaf children from different language learning backgrounds. Deafness and Education International, 15, 91-116.
Ramus, F., Marshall, C. R., Rosen, S., & van der Lely, H. K. J. (2013). Developmental dyslexia and specific language impairment: Towards a multidimensional model. Brain 136, 630-645.
Williams, D., Payne, H., & Marshall, C. R. (2013). Non-word repetition impairment in autism and SLI: Evidence for distinct underlying cognitive causes. Journal of Autism and Developmental Disorders, 43, 404-417.
Komeili, M., & Marshall, C. R. (2013). Sentence repetition as a measure of morphosyntax in monolingual and bilingual children. Clinical Linguistics and Phonetics, 27, 152-162.
Marshall, C. R., Rowley, K., Mason, K., Herman, R., & Morgan, G. (2013). Lexical organisation in deaf children who use British Sign Language: Evidence from a semantic fluency task. Journal of Child Language, 40, 193-220.
Marshall, C. R. (2012). Interpreting error patterns in non-word repetition tasks: A commentary on Tamburelli, Jones, Gobet & Pine (2012). Language and Cognitive Processes, 27, 947-952.
Mann, W. & Marshall, C. R. (2012). Investigating Deaf children’s vocabulary knowledge in British Sign Language. Language Learning, 62, 1024-1051.
Marshall, C. R. & van der Lely, H. K. J. (2012). Irregular past tense forms in English: how data from children with Specific Language Impairment contribute to models of morphology. Morphology, 22, 121-141.
Allen, J. & Marshall, C. R. (2011). Parent-child interaction therapy in school-aged children with SLI. International Journal of Language and Communication Disorders, 46, 397-410.
Marshall, C. R., Mann, W. & Morgan, G. (2011). Short term memory in signed languages: Not just a disadvantage for serial recall. Frontiers in Psychology 2:102. doi: 10.3389/ fpsyg.2011.00102
van der Lely, H. K. J., Jones, M. & Marshall, C. R. (2011). *Who did Buzz see someone? Grammaticality judgements of wh-questions in typically developing children and children with Grammatical-SLI. Lingua, 121, 408-422.
McGettigan, C., Warren, J. E., Eisner, F., Marshall, C. R., Shanmugalingam, P. & Scott, S. (2011). Neural correlates of sublexical processing in phonological working memory. Journal of Cognitive Neuroscience, 23, 961-977.
Marshall, C. R., Ramus, F. & van der Lely, H. K. J. (2011). Do children with dyslexia and/or SLI compensate for place assimilation? Insight into phonological grammar and representations. Cognitive Neuropsychology, 27, 563-586.
MacFarlane, A., Al-Wabil, A., Marshall, C. R., Albrair, A., Jones, S. A. & Zaphiris, P. (2010). The effect of dyslexia on information retrieval: A pilot study. Journal of Documentation, 66, 307-326.
van der Lely, H. K. J. & Marshall, C. R. (2010). Assessing component language deficits in the early detection of reading difficulty risk. Journal of Learning Disabilities, 43, 357-368.
Mann, W. & Marshall, C. R. (2010). Building an Assessment-Use-Argument for sign language: The BSL nonsense sign repetition test. International Journal of Bilingual Education and Bilingualism, 13, 243-258.
Marshall, C. R. & Messaoud-Galusi, S. (2010). Editorial introduction. Developmental disorders of language and literacy: Special Issue. British Journal of Developmental Psychology, 28, 1-4.
Mason, K., Rowley, K., Marshall, C. R., Atkinson, J. R., Herman, R., Woll, B. & Morgan, G. (2010). Identifying SLI in Deaf children acquiring British Sign Language: Implications for theory and practice. British Journal of Developmental Psychology, 28, 33-49.
Messaoud-Galusi, S. & Marshall, C. R. (2010). Introduction to this special issue. The overlap between SLI and dyslexia: The role of phonology. Scientific Studies of Reading, 14, 1-7.
Mann, W., Marshall, C. R., Mason, K. & Morgan, G. (2010). The acquisition of sign language: The impact of phonetic complexity on phonology. Language Learning and Development, 6, 60-86.
Marshall, C. R. & van der Lely, H. K. J. (2009). Effects of word position and stress on onset cluster production: Evidence from typical development, SLI and dyslexia. Language, 85, 39-57.
Marshall, C. R., Harcourt-Brown, S., Ramus, F. & van der Lely, H. K. J. (2009). The link between prosody and language skills in children with SLI and/or dyslexia. International Journal of Language and Communication Disorders, 44, 466-488.
Marshall, C. R. & van der Lely, H. K. J. (2008). Recognition of gated verbs by children with Grammatical-SLI: Effects of inflection and frequency. Journal of Neurolinguistics, 21, 433-451.
Marshall, C. R. & van der Lely, H. K. J. (2007). The impact of phonological complexity on past tense inflection in children with Grammatical-SLI. Advances in Speech-Language Pathology, 9, 191-203.
Marshall, C. R., Marinis, T. & van der Lely, H. K. J. (2007). Passive verb morphology: The effect of phonotactics on passive comprehension in typically developing and Grammatical-SLI children. Lingua, 117, 1434-1447.
Marshall, C. R. & van der Lely, H. K. J. (2007). Derivational morphology in children with Grammatical-SLI. Clinical Linguistics and Phonetics, 42, 71-91.
Marshall, C. R. (2006). The morpho-phonological interface in Specific Language Impairment. Language Acquisition, 13, 373-375. (Thesis synopsis).
Marshall, C. R., Denmark, T. & Morgan, G. (2006). Investigating the underlying causes of SLI: A non-sign repetition test in British Sign Language. Advances in Speech-Language Pathology, 8, 347-355.
Marshall, C. R. & van der Lely, H. K. J. (2006). A challenge to current models of past tense inflection: The impact of phonotactics. Cognition, 100, 302-320.
Marshall, C. R. & Chiat, S. (2003). A foot domain account of prosodically conditioned substitutions. Clinical Linguistics and Phonetics, 17, 645-657.
Edited publications
Marshall, C. R. (Ed.) (2013). Current Issues in Developmental Disorders. In series “Current Issues in Developmental Psychology”. London, UK: Psychology Press.
Marshall, C. R. & Messaoud-Galusi, S. (Eds.) (2010). Developmental disorders of language and literacy. Special issue of British Journal of Developmental Psychology, 28, 1-216.
Messaoud-Galusi, S. & Marshall, C. R. (Eds.) (2010). The overlap between SLI and dyslexia: The role of phonology. Special issue of Scientific Studies of Reading, 14, 1-110.
Book chapters
Botting, N., & Marshall, C. R. (in press). Domain-specific and domain-general approaches to developmental disorders: The exmaple of specific language impairment. In D. Williams & L. Centifanti (Eds.) The Handbook of Developmental Psychopathology. Chichester: Wiley-Blackwell.
Marshall, C. R., & Morgan, G. (in press). Investigating sign language development, delay and disorder in deaf children. In M. Marschark & P. Spencer (Eds.) The Oxford Handbook of Deaf Studies, Language and Education. Volume 3: Research, Policy and Practice. Oxford: Oxford University Press.
Herman, R., Rowley, K., Marshall, C. R., Mason, K., Atkinson, J., Woll, B. & Morgan, G. (2014). Documenting and profiling SLI in Deaf children who are sign language users. In Multilingual Aspects of Signed Language Communication and Disorder. Quinto-Pozos, D. (ed.). Bristol, UK: Multilingual Matters. Pp.45-69.
Marshall, C. R. (2011). Sign language phonology. In The Continuum Companion to Phonology. Kula, N., Botma, E., & Nasukawa, K. (eds). London, UK: Continuum. pp.254-277.
van der Lely, H. K. J. & Marshall, C. R. (2011). Grammatical-Specific Language Impairment: A window onto domain-specificity. In The Handbook of Psycholinguistic and Cognitive Processes: Perspectives in Communication Disorders. Guendouzi, J., Loncke, F. & Williams, M. J. (eds). London, UK: Taylor & Francis. pp.401-418.
Non-refereed publications
MacFarlane, A., Marshall, C. R., Buchanan, G., & Albrair, A. (2012). Phonological working memory impacts on information searching: An investigation of dyslexia. Information Interaction in Context Conference, Nijmegen, Netherlands, 21-24 August 2012.
Vletsi, E., Stavrakaki, S., Liapi, I. H., Marshall, C. R., & Grouisos, G (2012). Assessing verbal fluency in Greek Sign Language, Proceedings of the 10th International Conference of Greek Linguistics, Komotini, Greece, 1-4 September 2011.
Marshall, C. R. (2012). Review of Denes, G. (2011), “Talking heads: The neuroscience of language”. International Journal of Language and Communication Disorders, 47, 346.
Marshall, C. R. (2011). Specific language impairment and dyslexia. Dyslexia Review, 22, 10-11.
Marshall, C. R. (2011). Review of Ambridge, B. & Lieven, E. (2011), “Child language acquisition: Contrasting theoretical approaches”. Bulletin of the International Association for the Study of Child Language. 13(1).
Gallon, N. & Marshall, C. R. (2009). Using non-word repetition tasks with children with dyslexia. Dyslexia Review, 21, 4-9.
Rowley, K., Mason, K., Marshall, C. R., Atkinson, J. R., Herman, R., Woll, B. & Morgan, G. (2009). Discovering language impairment in British Sign Language. British Deaf News (December 2009 issue). 16-17.
Marshall, C. R. & Morgan, G. (2009). Sign language and working memory in Deaf children: A new research project. British Deaf News (July 2009 issue), 16-17.
Marshall, C. R. (2009). Literacy: A skill for life. Bulletin of the Royal College of Speech and Language Therapists. Issue 685, p.11.
Mann, W., Marshall, C. R., Mason, K. & Morgan, G. (2009). Understanding more about sign language learning: Results from the nonsense-sign repetition project. British Deaf News (March 2009 issue), 16-17.
Marshall, C. R. (2009). Review of Mody, M. and Silliman, E. R. (eds.) (2009), "Brain, behavior, and learning in language and reading disorders". Infant and Child Development, 18, 579-581.
Marshall, C. R. & Morgan, G. (2008) Review of Perniss, Pfau, P. R. & Steinbach, M. (eds.) (2007), “Visible variation: Cross-linguistic studies on sign language structure”. Journal of Linguistics, 44, 535-539.
Mann, W., Marshall, C. R. & Morgan, G. (2007). How do deaf children make signs? The nonsense-sign repetition project. Sign Matters (September 2007 issue), 16-17.
Marshall, C. R. (2007). Continuing the baby sign debate. Bulletin of the Royal College of Speech and Language Therapists. Issue 663, p. 13.
Marshall, C. R. (2003). Review of Windsor, F., Kelly, M. L., & Hewitt, N. (eds.) (2001), “Investigations in clinical phonetics and linguistics”. Applied Psycholinguistics, 24, 163-165.
Marshall, C. R., Harris, J. & van der Lely, H. K. J. (2003). The nature of phonological representations in children with Grammatical-Specific Language Impairment (G-SLI). In D. Hall, T. Markopoulos, A. Salamoura & S. Skoufaki (eds.) Proceedings of the University of Cambridge First Postgraduate Conference in Language Research, 1, 511-517.
Marshall, C. R., Ebbels, S., Harris, J. & van der Lely, H. K. J. (2002). Investigating the impact of prosodic complexity on the speech of children with Specific Language Impairment. In R. Vermeulen & A. Neeleman, (eds.) UCL Working Papers in Linguistics, 14, 43-68.
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