School-Age Language Acquisition and Disorders Lab

Research in the School-Age Language Acquisition and Disorders (SALAD) Lab is multifaceted as it examines the language development of students in elementary through secondary school. Using this information as well as incorporating other research, the lab then applies this knowledge to evaluate effective clinical practices for language-based disorders within the schools.

The SALAD Lab is home to a resource loan program, the WV SLP Resource Library, for practicing clinicians and a place where speech-language pathologists may submit language samples for analysis all supported by the West Virginia Department of Education.

The lab is directed by Dr. Megan Israelsen-Augenstein, Assistant Professor in the Division of Communication Sciences and Disorders.

Current Research Projects

Supporting Language and Academic Performance through Stories (SLAPS) Lab

The SLAPS team is currently working its fourth iteration of studying language intervention “in the wild”. The team works with elementary schools across West Virginia to study and increase the use of whole classroom narrative interventions in the schools. We complete comprehensive language evaluations for students in participating schools and measure students progress after implementation of the intervention. We use the Supporting Knowledge of Language and Literacy (SKILL) intervention program in whole-classroom settings to support oral language development in elementary grades. The team works with and trains SLPs stationed in the schools to improve the oral narrative comprehension and production of school-aged children.

Complex Syntax Study

In partnership with professionals at Ohio University, Utah State University, and University of Arizona, our lab is studying the impact of complex syntax intervention on language skills of children with DLD ages 8-11. This project is an NIH funded randomized control trial.

Development of Oral and Written Language

The lab is currently funded by the West Virginia Department of Education to establish a normative database for narrative, expository, and persuasive written language. The database includes analyzed writing samples from students across West Virginia in 2nd through 12th grades which can be utilized by speech-language pathologists during the diagnostic or treatment process. Research utilizing these samples to learn about the development of complex, academic language such as verbs and clausal structures will help to expand the knowledge of practitioners so they can effectively assist students with language disorders in schools.

Professional Development

The SALAD team is currently exploring best practices related to cost-effective professional development in the schools to create sustainable change. An examination of school-based SLPs’ attitudes related to evidence-based practice and the development of a proposal for the training of school-based professionals to work with at-risk students for reading comprehension disorders to integrate effective narrative instruction strategies into the classroom and to extend into goal writing practices as well.

In addition, our team is actively developing a professional development program for educators to increase understanding and competency in the utilization of evidence-based practices in narrative intervention and reading comprehension.