1. LSAC, LSIC and BNLA studies
Book chapter
McLeod, S., McCormack, J., & Blake, H. L. (2019, in press December).
Communication, participation and cohort studies. In J. Law, S. Reilly & C.
McKean (Eds.). Handbook
of language development in a social context. Cambridge, UK: Cambridge University Press.
2. Longitudinal Study of Australian
Children (LSAC)
Book chapter
Daniel, G., Wang, C., Murray, E., Harrison, L. J.
(2017). School choice and parent involvement among Australian children starting
school. In S. Dockett., W. Griebel., & B. Perry (Eds). Families
and Transition to School (pp. 131-143). Dordrecht: Springer.
Journal articles
Daniel, G., & Wang, C. (2017). Inclusion and the practice of
repeating Kindergarten in Australia. Australian Journal of Learning
Difficulties, 22, 57-69. doi: 10.1080/19404158.2017.1367152
Daniel, G., Wang, C., & Berthelsen, D. (2016). Early school-based parent
involvement, children’s self-regulated learning and academic achievement: An
Australian longitudinal study. Early Childhood Research Quarterly, 36,
168-177. doi: 10.1016/j.ecresq.2015.12.016
Harrison,
L. J. & McLeod, S. (2010). Risk and protective
factors associated with speech and language impairment in a nationally
representative sample of 4- to 5-year-old children. Journal of Speech, Language, and Hearing Research, 53(2), 508-529.
Harrison,
L. J., McLeod, S., Berthelsen, D., &
Walker, S. (2009). Literacy, numeracy and learning in school-aged children
identified as having speech and language impairment in early childhood. International Journal of Speech-Language
Pathology, 11(5), 392-403.
McCormack,
J., Harrison, L. J.,
McLeod, S. & McAllister, L.
(2011). A nationally representative study of the association between communication
impairment at 4-5 years and children's life activities at 7-9 years. Journal of Speech, Language, and Hearing
Research, 54(5), 1328-1348. doi:10.1044/1092-4388(2011/10-0155)
McLeod,
S. & Harrison, L. J. (2009).
Epidemiology of speech and language impairment in a nationally representative
sample of 4- to 5-year-old children. Journal
of Speech, Language, and Hearing Research, 52(5), 1213-1229.
McLeod, S., Harrison, L. J., & Wang, C. (2019). A longitudinal population study
of literacy and numeracy outcomes for children identified with speech,
language, and communication needs in early childhood. Early Childhood
Research Quarterly, 47, 507-517. doi:10.1016/j.ecresq.2018.07.004
McLeod, S., Harrison, L. J., Whiteford, C., & Walker, S. (2016).
Multilingualism and speech-language competence in early childhood: Impact on
academic and social-emotional outcomes at school. Early Childhood Research Quarterly, 34, 53-66. doi:10.1016/j.ecresq.2015.08.005
Shahaeian, A., Wang. C., Tucker-Drob, E., Geiger, V.,
Bus, A., & Harrison, L. (2018).
Early shared reading, socioeconomic status, and children’s cognitive and school
competencies: Six years of longitudinal evidence. Scientific Studies of
Reading, 22, 485-502. doi: 10.1080/10888438.2018.1482901
Wang, C., Harrison, L., McLeod, S., Walker, S., & Spilt, J. (2018). Can
teacher-child relationships support human rights to freedom of opinion and
expression, education, and participation? International Journal of
Speech-Language Pathology, 20, 133-141. doi:10.1080/17549507.2018.1408855
Wang, C., Hatzigianni, M., Shahaeian, A., Murray, E., & Harrison, L. (2016).
The combined effects of teacher-child and peer relationships on children’s
social-emotional adjustment. Journal of School Psychology, 59, 1-11.
doi:10.1016/j.jsp.2016.09.003
Wang, C., Williams, K., Shahaeian, A.,
& Harrison, L. (2018). Early
predictors of escalating internalizing problems across middle childhood. School
Psychology Quarterly, 33, 200-212. doi:10.1037/spq0000218
3. Longitudinal Study of Indigenous
Children (LSIC)
Journal
articles
McLeod,
S., Verdon, S., & Bennetts Kneebone, L.
(2014). Celebrating young Indigenous Australian children’s speech and language
competence. Early Childhood Research
Quarterly, 29(2), 118-131. doi:10.1016/j.ecresq.2013.11.003
Verdon, S., & McLeod, S. (2015). Indigenous language learning and maintenance
among young Australian Aboriginal and Torres Strait Islander children. International
Journal of Early Childhood, 47(1), 153-170. doi:10.1007/s13158-015-0131-3
Verdon,
S., McLeod, S., & Winsler, A. (2014b).
Linguistic diversity among Australian children in the first five years of life.
Speech, Language, and Hearing, 17(4),
196-203. doi:10.1179/2050572814Y.0000000038
Verdon,
S., McLeod, S., & Winsler, A. (2014a).
Language maintenance and loss in a population study of young Australian
children. Early Childhood Research
Quarterly, 29, 168-181. doi:10.1016/j.ecresq.2013.12.003
Government
reports
McLeod, S. & Verdon,
S. (2015). Longitudinal patterns of language use, diversity, support, and
competence. In Department of Social Services (Ed.). Footprints in Time:
Longitudinal Study of Indigenous Children Report from Wave 5 (pp. 66-70). Canberra,
Australia: Commonwealth of Australia. ISBN: 978-1-925007-73-2
4. Building New Life in Australia (BLNA)
Blake,
H. L., Bennetts
Kneebone, L. & McLeod, S. (2019).
The impact of oral English proficiency on humanitarian migrants’ experiences of
settling in Australia. International
Journal of Bilingual Education and Bilingualism, 22(6), 689-705, doi:10.1080/13670050.2017.1294557
