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valerie.johnson's photo
Valerie Elaine Johnson, PHD

Department : Rehabilitation And Movement Sciences

Academic Title: Assistant Professor


Office Address:

Email: valerie.johnson@rutgers.edu


Education
Degree Degree Source Year Awarded
BS Florida State University 1986
MS Florida State University 1988
PHD University of Massachusetts 2001
Publications
Title Authors Where and When
Using Social media for academic help is dishonest Newkirk-Turner, B.L., Johnson, V.E. and Vaughan-Robinson L. The ASHA Leader, 24; 2019
From here to there and back again: Reframing research on African American children’s language Horton, R., Johnson, V.E. and Koonce, N.M. Perspectives of the ASHA Special Interest Groups, 3 (SIG 14), 57 - 70; 2018
Language sampling considerations for AAE speakers: A patterns- and systems-based approach Johnson, V.E. and Koonce, N.M. Perspectives of the ASHA Special Interest Groups, 3 (SIG 1) 36 - 42; 2018
Curriculum based language assessment with culturally and linguistically diverse students in the context of mathematics Newkirk-Turner, B.L. and Johnson, V.E. Language, Speech and Hearing Services in Schools, 49, 189 - 196; 2017
Fast mapping verb meaning from argument structure Johnson, V.E. Topics in Language Disorders, 30, 103 - 118; 2010
Syntactic frames in fast mapping verbs: The effect of age, dialect and clinical status Johnson, V.E. and de Villiers, J.G. Journal of Speech, Language and Hearing Research, 52, 610 -622; 2009
The information in third person /s/: Acquisition across dialects of American English de Villiers, J.G. and Johnson, V.E. Journal of Child Language, 34, 133 - 158; 2007
Implications of new semantic assessments for literacy in minority populations in R. Wagner, A. Muse, & K. Tannebaum (Eds.) de Villiers, J.G. and Johnson, V.E In R. Wagner, A. Muse, and K. Tannebaum, Eds. Vocabulary acquisition and its implications for reading comprehension. New York: Guilford Press; 2006
Comprehension of third person singular /s/ in AAE-speaking children Johnson, V.E. Language, Speech and Hearing Services in Schools, 36, 116 -124; 2005
Agreement without understanding: A case for third person singular /s/ Johnson, V.E., de Villiers, J.G., and Seymour, H.N. First Language, 25, 317-330; 2005
The Ebonics controversy: An educational and clinical dilemma Seymour, H., Abdulkarim, L. and Johnson, V. Topic in Language Disorders, 19, 66-77; 1999
Research
Research Interests
My research interests are in the areas of child language acquisition and its disorders. More specifically, I investigate the language system of children who use the dialect of African American English. I was involved in the initial research that assisted in the development of the Diagnostic Evaluation of Language Variation (DELV; Seymour, Roeper & de Villiers, 2005), the first standardized language assessment tool designed to limit assessment bias in children who use dialects other than General American English. My current research focuses on two primary areas of inquiry: (1) developing evidence-based language assessment methods to reduce bias in children from culturally and linguistically backgrounds; and (2) investigating the interface between language, dialect and literacy.
Research Grants
Title Sponsor Effective Dates Role
Examining the efficacy of using narrow phonetic transcription with Africa American preschool children Montclair State University, Career Development Award 2014 – 2015 PI
Fast mapping in verb meaning from argument structure National Institute on Deafness and Other Communication Disorders 1999 - 2000 PI
BioSketch
Title Details
Valerie Johnson, Ph.D., CCC-SLP   2019 Valerie Johnson, Ph.D., CCC-SLP received her BS and MS degrees in Speech-Language Pathology from The Florida State University and her Ph.D. in Communication Sciences and Disorders form The University of Massachusetts-Amherst. She advanced her research training with a post-doctoral fellowship from Vanderbilt University. Dr. Johnson’s academic and research interests are in the areas of child language acquisition and its disorders. Her current research focuses on two primary areas of inquiry: (1) developing evidence-based language assessment methods to reduce assessment bias in children from culturally and linguistically diverse backgrounds; and (2) investigating the interface between language, dialect and literacy.


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