Professor Klee, Thomas
The long-term aim of my research is improving how children who are at risk of developing speech and language problems are identified as early in life as possible. The challenge in this research is to be able to accurately differentiate children with persistent language learning difficulties from those whose problems are transient or those who begin to talk late but then catch up. To this end, Stephanie Stokes and I completed a cross-sectional study funded by the UK’s Economic and Social Research Council, the aims of which were to identify demographic, behavioral, socio-emotional, linguistic and psycholinguistic factors that contribute to variability in toddlers’ early language development.
We are currently conducting a longitudinal study, known to the local community as Learning to Talk, funded by the Marsden Fund of the Royal Society of New Zealand, investigating factors in typically-developing and late talking toddlers that may serve as indicators of risk for more persistent language learning difficulties.
We are also conducting a cross-sectional and longitudinal study of the early language development of English-speaking children growing up in New Zealand (for more information, see http://kidswords.org).
|Awardees||Award Date||Honours / Awards / Prizes||Category|
|2015-11-01||Certificate of Appreciation presented at end of tenure as Associate Editor, Journal of Speech, Language, Hearing Research: American Speech-Language-Hearing Association||Research Achievement|
|2016-10-01||Certificate of Award for Best Oral Presentation: Hong Kong Speech and Hearing Symposium||Research Achievement|
|Term Period||Position||Professional Societies|
|01/1990-present||Member||International Association for the Study of Child Language|
|09/1981-present||Associate Member, 1005198||American Speech-Language-Hearing Association|
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