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Please see below selected SOLAR Lab publications

Peer-reviewed journal articles

Smith, R.J., Snow, P.C., Serry, T.A. & Hammond, L. (in press). Elementary teachers’ perspectives on teaching reading comprehension. Language, Speech and Hearing Services in Schools. Accepted January 19, 2023.

Serry, T., Snow, P., Hammond, L., McLean, E. & McCormack, J. (2022). Educators’ perspectives about teaching and supporting students with learning difficulties in reading. Australian Journal of Education, 66(3), 292-313.

Goldfeld, S., Snow, P., Eadie, P., Munro, J. Gold, Le, Ha; Orsini, F., Shingles, B., Connell, J., Watts, A., & Barnett, T. (2022) Classroom Promotion of Oral Language: Outcomes from a randomized controlled trial of a whole-of-classroom intervention to improve children’s reading achievement. AERA Open. Published online November 30, 2022.

Wissell, S., Karimi, L., Serry, T., Furlong, L., & Hudson, J. (2022). Leading diverse workforces: Perspectives from managers and employers about dyslexic employees in Australian workplaces. International Journal of Environmental Research and Public Health, 19(19), 11991. 10.3390/ijerph191911991

Wissell, S., Karimi, L., Serry, T., Furlong, L., & Hudson, J. (2022). “You Don’t Look Dyslexic”: Using the Job Demands—Resource Model of Burnout to Explore Employment Experiences of Australian Adults with Dyslexia. International Journal of Environmental Research and Public Health, 19(17), 10719. 10.3390/ijerph191710719

Furlong, L. M., & Serry, T. A. (2022). An exploratory study of speech-language pathologists’ clinical practice in the literacy domain: Comparing onsite practices with telepractice services during COVID-19. International Journal of Speech-Language Pathology, 1-13.

Weadman, T., Serry, T. & Snow, P. (2022). The oral language and emergent literacy skills of preschoolers: Early childhood teachers’ self-reported role, knowledge and confidence. International Journal of Language & Communication Disorders, Published online August 31.

Anderson, S., Hawes, D. & Snow, P. (2022). Oral language skills, callous and unemotional traits and high-risk patterns of youth offending. European Child & Adolescent Psychiatry. http://10.1007/s00787-022-01980-1

Bowman, L., Anderson, S., Snow, P. & Hawes, D. (2022). The narrative language of youth offenders with callous and unemotional traits: a corpus analysis. Legal and Criminological Psychology, 28(1), 91-105.

Serry, T., Stebbins, T., Martchenko, A., Araujo, N., & McCarthy, B. (2022). Improving access to COVID‐19 information by ensuring the readability of government websites. Health Promotion Journal of Australia. 10.1002/hpja.610

Weadman, T., Serry, T. & Snow, P. (2022). Oral language and emergent literacy strategies used by Australian early childhood teachers during shared book reading. Early Childhood Education Journal, Published August 5, 2022

Furlong, L., Serry, T., Bridgman, K., & Erickson, S. (2021). An evidence‐based synthesis of instructional reading and spelling procedures using telepractice: A rapid review in the context of COVID‐19. International Journal of Language & Communication Disorders, 56(3), 456-472. ttps://

Goldfeld, S., Beatson, R., Watts, A., Snow, P., Gold, L., Le, H., Edwards, S., Connell, J., Stark, H., Shingles, B., Barnett, T., Quach, J., & Eadie, P.  (2021). Tier 2 oral language and early reading interventions for preschool to grade 2 children: a restricted systematic review. Australian Journal of Learning Difficulties, Published online December 31, 2021.

Eadie, P., Stark, H., Snow, P., Gold, L., Watts, A., Goldfeld, S., Shingles, B., Orsini, F., Connell, J., Goldfeld, S. (2021). Teacher talk in early years classrooms following an oral language and literacy professional learning program. Journal of Research on Educational Effectiveness, Published online December 9, 2021.

Weadman, T., Serry, T. & Snow, P. (2021). The development and psychometric properties of a shared book reading observational tool: The Emergent Literacy and Language Early Childhood Checklist for Teachers (ELLECCT). First Language. Published online November 30, 2021.

Weadman, T., Serry. T.A. & Snow, P.C. (2021). Australian early childhood teachers’ training in language and literacy: A nation-wide review of pre-service course content. Australian Journal of Teacher Education, 46(2), 29-56.

Serry, T., & Levickis, P. (2021). Are Australian speech-language therapists working in the literacy domain with children and adolescents? If not, why not? Child Language Teaching and Therapy, 37(3), 234-248.

Anderson, S., Hawes, D. & Snow, P. (2021). Higher order language: Risk, promotive and risk-based protective associations with youth offending. Crime and Delinquency, 68(5), 840-866.

McLean E., Snow, P. & Serry, T. (2021). Dual-qualified teachers and speech-language therapists reflect on preparation and practice in school-based language and literacy. Child Language Teaching and Therapy, 37(3), 249-263.

Wallis, A.K., Westerveld, M., Water, A., Snow, P.C. (2021). Investigating adolescent discourse in critical thinking: Monologic responses to stories containing a moral dilemma. Language, Speech and Hearing Services in Schools, 52, 630–643.

Smith, R.J., Snow, P.C. & Serry, T.A. & Hammond, L. (2021). The role of background knowledge in reading comprehension: A critical review. Reading Psychology, 42(3), 214-240.

Snow, P. (2020). Psychosocial adversity in early childhood and language and literacy skills in adolescence: The role of Speech Language Pathology in prevention, policy and practice. Perspectives of the ASHA Special Interest Groups, 6(2), 253-261.  

Eadie, P.A., Stark, H.L., Snow, P.C. & Sidoti, N. (2020). Language skills of vulnerable children with social, emotional and behavioral difficulties: An Australian primary school sample. Behavioral Disorders, 46(4).

Snow, P. (2020). SOLAR: The Science of Language and Reading. Child Language ,Teaching and Therapy, 37(3), 222–233.

Snow, P., McLean, E. & Frederico, M. (2020). The language, literacy and mental health profiles of adolescents in out-of-home care: An Australian sample. Child Language Teaching and Therapy, 36(3) 151–16.

Snow, P. (2020). Balanced literacy or systematic reading instruction? Perspectives on Language and Literacy, Winter, 35-39.

Swain, N., Eadie, P. & Snow, P. (2020) Speech and language therapy for adolescents in youth justice: A series of empirical single case studies. International Journal of Language and Communication Disorders, 55(4), 458-479

Goldfeld, S., Snow, P., Eadie, P., Munro, J., Gold, L., Orsini, F., Connell, J., Stark, H, Watts, A., & Shingles, B. (2020). Teacher knowledge of oral language and literacy constructs: Results of a randomized controlled trial evaluating the effectiveness of a professional learning intervention. Scientific Studies of Reading, 25(1), 1-30.

Graham, L., White, S., Tancredi, H., Snow, P. & Cologan, K. (2020). A longitudinal analysis of the alignment between children’s early word-level reading trajectories, teachers’ reported concerns and supports provided. Reading and Writing, 33, 1895-1923. Reading and Writing, 33, 1895-1923.

Snow, P., Graham, L., McLean, E., & Serry, T. (2019). The language and reading comprehension skills of adolescents in flexible learning programs. International Journal of Speech Language Pathology, 22(4), 425-434.

Snow, P., Timms, L., Powell, M. & Lum, J. (2019). Narrative language skills of maltreated children living in out-of-home care. International Journal of Speech Language Pathology, 22(2), 117-128.

Woodward, M., Swain, N., McLean, E. & Snow, P. (2019). What’s the evidence? Speech-Language Pathology (SLP) intervention with young people in custody. Journal of Clinical Practice in Speech Language Pathology, 21(1), 29-33.

Snow, P. (2019). Speech-language pathology and the youth offender: Epidemiological overview and roadmap for future speech-language pathology research and scope of practice. Language, Speech and Hearing Services in Schools, 50, 324-339.

Stark, H.L. Eadie, P.A., Snow, P.C. & Goldfeld, S.R. (2019). The impact of a sustained oral language professional learning program on Australian early years’ teachers’ knowledge, practice and beliefs: a mixed-methods exploration. Professional Development in Education, 46(2) 178-194. DOI: 10.1080/19415257.2019.1603170

Benedan, L., Powell, M.B. Zajacc, R. Lum, J.A.G., Snow, P.C. (2018). Suggestibility in neglected children: The influence of intelligence, language and social skills. Child Abuse & Neglect, 79, 51-60. DOI:10.1016/j.chiabu.2018.01.005

Lum, J., Powell, M., Snow, P.C. (2018). The influence of maltreatment history and out-of-home care on children’s language and social skills. Child Abuse & Neglect, 76, 65-74.

Snow, P.C., Bagley, K. & White, D. (2018). Speech-language pathology intervention in a youth justice setting: Benefits perceived by staff extend beyond communication. International Journal of Speech Language Pathology, 20(4), 458-467. DOI:10.1080/17549507.2017.1297484.

Bishop, D.V.M., Snowling, M.J., Thompson, P.A., Greenhalgh, T. & the CATALISE Consortium (2017). CATALISE: A multinational and multi-disciplinary Delphi consensus study of problems with language development. Phase 2. Terminology. PeerJ :

Goldfeld, S., Snow, P., Eadie, P., Gold, L., Ha, L. Orsini, F., Munro, J., Shingles, B. (2017). Classroom Promotion of Oral Language (CPOL):  Protocol for a cluster randomised controlled trial of a school-based intervention to improve children’s language, literacy and mental health. BMJ Open, 11(7)

Serry, T. A., & Oberklaid, F. (2015). Children with reading problems: Missed opportunities to make a difference. Australian Journal of Education, 59(1), 22-34. 10.1177/0004944114555584

Serry, T., & Snow, P. (2023). Oral language. In K. Wheldall, R. Wheldall, & J. Buckingham (Eds.), Effective instruction in reading and spelling (pp. 72-97). MRU Press.

Bowen, C. & Snow, P.C. (2017). Making Sense of Interventions for Children’s Developmental Disorders. A Guide for Parents and Professionals. UK: J&R Publishing.

Snow, P., Graham, L. & de Bruin, C. (2021). Reading instruction and support. In K. Allen, A. Reupert, & L. Oades (Eds). Building Better Schools: A Ready-Made Collection of Adaptable and Useable Policy (pp. 118-124). Routledge.

Snow, P. & Bowen, C. (2021). Applying the science of learning in the classroom. In K. Allen, A. Reupert, & L. Oades (Eds). Building Better Schools: A Ready-Made Collection of Adaptable and Useable Policy (pp. 10-17). Routledge.

Snow, P.C. Leitão, S. & Kippin, N. (2021). Language and literacy in the context of early life adversity. In M. Ball, J. Damico and N. Müller (Eds). Wiley-Blackwell Handbook of Language and Speech Disorders (pp. 266-285). Wiley-Blackwell.

Bryan, K. & Snow, P.C. (2020). Language and communication needs of young offenders. In C. Jagoe and I. Walsh (Eds). Communication and Mental Health Disorders, (pp. 219-242). Guilford, UK: J& R Press.

Snow, P.C. & Bryan, K. (2018). Supporting adolescents with language impairments in the youth justice system. In S. Spencer (Ed.) Supporting Adolescents with Language Disorders (pp. 73-92). Guilford, UK: J&R Press.

Eadie, P.A., Stark, H. & Snow, P.C. (2017). Building knowledge about oral language skills into teacher practice and pre-service education. In T. Bentley & G. Savage (Eds.), Educating Australia: Challenges for the Next Decade of Schooling (pp. 241 – 256). Carlton: Melbourne University Press.

Snow, P.C. & Douglas, J. (2017). Psychosocial aspects of pragmatic language difficulties. In L. Cummings (ed.), Research in Clinical Pragmatics, Series: Perspectives in Pragmatics, Philosophy & Psychology, Vol. 11 (pp. 617-649), Cham, Switzerland: Springer-Verlag.