Ph.D., Georgia State University, 1989
My research interests center on the development of symbolic processes, specifically oral and written language development. Most of my work in this area has been done in the context of intervention research. I have two long-standing lines of research. The first is focused on children with significant developmental disabilities who are considered to be at high risk for speech and language disorders. Most recently, I, and my colleagues, have examined the path of communication development taken by toddlers who have very little or no functional speech and who communicate through the use of computer-linked devices that augment or replace spoken communication. This work has allowed me to address questions about the very beginnings of symbolic development when children use visual-graphic symbols as their primary mode for communication. I have concentrated on the role that the receptive understanding of visual symbols and speech play in symbolic communication development.
My second line of research has examined the effect of different instructional content and methods on teaching children who are struggling to learn to read. A current project in local school districts is assessing different educational programs for two groups of learners: older and younger elementary school age children with developmental dyslexia. Past research projects have included a range of student learners: children with, or at risk for, reading difficulties and with different language experiences. The relationship of language and reading skills and mathematics achievement also has been an area of study. My interests in bilingualism and biliteracy have been fostered by collaborative work in Hong Kong, Korea, and South Africa.
Frijters, J.C., Lovett, M., Sevcik, R.A., & Morris, R.D. (2013). Four methods of identifying change in the context of a multiple component reading intervention for struggling middle school readers. Reading and Writing, 26, 539-563.
Morris, R.D., Lovett, M.W., Wolf, M., Sevcik, R.A., Steinbach, K.A., & Shapiro, M. (2012). Multiple component remediation of developmental reading disabilities: IQ, SES, and race as factors in remedial outcome. Journal of Learning Disabilities, 45, 99-127.
Frijters, J.C., Lovett, M.W., Steinbach, K.A., Wolf, M., Sevcik, R.A., & Morris, R. (2011). Cognitive and neuropsychological predictors of response to reading intervention. Journal of Learning Disabilities, 44, 150-166.
Romski, M.A., Sevcik, R.A., Adamson, L.B., Smith, A., Cheslock, M., & Bakeman, R. (2011). Parent perceptions of the language development of toddlers with developmental delays before and after participation in parent-coached language interventions. American Journal of Speech-Language Pathology, 20, 111-118.
Smith, A.L., Romski, M.A., Sevcik, R.A., Adamson, L.B., & Bakeman, R. (2011) Parental stress and its relation to parental perceptions of communication following parent-coached language intervention. Journal of Early Intervention, 33, 135-150.
Bornman, J., Sevcik, R.A., Romski, M.A., & Pae, H.K. (2010). Successfully translating language and culture when adapting assessment measures. Journal of Policy and Practice in Intellectual Disabilities, 7, 111-118.
Donohue, D.K., Wise, J.C., Romski, M.A., Henrich, C., & Sevcik, R.A. (2010). Self-concept development and measurement in children with mild intellectual disabilities. Developmental Neurorehabilitation, 13, 322-334.
Pae, H.K., Sevcik, R.A., Morris, R.D. (2010). Cross-language correlates in phonological awareness and naming speed: Evidence from deep and shallow orthographies. Journal of Research in Reading, 33, 374-391.
Romski, M.A., Sevcik, R.A., Adamson, L.B., Cheslock, M.A., Smith, A., Barker, R.M., & Bakeman, R. (2010). Randomized comparison of parent-implemented augmented and non-augmented language intervention on vocabulary development of toddlers with developmental delays. Journal of Speech, Language, and Hearing Research, 53, 350-364.
Wise, J.C., Sevcik, R.A., Morris, R.D., Lovett, M.W., Wolf, M., Kuhn, M., Meisinger, B., & Schwanenflugel, P. (2010). The relationship between different measures of oral reading fluency and reading comprehension in second grade students who evidence different oral reading fluency difficulties. Language, Speech, and Hearing Services in School, 40, 340-348.