Callier Center for Communication Disorders Research Scholar
PhD, University of Washington
Child Language, Preliteracy
My research focuses primarily on preliteracy development, socialization, assessment, and intervention, both in children who are typically developing and those with language disorders. I am also interested in both cultural and historical variation in beliefs and practices that impact children's preliteracy development. Recent work has focused on establishing the importance of an academic language register beginning in the preschool years. We have also been developing a way to assess the difficulty of books read aloud to preschoolers.
van Kleeck, A. (2014). Distinguishing between casual talk and academic talk beginning in the preschool years: An important consideration for speech-language pathologists. American Journal of Speech Language Pathology, 23 (4) 1 - 18. doi:10.1044/2014_AJSLP-14-0032
van Kleeck, A. (2013). Guiding parents from diverse cultural backgrounds to promote language skills in preschoolers with language disorders: Two challenges and proposed solutions for them. Perspectives on Language Learning and Education, 20 (3), 78 - 85.
van Kleeck, A. (in press). The academic talk register: A critical preschool oral language foundation for later reading comprehension. In A. DeBruin,, A. van Kleeck, & S. B. Gear (Eds.), Pre-reader comprehension: One of the essential building blocks to becoming a successful reader. Baltimore, MD: Paul H.
DeBruin, A., van Kleeck, A. & Gear, S. B. (Eds., in press), Pre-reader comprehension: One of the essential building blocks to becoming a successful reader. Baltimore, MD: Paul H. Brookes.