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Froma P. Roth
Ph.D. (1980, Graduate Center of the City University of New York, Speech Pathology), CCC-SLP
Professor, Department of Hearing & Speech Sciences
Email: froth@hesp.umd.edu
Phone: 301-405-4230
Room: 0141G, LeFrak Hall
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Research/Clinical Interests
Language acquisition
Language disorders in children and adolescents
Learning disabilities
Language assessment and intervention
Courses Taught in the Past Five Years
HESP 702: Diagnostic Methods and Procedures
HESP 626: Learning Disabilities: An Advanced Graduate Seminar
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Research/Clinical activities
Dr. Roth has been interested in identifying aspects of oral language development that predict early reading and writing acquisition. Her longitudinal research has shown, for example, that in addition to phonological awareness, semantic knowledge (oral definitions) and metasemantic knowledge (understanding and use of lexical ambiguities sentences and idioms) in kindergarten predict word reading at first and second grade.
Another area of interest has been on phonological awareness intervention for preschool children with primary speech and language deficits. Along with colleagues, she has developed a training program (Promoting Awareness of Sounds in Speech; PASS) which focuses on training in three areas of phonological awareness: rhyming, blending, and segmenting. This program has been implemented (along with training in the alphabetic principle) using a single subject multiple baseline design with 3-5 year children with speech and language delays. Results indicate that this program is efficacious and effective for young children with communication disabilities.
A relatively new interest for Dr. Roth is the language and literacy development of children who received cochlear implants . She is currently involved in administering a battery of speech, language, and literacy measures to a relatively large sample of these children, ranging in age from 5-14 years, to determine their developmental status and to identify factors that contribute to differential outcomes.
Dr. Roth is the principal investigator on the recently awarded three-year, $2.5 million dollar Early Reading First Grant from the U.S. Department of Education. The goal of the project, "Partnering for Literacy: A Multi-Disciplinary Program for Emergent Literacy and Early Reading Success", is to promote emergent literacy and oral language skills of 3- and 4-year-old preschool children who are at risk for learning to read when they enter first grade. The University of Maryland project will be conducted in collaboration with three public charter schools in Washington D.C.: Bridges Public Charter School, Tri-Community Public Charter School, and E. L. Haynes Public Charter School.
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Selected Publications
Books
Roth, F. P. (2005). Treatment Resource Manual for Speech-Language Pathology (3rd ed.). Albany, NY: Delmar Thomson.
Roth, F. P. & Worthington, C. K. (2000). Treatment resource manual for speech-language pathology (2nd edition). San Diego, CA: Singular Thomson Press.
Edited Volumes
Roth, F. P., & Paul, D. (2006). Partnerships for literacy: Principles and practices. Topics in Language Disorders, 26.
Roth, F. P. (2004). Emergent literacy. American Speech, Language, and Hearing Association, Rockville, MD.
Roth, F. P. & Ehren, B. (2001). (Eds.), Literacy-related roles for speech-language pathologists. Seminars in Speech and Language, 3.
Other Publications
Roth, F.P. (2005). From emergent literacy to literacy: Development and disorders. In G.H. Shames & n.B. Anderson (Eds.), Human communication disorders, 7th edition (pp. 386-408). Boston, MA: Allyn and Bacon.
Roth, F. P. (2004). Word recognition assessment frameworks. In C.-A. Stone, E.R. Silliman, B.J. Ehren & K. Apel (Eds.), Handbook of language and literacy (pp. 461-480). NY: Guilford.
Roth, F. P., Troia, G. A., Worthington, C. K. & Dow, K. A. (2002). Promoting the awareness of sounds in speech: An initial report of an early intervention program for children with speech and language impairments. Applied Psycholinguistics, 23, 535-565.
Cooper, D. H., Roth, F. P. & Speece, D. L. (2002). The contribution of oral language skills to the development of phonological awareness. Applied Psycholinguistics, 23, 399-416.
Roth, F. P., Speece, D. L. & Cooper, D. H. (2002). A longitudinal analysis of the connection between oral language and early literacy. Journal of Educational Psychology, 5, 259-273.
Roth, F. P. & Paul, R. (2002). Communication intervention principles and procedures. In R. Paul (Ed.), Introduction to clinical methods in communication disorders. Baltimore, MD: Paul H. Brookes.
Roth, F. P. & Baden, B. (2001). Investing in emergent literacy intervention: A key role for speech-language pathologists. Seminars in Speech and Language, 3, 163-174.
Roth, F. P. (2000). Narrative writing: Development and teaching with children with writing disorders. Topics in Language Disorders, 20, 15-28.
Roth, F. P. (1999). Communicative intervention for children with psychiatric and communication disorders. Child and Adolescent Clinics of North America. Philadelphia, PA: W.B. Saunders.
Troia, G. A., Roth, F. P. & Graham, S. (1998). An educator's guide to phonological awareness. Focus on Exceptional Children, 31, 1-12.
Roth, F. P., Speece, D. L., Cooper, D. H. & De La Paz, S. (1996). Unresolved mysteries: How do metalinguistic and narrative skills connect with early reading? The Journal of Special Education, 30, 257-277.
Troia, G. A., Roth, F. P. & Yeni-Komshian, G. H. (1996). The relationship between word retrieval and phonological awareness in normally-developing children. Journal of Speech and Hearing Research, 39, 1099-1108.
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