- Position: Associate Professor
- Department: Speech-Language Pathology
- Campus Address: Health Professions Building 1164
- Phone: 989-774-3669
- Email: squir1k@cmich.edu
Courses:
- CSD 512: Supporting Students with Literacy Disorders
- CSD 736: Speech Sound Disorders
- CSD 704: Language Disorders in Preschool Children
- CSD 330: Language Development
- CSD 340: Child Language Assesment and Intervention
- CSD 438: Language Disorders in Special Education Populations
- CSD: 130: Normal Speech and Language Acquisition
- CSD 708: Language Disorders in School-Age Children
Degrees and Universities:
B.S., Rockford College, 1996
M.S., Nova Southeastern University, 2009
Ph.D., Utah State University, 2013Professional Organizations:
American Speech-Language Hearing Association, Special Interest Groups; #1 Language, Learning and Education, #10 Issues in Higher Education
Society for the Scientific Study of Reading
International Dyslexia Association
International Reading Association
Michigan Speech-Language-Hearing Association
Publications:
Squires, K. (2018). Decoding: It's not all about the letters. Language, Speech, and Hearing Services in Schools, 49, 395-408. doi: 10.1044/2018_LSHSS-17-0104
Gillam, S., Olszewski, A., Squires, K., Snyder-Wolf, K., & Gillam, R. (2018). Improving narrative production in children with language disorders: an early-stage efficacy study of a narrative intervention program. Language, Speech, and Hearing Services in Schools, 49, 197-212. doi: 10.1044/2017_LSHSS-17-0047
Douglas, N.F., Squires, K., Hinckley, J., & Nakano, E.V. (in press). Narratives of expert speech-language pathologists: Defining clinical expertise and supporting knowledge transfer. Teaching and Learning in Communication Sciences & Disorders.
Squires, K. & Wolter, J. (2016). The effects of orthographic intervention on spelling and reading performance of students with reading disabilities: A systematic review. Remedial and Special Education, 37(6), 357-369. doi: 10.1177/0741932516631115
Squires, K. & Bickel, A. (2015). Teaching children with autism to ask questions. Journal of the American Academy of Special Education Professionals, Winter, 125-135.
Squires, K., Gillam, R., Lugo-Neris, M., Peña, E., Bedore, L., & Bohman, T. (2014). Narrative development in bilingual children with and without language impairments: Macrostructure and microstructure changes. International Journal of Language and Communication Disorders, 49(1) 60-74. doi: 10.1111/1460-6984.12044
Squires, K. (2013). Addressing the shortage of speech-language pathologists in school settings. Journal of the American Academy of Special Education Professionals, Winter, 177-183.
Squires, K. & Gillam, S., Reutzel, D.R. (2013). Characteristics of Children Who Struggle with Reading: Teachers and Speech-Language Pathologists Collaborate to Support Young Learners. Early Childhood Education Journal, 41(6), 401-411. doi: 10.1007/s10643-013-0577-6
Squires, K. & Bickel, A. (in press). Teaching children with autism to ask questions. Submitted to Journal of the American Academy of Special Education Professionals.
Wolter, J. & Squires, K. (2013). Spelling: Instructional and intervention frameworks. In B. Ehren, E.Sillman, A. Stone, & G. Wallach, (Eds.), Handbook of Language and Literacy: Development and Disorders, 2nd ed.
Squires, K., Lugo-Neris, M., Gillam, R., Peña, E., Bedore, L., & Bohman, T. (2013). Narrative development in bilingual children with and without language impairments: Macrostructure and microstructure changes. International Journal of Language and Communication Disorders.
Squires, K., (2013). Addressing the shortage of speech-language pathologists in school settings. Journal of the American Academy of Special Education Professionals.
Squires, K. & Gillam, S., Reutzel, D.R. (2013). Characteristics of Children Who Struggle with Reading: Teachers and Speech-Language Pathologist Collaborate to Support Young Learners. Early Childhood Education Journal.
Research Areas:
Assessment and intervention for child language and literacy impairments and curriculum development.
Dr. Squires link to Google Scholar.