- Position: Professor
- Department: Speech-Language Pathology
- Campus Address: 1169 Health Professions Building
- Phone: 774-7298
- Email: email@example.com
- Courses: CDO 340 Child Language Assessment and Intervention
CDO 708 Language and Learning Disabilities in School-Age Children
CDO 714 Motor Speech Disorders
Degrees and Universities
Western Michigan University, 1988
Western Michigan University, 1990
University of Nebraska-Lincoln, 1996
American Speech-Language-Hearing Association (ASHA) ASHA Speical Interest Division 12: Augmentative and Alternative Communication Council for Exceptional Children (CEC) CEC Division for Communication Disabilities and Deafness
K. A. , Clendon, S. C. , Cunningham, J. W., Spadorcia, S., Koppenhaver,
D. A., Sturm, J., & Yoder, D. E. (in press). Automatic word
recognition: The validity of a universally accessible assessment task. Augmentative and Alternative Communication, 24(1), pp. 64-75.
S., Sturm, J. & Cali, K. (2012). Writing instruction in elementary
classrooms: Making the connection to common core state standards. Seminars in Speech and Language, 33(2), 130-145.
J., Spadorcia, S., Cunningham, J., Cali, K., Staples, A., & Erickson, K.,
Yoder, D., & Koppenhaver, D. (2006). What happens to reading between
first and third grade? Implications for students who use AAC. Augmentative and Alternative Commnication,
Cunningham, J. W., Spadorcia, S. A., Erickson, K. A., Koppenhaver, D. A., Sturm, J. A., Yoder, D. E. (2005). Investigating the Instructional Supportiveness of Leveled Texts. Reading Research Quarterly, 40(4), 410-427.
Sturm, J. M. & Beukelman, D. R., & Mirenda, P. (2005). Literacy development of AAC users. In D. R. Beukelman & P. Mirenda (Eds.). Augmentative and alternative communication: Management of severe communication disorders in children and adults (3 rd Ed.) (pp. 351-390). Baltimore, MD: Paul Brookes Publishing Company.
Sturm, J. M., & Clendon, S. A. (2004). AAC, Language, and Literacy: Fostering the Relationship. Topics in Language Disorders, 24(1), 76-91.
Computer-supported literacy, tying together literacy assessment and instructional strategies, and classroom communication