Gillam, S., Olszewski, A., Squires, K., Wolf, K., & Gillam, R. (in press). Improving narrative production in children with specific language impairment: an early-stage efficacy study of a narrative intervention program. Journal of Speech, Language, and Hearing Research.
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. 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. & 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. (2013). Addressing the shortage of speech-language pathologists in school settings. Journal of the American Academy of Special Education Professionals, Winter, 177-183.
Wolter, J. & Squires, K. (2013). Spelling: Instructional and intervention frameworks. In C. A. Stone, E. R. Silliman, B. J. Ehren, & G. P. Wallach, (Eds.). Handbook of Language and Literacy: Development and Disorders, 2nd ed. (pp. 602 - 615). New York, NY: The Guilford Press.