Publications/CV
| marante_cv_23.pdf |
If you are unable to access any of the publications below, I am happy to share a copy with you.
8. Marante, L., Hall-Mills, S., Farquharson, K. (2023). School-based speech-language pathologists’
stress and burnout: A cross-sectional survey at the height of the COVID-19 pandemic. Language, Speech and Hearing Services in Schools, 1-16. https://doi.org/10.1044/2022_LSHSS-22-00047
7. Hall-Mills, S. & Marante, L. (2023, online). Teaching expository text management and proficiency skills for
comprehension for students with language/learning disabilities (LLD). Learning Disability Quarterly, 0(0). https://doi.org/10.1177/07319487221145689
6. Hall-Mills, S., Marante, L., Tonello, B., Johnson, L. (2021). Improving reading comprehension for adolescents with language and learning disorders. Communications Disorders Quarterly, 1-10. https://doi.org/10.1177%2F15257401211031463
5. Hall-Mills, S. & Marante, L. (2021). Text structure strategy for expository reading comprehension: Pilot case study with adolescent with noonan syndrome. Perspectives of the ASHA Special Interest Groups (SIG 1, 6(3), 520-530. https://doi.org/10.1044/2021_PERSP-20-00272
4. Marante, L. & Farquharson, K. (2021). Tackling burnout in the school setting: Practical tips for school-based speech- language pathologists. Perspectives of the ASHA Special Interest Groups (SIG 16), 6(3), 665-675. https://doi.org/10.1044/2021_PERSP-20-00262
3. Hall-Mills, S. & Marante, L., (2020). Text Structure Intervention Supports Expository Text Comprehension of Adolescents with Learning Disabilities: A Systematic Review. Learning Disabilities Quarterly. https://doi.org/10.1177/0731948720906490.
2. Marante, L. & Hall-Mills, S. (2019). Today's Graduate Students, Tomorrow's SLPs: Enhancing School Practicum Experiences. Perspectives of the ASHA Special Interest Groups (SIG 16), 1-8. https://doi.org/10.1044/2019_PERS-SIG16-2019-0003
1. Gabas, C., Marante, L., & Cabell, S.Q. (2019). Fostering preschoolers’ emergent literacy: Recommendations for enhanced literacy experiences and collaborative instruction. Perspectives of the ASHA Special Interest Groups (SIG 16). https:/doi.org/10.1044/PERS-SIG16-2018-0012
stress and burnout: A cross-sectional survey at the height of the COVID-19 pandemic. Language, Speech and Hearing Services in Schools, 1-16. https://doi.org/10.1044/2022_LSHSS-22-00047
7. Hall-Mills, S. & Marante, L. (2023, online). Teaching expository text management and proficiency skills for
comprehension for students with language/learning disabilities (LLD). Learning Disability Quarterly, 0(0). https://doi.org/10.1177/07319487221145689
6. Hall-Mills, S., Marante, L., Tonello, B., Johnson, L. (2021). Improving reading comprehension for adolescents with language and learning disorders. Communications Disorders Quarterly, 1-10. https://doi.org/10.1177%2F15257401211031463
5. Hall-Mills, S. & Marante, L. (2021). Text structure strategy for expository reading comprehension: Pilot case study with adolescent with noonan syndrome. Perspectives of the ASHA Special Interest Groups (SIG 1, 6(3), 520-530. https://doi.org/10.1044/2021_PERSP-20-00272
4. Marante, L. & Farquharson, K. (2021). Tackling burnout in the school setting: Practical tips for school-based speech- language pathologists. Perspectives of the ASHA Special Interest Groups (SIG 16), 6(3), 665-675. https://doi.org/10.1044/2021_PERSP-20-00262
3. Hall-Mills, S. & Marante, L., (2020). Text Structure Intervention Supports Expository Text Comprehension of Adolescents with Learning Disabilities: A Systematic Review. Learning Disabilities Quarterly. https://doi.org/10.1177/0731948720906490.
2. Marante, L. & Hall-Mills, S. (2019). Today's Graduate Students, Tomorrow's SLPs: Enhancing School Practicum Experiences. Perspectives of the ASHA Special Interest Groups (SIG 16), 1-8. https://doi.org/10.1044/2019_PERS-SIG16-2019-0003
1. Gabas, C., Marante, L., & Cabell, S.Q. (2019). Fostering preschoolers’ emergent literacy: Recommendations for enhanced literacy experiences and collaborative instruction. Perspectives of the ASHA Special Interest Groups (SIG 16). https:/doi.org/10.1044/PERS-SIG16-2018-0012