People

Faculty   |   Research Faculty   |   Staff   |   Adjunct Faculty   |   Emeritus Faculty
Faculty

Kathryn Arehart, Ph.D. CCC-A, Professor (University of Washington)
Dr. Arehart’s primary area of expertise in both teaching and research is audiology and hearing science. She is head of the Hearing Research Laboratory. The laboratory’s research focuses on understanding auditory perception and the impact hearing loss has on listening in complex auditory environments. Current research projects include the effects of hearing loss on pitch perception, signal-processing algorithms to improve speech-in-noise perception by persons with hearing loss, perception of sound quality, and the interactive effects of aging and hearing loss on speech perception. These research projects include interdisciplinary collaboration with colleagues in engineering, psychology, and cognitive science. Professor Arehart teaches undergraduate and graduate courses in speech and hearing science and audiology and leads outreach workshops for K-12 teachers on teaching children about sound, hearing and hearing health. She is also a certified clinical audiologist. Email
Judy_Brooke Judy Brooke, M.S., CCC-SLP, Clinical Assistant Professor (Idaho State University)
Judy Brooke received her B.A. in Communication Disorders from Pacific University in Oregon, in 1981, and her M.S. in Speech-Language Pathology from Idaho State University in 1998.   She has worked with children of all ages, families, and young adults in a variety of educational and medically-based clinical contexts.   As a speech-language pathologist, she has provided diagnostic and intervention services in early intervention settings, bilingual and monolingual preschools, out-patient rehab clinics, centers for individuals with developmental disabilities, and many school districts.  Her areas of specialization and interest include child language, child speech, childhood apraxia of speech (CAS), bilingual development and child development within culturally and linguistically diverse contexts, collaborative-integrated therapy, literacy and writing skills, and the adult (clinician) learning process of integrating knowledge with experience through critical reflection.  Email
 Coady Jeff Coady, Ph.D., Associate Professor (University of Rochester)
Dr. Coady’s work examines phonological processing in children with typical language development (TLD) and children with specific language impairments (SLI).  The starting point for this research is the nonword repetition task (NWR), where children hear a made-up word, such as “vope”, that they repeat.  This relatively simple task has proven to be quite powerful in that it predicts vocabulary growth in typically-developing children, it is useful in identifying children with a variety of language difficulties, and it minimizes cultural biases because it doesn’t use or measure established language knowledge.  These studies include several versions of NWR tasks in which different types of phonotactic frequency are manipulated, such as consonant or vowel frequency of occurrence.  This should inform us about the degree to which children are able to extract and use phonological knowledge from their language input.  Follow-up studies have used a variety of behavioral methods to explore the component tasks that contribute to NWR, including speech perception, phonological encoding (phonological awareness), phonological memory (verbal recall), phonological assembly, and articulation.  Ongoing studies are looking for a relationship between NWR ability and vocabulary in children with SLI.  His work has been funded by grants from NIH/NIDCD.Dr. Coady teaches undergraduate courses on the Science of Human Communication and on Phonetics.  He also teaches Applied Speech Science for the MA program.  Email
Tammy Fredrickson, Ph.D., CCC-A, Assistant Clinical Professor (University of Colorado Boulder)
Dr. Fredrickson works with AuD students both as a clinical supervisor at the Marion Downs Hearing Center and as Coordinator of Clinical Audiology Education. As Coordinator of Clinical Audiology Education, she coordinates practicum experiences for audiology graduate students. She received her BS (1996) and MS (1998) from the University of Wisconsin Stevens Point and her PhD from University of Colorado Boulder in 2010.
Dr. Fredrickson’s primary area of interest is infant speech perception. She has worked with colleagues to develop a clinical tool to assess infants’ abilities to discriminate speech sounds: Visual Reinforcement Infant Speech Discrimination (VRISD). University of Colorado Hospital now uses this tool regularly as a component of their test battery when working with infants with hearing loss. Recent and future VRISD studies include investigating the development of infant speech perception and how an infant’s ability to discriminate speech sounds relates to physiological changes as well as language abilities. Other areas of interest include auditory processing testing and rehabilitation and clinical supervision.
Dr. Fredrickson holds the Certificate of Clinical Competence from the American Speech-Language-Hearing Association and is a Fellow with the American Academy of Audiology. Email
Phillip Gilley, Ph.D., CCC-A, Assistant Professor (University of Texas at Dallas)
Dr. Gilley conducts research on the development and plasticity of multisensory, cortical interactions in the brain.  He is interested in studying how sensory systems develop, and how modulation of multisensory processes affects the sensory pathways in the brain.  Dr. Gilley’s approach to this research is through functional neurodynamics.  He employs several different brain imaging techniques to study sensory processes, including high-density EEG and evoked potentials (EPs/ERPs), functional MRI (fMRI), and magnetoencephalography (MEG).  He also continues to work with Dr. Anu Sharma examining the developmental plasticity of the auditory system in children with hearing impairments and in children with cochlear implants.
In addition to the functional neurodynamics of sensory development and processing, Dr. Gilley is interested in statistical and physical models of neurodynamics.  He is interested in improving the uses of statistical techniques for localizing sources of brain activity from different imaging modalities.  Dr. Gilley is currently a Co-PI with Dr. Michael Dorman (Arizona State University) on a multi-modal imaging study sponsored by the Keck Foundation through the National Academy of Sciences.  The purpose of this project is to examine and compare brain source localization techniques between different imaging modalities and different sensory modalities with the eventual goal of defining accurate EEG models for individuals with cochlear implants, who are unable to be examined in magnetic environments (e.g., fMRI or MEG).
Dr. Gilley teaches an undergraduate, introductory course on communication sciences, and teaches in the graduate program for the Doctor of Audiology (Au.D.).  Outside of his work at CU, Dr. Gilley is interested in political philosophies and world history, is an avid musician and music producer, enjoys brewing beer, and most of all enjoys spending time with his wife, Lisa, and daughter, Ella. Lab website Email
Kathryn Hardin, M.A., CCC-SLP, Clinical Assistant Professor (University of Colorado Boulder)
Kathryn Hardin guides clinical speech-language pathology services to older adolescents and adults with neurogenic disorders. Her areas of specialization include post-concussive syndrome, mild to severe traumatic brain injury, stroke, dementia, and the cognitive changes associated with cancer. The SLHC Concussion Assessment and Rehab Team, which provides services to athletes and non-athletes alike, is run by Professor Hardin.  This program was selected as the Outstanding Clinical Program in the State of Colorado in 2013, and subsequently nominated for a national award.  Therapeutically, Kathryn advocates blending functional communication strategies with the brain’s natural plasticity to address the needs of an individual.   Having worked as a psychometrician at the Neuropsychiatric Institute at UCLA, she has particular interest in quality assessment tools for speech-language pathologists.  Her research focuses on finding quality speech-language measures to assess mild traumatic brain injury and the non-linguistic bases of adult communication disorders.  She holds specialty certification as a Certified Brain Injury Specialist Trainer.  Kathryn received her B.A. from St. Olaf College in Psychology with an emphasis in Neuroscience (1996) and her M.A. from the University of Colorado-Boulder (2003). Email
Pui-Fong Kan, Ph.D. CCC-SLP, Assistant Professor (University of Minnesota)
Pui-Fong Kan’s general research interests involve child language learning, language disorders, and bilingualism. Her current research focuses on cognitive and language processing in monolingual and bilingual children. Specifically, she examines the roles of language experience and cognitive processing ability in language learning. In her research projects she works extensively with children who speak a minority language at home from birth and start to learn English as a second language in school settings. In addition, she has worked clinically with bilingual children and adults in medical settings as well as in educational settings. In her recent work she examines developing bilingual children’s skills in learning new spoken words in their home language and in their second language. Lab Website Email
Jen Walentas Lewon, M.S., CCC-SLP, Clinical Assistant Professor (Arizona State University)
Jen Walentas Lewon received her B.S. from Colorado State University in 1991 and her M.S. in Speech-Language Pathology from Arizona State University in 1994. She also received a M.A. in Applied Linguistics from Northern Arizona University in 2002.  As a speech pathologist, she has worked with adults in acute care, rehab, skilled nursing and home health settings. Currently, she works in the SLHC with adults and children with voice and neurogenic communication impairments. Additionally, she coordinates the Speech-Language Pathology Prerequisites (SLPP) distance learning program. 
Willy Moers, Instructor
Instructor Moers teaches all levels of American Sign Language (ASL) and has also taught an anthropological course entitled Ethnography of the (American) Deaf Community. A native ASL signer by birth, he comes from four generations of culturally Deaf families. A globetrotter, fly fisherman and skier by interest, he has also participated in many summer Deaf Olympics in the hammerthrow and discus events, an experience which is not only competitive but also culturally rich. He graduated from Gallaudet University, which is the only liberal arts college in the world for deaf students. He brings a rich cultural perspective to his teaching, where students not only learn ASL, but about the complex and historic deaf culture. His favorite quote is by George Veditz, one of the early presidents of National Association of the Deaf, “As long as we have deaf people, we will always have sign language.” E-mail
Susan M. Moore JD, MA-SLP, CCC, Clinical Professor, Director of Clinical Education and Services (University of Denver)
Susan Moore is the Director of Clinical Education and Services for the department, directs the Speech Language and Hearing Center on campus and is a member of the graduate faculty. In her administrative capacity, she develops innovative programs that offer opportunities in clinical education for all graduate students as well as coordinates all off-campus clinical education and internships in the MA-SLP program. She also teaches core coursework in language development including prevention, assessment and early intervention for young children and their families and clinical theory and practice focusing on implementation of culturally competent, family centered supports and services. She has successfully developed and institutionalized a distance-learning program for SLPA personnel development as project director of a four year USDOE grant and has co-authored a text with Lynea Pearson, Competencies and Strategies for Speech Language Pathology Assistants. She also teaches coursework in multicultural aspects and has developed several educational programs and videos on this topic including A Story about El Grupo, a parent education and support program developed as a clinical education opportunity for bilingual Spanish speaking graduate students. Her most recent publications include articles and chapters focused on working with culturally and linguistically diverse (CLD) children and families and early language and literacy learning. As Project Director of the Early Learning Opportunity Grant she has developed graduate student involvement in outreach to improve quality of language and literacy in early care and education settings with providers and family members. She has collaborated with the Denver Public Schools in an Early Reading First project to provide student accessibility to working with CLD children in an urban setting. She also serves as the ASHA Director for the SLHS Department and is an ASHA Fellow and holds Specialty Recognition in Child Language.  Email
Pollard Ryan Pollard, Ph.D., CCC-SLP, Instructor (University of Colorado Boulder)
Dr. Pollard teaches several undergraduate courses within the Speech, Language, and Hearing Sciences department and has taught graduate courses in Fluency Disorders and Advanced Anatomy, Physiology, and Neurology of Speech. His main areas of interest are fluency disorders and neuroscience. He conducts research on the neural mechanisms of motor control in stuttered speech, as well as treatment outcomes for persons who stutter. He has worked as an early intervention and school-based SLP, supervised diagnostic and externship practica in the area of stuttering, and conducted intensive clinics at the American Institute for Stuttering in Manhattan. Dr. Pollard also has a passion for training clinicians in comprehensive stuttering therapy and advocating for those who stutter. To that end, he leads workshops for SLPs and parents and is an ambassador for Our Time Theatre Company, a non-profit that empowers children who stutter through the arts. Apart from his work at CU, Dr. Pollard enjoys traveling, playing pub trivia, watching good (and comically bad) films, reading his way through the classics, and spending time with family and friends.
  Lorraine Olson Ramig, Ph.D., CCC-SLP, Professor (Purdue University)
Dr. Ramig is a Professor in the Department of Speech-Language and Hearing Sciences (SLHS) at the University of Colorado-Boulder, a Senior Scientist at the National Center for Voice and Speech (NCVS), a division of the Denver Center for the Performing Arts, located in Denver, Colorado, an Adjunct Professor at Columbia Teacher’s College in New York City, and Founder/President of the LSVT® Foundation (a non-profit organization).  Dr. Ramig received her Ph.D. at Purdue University, her Masters degree at the University of Wisconsin-Madison and her Bachelors Degree at the University of Wisconsin-Oshkosh. She holds the Certificate of Clinical Competence from the American Speech Language Hearing Association and is a Fellow in this organization. Dr. Ramig and her colleagues developed the LSVT® treatment for patients with Parkinson disease and she has been the principal investigator of LSVT® treatment studies with over 15 years of National Institutes of Health (NIH) funding. Dr. Ramig is currently a member of the NIH-NIDCD (National Institute of Deafness and other Communication Disorders) Advisory Council. Email
Gail Ramsberger, Sc.D., CCC-SLP, ANCDS, Associate Professor and Department Chair (Boston University)
Dr. Ramsberger specializes in adult neurogenic disorders of communication.  Her research focuses on understanding how linguistic, cognitive, social, environmental and emotional factors contribute to communicative success in persons with brain damage and then using this knowledge to develop new rehabilitation methods for persons with acquired neurologically-based language and cognitive disorders.  She is holds board certification in adult disorders from the Academy of Neurogenic Communication Disorders and Sciences (ANCDS), as well as the Certificate of Clinical Competence from the American Speech Language Hearing Association (ASHA). The National Institutes of Health, James S. McDonnell Foundation and the National Science Foundation have funded her research. She received her B.A. (1977) in Communication Disorders and Psychology and her M.A. (1979) in Communication Disorders both from the University of Colorado at Boulder.  Email
Neeraja Sadagopan, Ph.D., CCC-SLP, Assistant Professor (Purdue University)
Neeraja Sadagopan¹s primary area of research interest is the aging speech motor system. Specifically, she utilizes kinematic and other physiologic measures of speech production to study age-related changes in language-motor interactions, and motor learning/plasticity in the speech system. The long-term goals of her research program are to apply the knowledge gained from studying speech production in normal aging to the study of how aspects of speech motor control and learning are affected by neurological disease. Dr. Sadagopan received her B.Sc. (2000) from the All India Institute of Speech and Hearing in Mysore, India, and her M.S. (2003) and Ph.D.(2008) from Purdue University. She holds the Certificate of Clinical Competence in Speech-Language-Pathology from the American Speech-Language-Hearing Association. Lab Website | E-mail
Brenda Schick, Ph.D., CED, Professor (Purdue University)
Dr. Schick studies the development of signed and spoken languages as well as its relationship to cognition in deaf children. Her recent work has focused on the development of a Theory of Mind in deaf children and how it relates to language skills. Her work, with colleagues, shows that complex language skills are essential for the development of skills in social cogntiion. Currently, with colleagues from the University of Washington, she is working on a tool to assess Quality of Life in students with a hearing loss, funded by NIH. Dr. Schick is the co-developer of the Educational Interpreter Performance Assessment (EIPA), a tool designed to evaluate the skills of K-12 interpreters. With colleagues, she has published data on the performance skills of interpreters who work in the K-12 setting. She is also the developer of the EIPA Written Test and the website dedicated to K-12 interpreting, www.classroominterpreting.org . She is the co-developer of a sign language curriculum designed for parents, Sign With Me, as well as a series of children’s books that have been translated into ASL by deaf adults and children, Read With Me. She has served as the school board president for Rocky Mountain Deaf School, a bilingual charter school for deaf children in metro Denver. She was a classroom teacher for deaf children. In addition, she is a CODA, having grown up in a deaf family. Lab Website | E-mail
Anu Sharma, Ph.D., Professor (Northwestern University)
Professor Sharma’s research focuses on the effects of auditory deprivation on cortical development, re-organization and cross modal plasticity in children with hearing impairment. Dr. Sharma and her research team are conducting studies using cortical auditory evoked potentials in normal-hearing children, hearing impaired children fitted with cochlear implants & hearing aids and children with auditory neuropathy. She directs the state-of-the-art Brain and Behavior Laboratory where students perform auditory electrophysiology testing including auditory brainstem response, middle latency response, cortical potentials, high density electroencephalography (EEG) in response to auditory and multisensory stimulation. She has recently started incorporating  magnetoencephalography (MEG) and functional magnetic resonance imaging (fMRI) techniques in her research. Dr. Sharma also directs a clinical laboratory located at the University of Colorado Health Sciences Center in Denver where she is performing research to assess the sensitivity of cortical potentials as clinical biomarkers to determine the maturational status of the central auditory system in hearing impaired persons. Dr. Sharma’s research is funded by the National Institutes of Health (NIH).  Lab website  Email
Christine Snyder, M.A., CCC-SLP, Lecturer (Kent State University)
Christine initially worked in private clinics and with the Visiting Nurse Association, providing diagnostics and therapy to both children and adults.  She began working in the Boulder public schools in 1981 and worked there for 29 years, providing diagnostic and therapy services to the preschool-age 21 population. Her areas of specialization include child language development, early literacy, articulation, and adolescent/young adult language needs in the public school setting.  Christine has additional experience providing training to parents of preschool children to enhance language and literacy development in the home setting. E-mail
Amy Thrasher, M.A., CCC-SLP, Clinical Assistant Professor (University of Colorado at Boulder)
Amy Thrasher received her B.A. in psychology from Williams College in 1993 and her M.A. in Speech-Language Pathology from CU Boulder in 1997.  She has worked clinically in inclusive settings with young children in Denver and Boulder and is the classroom teacher at the Child Learning Center at the Speech Language Hearing Center.  Her areas of specialization include child language development, social communication, peer interaction, inclusion, early literacy development, Autism Spectrum Disorders, parent education and support, Interactive Learning Strategies (INREAL), The Storybook Journey, and clinical pedagogy.  Story of Friendship   Email
 Whitney Anne Whitney, Ed.D., CCC-SLP, Clinical Professor, (University of Northern Colorado)
Anne Whitney is a speech-language pathologist and special educator who is a member of the clinical and teaching faculties at the University of Colorado’s Boulder campus. Dr. Whitney has extensive clinical and teaching expertise in language learning disabilities in children, adolescents, and adults, with particular expertise in dyslexia and language learning disabilities. Dr. Whitney has taught numerous university courses and has clinically trained graduate students in methods for assessment and intervention of children and adults with dyslexia and other language learning disabilities. She has worked extensively in a public school setting, teaching in regular middle school classrooms and in special education classes with an emphasis on language learning disabilities and literacy. Dr. Whitney is an Educational Consultant to Learning By Design, Inc.  She has presented nationally on Spelling Performance Evaluation for Language & Literacy (SPELL) and has collaborated with the SPELL authors to create SPELL-Links to Literacy: A word study curriculum. Prior to rejoining the University of Colorado team, Dr. Whitney served as the Executive Director of LANGUAGE !, a literacy intervention curriculum, at Sopris West Educational Services. She maintains her membership in the National Council of LANGUAGE ! Trainers and has trained thousands of teachers and special educators across the United States in the implementation of the LANGUAGE ! curriculum. She is the coauthor of Games and Activities for Readers and Spellers and the Instructional Resource Guide for Teachers, components of the LANGUAGE ! curriculum.  Dr. Whitney is also a certified National Trainer for both LETRS, Language Essentials for Teachers of Reading and Spelling, by Dr. Louisa Moats.  Email
Christine Yoshinaga-Itano, Ph.D., CCC-A, Professor (Northwestern University)
Dr. Yoshinaga-Itano is both a teacher of the deaf and hard of hearing and an audiologist.  She has conducted research in the areas of language, speech, and social-emotional development of deaf and hard-of-hearing infants and children for over thirty years.  Her research has been funded by the National Institutes of Health, the Office of Education, Maternal and Child Health, the Center for Disease Control, the Colorado Department of Public Health and Environment, the Colorado Department of Education, and the University of Colorado.  Over the last 20 years, she has focused on the impact of early-identification and early intervention on the developmental outcomes of children with significant hearing loss.  Professor Yoshinaga-Itano was the first to demonstrate that when infants with hearing loss are identified in the first few months of life and provided with appropriate intervention services, that 80% these infants/children with significant hearing loss and no additional disabilities are able to maintain age-appropriate language development and intelligible speech in the first five years of life.  As a result of this research, universal newborn hearing screening programs were implemented in the United States.  The only other newborn screening mandated in the United States is screening for phenyketonuria (PKU).   Professor Yoshinaga-Itano’s research demonstrated that it was critical that identification of hearing loss and early intervention must occur within the first six months of life in order for the majority of children with congenital hearing loss to maintain language development commensurate with their normal hearing peers, indicating that there is a sensitive period of communication development that requires access to language development early in life.  She also studies the development of infants/toddlers and children with hearing disabilities in non-English speaking homes.  The impact of early identification and intervention on successful outcomes of children with hearing loss was found irrespective of the socio-economic status of the families, the method of communication, the race/ethnicity of the family/child, or the gender of the child.  As a direct result of her research studies, universal newborn hearing screening programs have now been implemented in all 50 states and also in many countries throughout the world, including the United Kingdom, Canada, Australia, Japan, Poland, and Brazil.  Lab website.  Email
≡ Menu