In 2018, the ASHA Journals published more than 400 articles, which were shared more than 5,000 times on social media and in the news. Catch up on some of our most shared articles below, in case you missed them!

Children’s Consonant Acquisition in 27 Languages: A Cross-Linguistic Review by Sharynne McLeod and Kathryn Crowe. The authors provide a cross-linguistic review of 60 articles describing consonant acquisition in more than 26,000 children in order to inform speech-language pathologists’ expectations of children’s developmental capacity.

Well-Being and Resilience in Children With Speech and Language Disorders by Rena Lyons and Sue Roulstone. In this study, the authors worked to understand the experiences of children with speech and language disorders and protective indicators that may promote resilience.

Understanding Dyslexia in the Context of Developmental Language Disorders by Suzanne M. Adlof and Tiffany P. Hogan. This tutorial provides a focused literature review on the language basis of dyslexia, with an emphasis on the relation between dyslexia and developmental language disorders and the development of broader language skills before and after the identification of dyslexia.

Criteria to Classify Children as Having Auditory Processing Disorders by Asha Yathiraj and Chitnahalli Shankaranarayan Vanaja. This study examines 280 children “not at risk” for auditory process disorder (ADP) and 100 children “at risk” for ADP in order to create a criterion to diagnose APD in children.

Executive Function in Deaf Children: Auditory Access and Language Access by Matthew L. Hall, Inge-Marie Eigsti, Heather Bortfeld, and Diane Lillo-Martin. Authors attempted to determine whether delays in executive function in deaf children are the result of deafness itself or delays/deficits in language that co-occur with deafness.

Children With Dyslexia Benefit From Orthographic Facilitation During Spoken Word Learning by Lauren S. Baron, Tiffany P. Hogan, Mary Alt, Shelley Gray, Kathryn L. Cabbage, Samuel Green, and Nelson Cowan. This article examines orthographic facilitation—the phenomenon in which a spoken word is produced more accurately when the corresponding written word is present during learning—in children with dyslexia who have poor learning and recall of spoken words.

Implementing Evidence-Based Practice: Selecting Treatment Words to Boost Phonological Learning by Holly L. Storkel. In this tutorial, authors reviewed the single-subject evidence on the influence of word characteristics on phonological learning, outlined hypotheses regarding the mechanism of word characteristics, and provided resources to support clinicians incorporating word selection.

The Potential Effect of Forbrain as an Altered Auditory Feedback Device by Carles Escera, Fran López-Caballero, and Natàlia Gorina-Careta. This research ran a proof of concept for a headset invented to modulate the speech of its users.

Mapping the Early Language Environment Using All-Day Recordings and Automated Analysis by Jill Gilkerson, Jeffrey A. Richards, Steven F. Warren, Judith K. Montgomery, Charles R. Greenwood, D. Kimbrough Oller, John H. L. Hansen, and Terrance D. Paul. This research standardized automated language environment estimates, validated these estimates against standard language assessments, and extended on previous research reporting language behavior differences across socioeconomic groups.

Development of Phonological, Lexical, and Syntactic Abilities in Children With Cochlear Implants Across the Elementary Grades by Susan Nittrouer, Meganne Muir, Kierstyn Tietgens, Aaron C. Moberly, and Joanna H. Lowenstein. The authors studied a group of children with cochlear implants to assess their abilities at 6th grade and compare those to deficits observed in the same students in 2nd grade to determine how the measured skills relate to each other and how treatment variables affect outcome measures.

Finally, a bonus for those readers who are an affiliate of one of ASHA’s 19 Special Interest Groups.

The Cost of Not Addressing the Communication Barriers Faced by Hospitalized Patients by Richard R. Hurtig, Rebecca M. Alper, and Benjamin Berkowitz. The authors examined the role of communication in preventing adverse events in hospitals and looked at a multipronged approach, including increased awareness of and support for speech-language pathology services

We hope you enjoy catching up with these and thousands more articles from the ASHA Journals. Make sure you keep up with the latest research as it’s published by checking your alerts settings on ASHAWire.