S
Susan Ellis Weismer
Researcher at University of Wisconsin-Madison
Publications - 109
Citations - 8285
Susan Ellis Weismer is an academic researcher from University of Wisconsin-Madison. The author has contributed to research in topics: Autism & Specific language impairment. The author has an hindex of 46, co-authored 100 publications receiving 7318 citations. Previous affiliations of Susan Ellis Weismer include University of Texas at Dallas & Ohio State University.
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Journal ArticleDOI
Language Deficits in Poor Comprehenders: A Case for the Simple View of Reading
TL;DR: The results support the simple view of reading and the phonological deficit hypothesis and indicate that a classification system that is based on thesimple view has advantages over standard systems that focus only on word recognition and/or reading comprehension.
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Are Specific Language Impairment and Dyslexia Distinct Disorders
TL;DR: The view that SLI and dyslexia are distinct but potentially comorbid developmental language disorders support the view that a deficit in phonological processing is closely associated with Dyslexia but not with SLI when it occurs in the absence of dyslexi.
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Nonword Repetition Performance in School-Age Children With and Without Language Impairment
Susan Ellis Weismer,J. Bruce Tomblin,Xuyang Zhang,Paula Buckwalter,Jan Gaura Chynoweth,Maura Jones +5 more
TL;DR: Results indicated that children with language impairment, as well as those in intervention, exhibited deficient nonword repetition skills compared to normal language controls and likelihood ratio analyses indicated that NRT performance, though not sufficient on its own, may provide a useful index to assist in ruling in or ruling out language disorder.
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Speed of Processing, Working Memory, and Language Impairment in Children
Laurence B. Leonard,Susan Ellis Weismer,Carol A. Miller,David J. Francis,J. Bruce Tomblin,Robert Kail +5 more
TL;DR: These findings shed light on the relationship among different types of processing and suggest that processing factors can contribute to the understanding of language disorders.
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An examination of verbal working memory capacity in children with specific language impairment.
TL;DR: Results indicated that the SLI and NL groups performed similarly in terms of true/false comprehension items, but that the children with SLI evidenced significantly poorer word recall than the NL controls, even when differences in nonverbal cognitive scores were statistically controlled.