Prof. Mabel L. Rice, PhD

Research Centers - Speech-Language-Hearing, Child Language Doctoral Program
Director, Child Language Doctoral Program
Fred and Virginia Merrill Distinguished Professor of Advanced Studies
Primary office:
785-864-4570
Dole Human Development Center
Room 3031
University of Kansas
1000 Sunnyside Avenue
Lawrence, KS 66045
Second office:
785-864-0661
Haworth Hall



Summary

Mabel L. Rice, PhD, is the Fred & Virginia Merrill Distinguished Professor of Advanced Studies at the University of Kansas.

She directs the Merrill Advanced Studies Center, the Child Language Doctoral Program, and the NIDCD-funded Center for Biobehavioral Neurosciences of Communication Disorders (P30 DC005803). She directs the Language Acquisition Studies Laboratory, and is the PI on two longitudinal language acquisition studies funded by NIDCD (R01 DC005226, R01 DC001803). She is a member of the Scientific Leadership Group for the NIH Pediatric HIV/AIDS Cohort Study (PHACS, U01 HD052104) and a Co-PI on an NIH Small Business Tech Transfer grant (STTR, R42 DC013749) with Richard Ellenson. She also directs a NIDCD-funded training grant (T32 DC000052).

She has been a Scholar-in-Residence at MIT, Harvard, the University of Potsdam, Germany, and Curtin University in Perth, Australia, and a Japan Fellow in Tokyo.

Education

Ph.D., University of Kansas

M.A., University of Northern Iowa

B.A., University of Northern Iowa

Teaching

Dr. Rice teaches graduate courses on language acquisition, language impairments in children, morphosyntax, research methods, and issues in the conduct of research. She directs the cross-disciplinary Child Language Doctoral Program, jointly sponsored by the departments of Applied Behavioral Sciences, Linguistics, Psychology, and Speech, Language, Hearing.

She has an extensive record of mentoring doctoral and post-doctoral students. She has directed a T32 NIDCD training grant for more than 20 years and has directed training grants from NINDS and the Department of Education. She received the John C. Wright Outstanding Graduate Mentor Award.

Teaching Interests

  • Language impairments in children

Research

Dr. Rice's research focuses on language acquisition and language impairments, morphosyntax (grammar markers of language impairment), genetics of language, reading, and speech impairments; language acquisition and impairments in twins, language impairments in children affected by HIV, and language impairments in children with autism.

Her research is multidisciplinary and internationally collaborative. Her lab is funded by NIDCD for an ongoing longitudinal, family-based genetic study of language acquisition of children with and without SLI (R01 DC001803), based in the Midwest, and for an ongoing epidemiologically ascertained longitudinal family-based genetic study of twins (R01 DC005226), with data collection in Western Australia.

She enjoys and appreciates the support and contributions of scientific collaborators from Nebraska (Shelley Smith), New York (Richard Ellenson), Australia (Steve Zubrick and Cate Taylor), Washington University (Brad Schlagger and Steve Petersen), Switzerland (Javier Gayán), Tulane University (Russ Van Dyke), University of Illinois (Ken Rich) and Norway (Synnve Schjolberg), as well as the members of the Language Acquisition Studies Lab at the University of Kansas. She is a Partner Investigator of the ARC Centre of Excellence in Cognition and its Disorders at Macquarie University, directed by Stephen Crain.

For her research she has been named a Fellow of the American Association for the Advancement of Science (AAAS), American Psychological Association (APA), Association for Psychological Science (APS), and the American Speech-Language-Hearing Association (ASHA). She also received ASHA Honors and the Alfred A. Kawana Council of Editors Award from ASHA. She is an Affiliate of the American Health Council. In her role as Director of the Merrill Advanced Studies Center, she organizes scientific conferences and dissemination of papers on research in public universities, and produces papers and edited books on emerging cross-disciplinary topics related to language, cognition and neuroscience.

Research Interests

  • Language impairments in children
  • Genetics of language

Service

Dr. Rice served on the Advisory Council of the NIDCD, on the Communications Disorders Workgroup for American Psychiatric Association DSM-V, co-chaired the PhenX Speech and Hearing Working Group for the National Human Genome Research Institute, is a consultant for the Norwegian Institute for Public Health Longitudinal Study of Child Health Outcomes, and the Autism Speaks Treatment Advisory Board.

She served as co-Chair for KU's Strategic Planning from 2012 – 2014. She serves on numerous editorial boards of professional organizations and on the Publication Board of the American Speech-Language-Hearing Association, with a term as Chair beginning in 2015.

Selected Publications

Rice, M. L. (in press). Longitudinal study of language and speech of twins at 2, 4, 6 and 16 years: Paired children’s language acquisition brings new insights into possible causal pathways. In . (Ed.), All about Language: Science, Theory, and Practice.

Rice, M. L. (2019). Detecting Specific Language Impairment (SLI) in children. Open Access Government, 202-203. http://edition.pagesuite-professional.co.uk/Launch.aspx?EID=14e30abb-c333-43f5-b63d-31e069aee049

Rice, M. L. (2018). Teaching grammar to children with Specific Language Impairment. . Open Access Government openaccessgovernment.org/specific-language-impairment-3/55675/

Rice, M. L. (2018). Specific Language Impairment in Children: Part Two, http://edition.pagesuite-professional.co.uk/html5/reader/production/default.aspx?pubname=Dole%20Human%20Development%20Center&edid=ac07afaf-95c6-43ab-a824-64c4673a76ac

Rice, M. L. (2018). Language development: Learning from what children say . Open Access Government, 390-391.

Rice, M. L., Russell, J. S., Frederick, T. Purswani, M. Williams, P. L., Siberry, G. K., Redmond, S. M., Hoffman, H. J., & Yao, T. (2018). Risk for speech and language impairments in preschool aged HIV-exposed uninfected children with in utero combination antiretroviral exposure. The Pediatric Infectious Disease Journal, 37(7), 678-685.

Rice, M. L. (2018). Growing up with Specific Language Impairment. Open Access Government. Open Access Government.

Rice, M. L. (2018). Language development: Learning from what children say. Open Access Government.

Rice, M. L. (2018). Specific Language Impairment (SLI) versus Speech Sound Disorders (SSD). Open Access Government, 310-311.

Rice, M. L. (2018). What twins can tell us about Specific Language Impairment. Open Access Government, 234-237.

Rice, M. L. (Ed.). (2018). University research planning in the data era: Working with the levers and pulleys that tie together research information, from big data to local details. Merrill Advanced Studies Center 121 Merrill Advanced Studies Center.

Taylor, C. C., Rice, M. L., Christensen, D. Blair, E. & Zubrick, S. R. (2018). Prenatal and perinatal risks for late language emergence in a population-level sample of twins at age 2. BMC Pediatrics. DOI:10.1186/s12887-018-1035-9

Rice, M. L., Zubrick, S. R., Taylor, C. L., Hoffman, L. & Gayan, J. (2018). Longitudinal study of language and speech of twins at 4 and 6 years: Twinning effects decrease; zygosity effects disappear; and heritability increases. Journal of Speech, Language, Hearing Research,(61), 79-93. DOI:10.1044/2017_JSLHR-L-16-0366

Dale, P. S., Rice, M. L., Rimfeld, K. & Hayiou-Thomas, E. (2018). Grammar clinical marker yields substantial heritabiity for language impairments in 16-year-old twins. Journal of Speech, Language, Hearing Research, 61, 66-78. DOI:10.1044/2017_JSLHR-L-16-0364

Rice, M. L. (2017). Specific Language Impairment in Children , https://www.openaccessgovernment.org/specific-language-impairment-in-chi....

Rice, M. L. (2017). What causes specific language impairment? Open Access Government, 408-411.

Rice, M. L. (2017). Specific language impairment: what do we know? Open Access Government, 34-35.

Rice, M. L. (2017). Overlooked by public health: Specific Language Impairment. Open Access Government, 28-29.

Rice, M. L. (2017). Lost for words: Investigating specific language impairments. Research Features,(105).

Rice, M. L., & Tager-Flusberg, H. (2016). Language Phenotypes. In M. L. Rice & H. Tager-Flusberg (Eds.), Santangelo, S.L. & Jagaroo,V. (Eds) ) Neurophenotypes: Advancing Psychiatry and Neuropsychology in the ΓÇ£OMICSΓÇ¥ Era. NYC:NY, Springer, pp 227-243 . DOI:10.1007/978-1-4614-3846-5_12

Rice, M. L. (2016). Children with Specific Language Impairment and Their Families: A Future View of Nature Plus Nurture and New Technologies for Comprehensive Language Intervention Strategies. Seminars in Speech and Language, 37, 310-318. DOI:10.1055/s-0036-1587701

Redmond, S. M., Yao, T. J., Russell, J. S., Rice, M. L., Hoffman, H. J., Siberry, G. K., Frederick, T. Purswani, M. & Williams, P. L. (2016). Longitudinal evaluation of language impairment in youth with perinatally acquired human immunodeficiency virus (HIV) and youth with perinatal HIV exposure. Journal of the Pediatric Infectious Diseases Society, 5 ((suppl1)), S33-S40. DOI:10.1093/jpids/piw045

Rice, M. L (Ed.). (2016). Planning for Future Needs and Implementing for Change. Merrill Advanced Studies Center White Paper(120) 113. Lawrence, KS: Merrill Advanced Studies Center.

Rice, M. L. (2016). Specific Language Impairment, Nonverbal IQ, ADHD, ASD, Cochlear Implants, Bilingualism and Dialectal Variants: Defining the boundaries, clarifying clinical conditions and sorting out causes. Journal of Speech, Language, & Hearing Research, 59, 122-132. DOI:10.1044/2015_JSLHR-L-15-0255

Rice, M. L (Ed.). (2015). Research Innovation as a Pathway to the Future. Merrill Advanced Studies Center White Paper(119) 74. Lawrence, KS: Merrill Advanced Studies Center.

Abel, A. Rice, M. & Bontempo, D. (2015). Effects of verb familiarity on finiteness marking in children. Journal of Speech, Language & Hearing Research, 58, 360-372. DOI:10.1044/2015_jslhr-l-14-0003

Rice, M. L., & Hoffman, L. (2015). Predicting vocabulary growth in children with and without Specific Language Impairment. Journal of Speech, Language & Hearing Research, 58, 345-359. DOI:10.1044/2015_jslhr-l-14-0150

Himes, S. Huo, Y. Siberry, G. Williams, P. Rice, M. Sirois, P. Frederick, T. Hazra, R. & Huestis, M. (2015). Meconium Atazanavir concentrations and early language outcomes in HIV-exposed, uninfected infants with prenatal Atazanavir exposure. Journal of Acquired Immune Deficiency Syndromes (JAIDS). DOI:10.1097/QAI.0000000000000558

Rice, M. L (Ed.). (2015). Planning for Future Research in Public Universities in Uncertain Times. Merrill Advanced Studies Center White Paper(118) 173. Lawrence, KS: Merrill Advanced Studies Center .

Rice, M. L., Zubrick, S. Taylor, C. L., Gayán, J. & Bontempo, D. (2014). Late language emergence in 24 month twins: Heritable and increased risk for LLE in twins. Journal of Speech, Language, and Hearing Research, 57, 917-928.

Rice, M. L. (2014). Advocating for SLI. Commentary on Bishop, D.V.M., 2014, Ten questions about terminology for children with unexplained language problems. International Journal of Language and Communication Disorders, 49, 381-415. DOI:10.1111/1460-6984.12101

Ash, A. C., Rice, M. L., & Redmond, S. (2014). Effect of Language Context on Ratings of Shy and Unsociable Behaviors in English Language Learner Children. Language, Speech & Hearing Services in the Schools, 45(1), 52-66.

Sterling, A. M., Rice, M. L., & Warren, S. F. (2013). Finiteness marking in boys with fragile X syndrome. Journal of Speech, Language and Hearing Research, 55(6), 1704-1715. DOI:10.1044/1092-4388(2012/10-0106)

Rice, M. L (Ed.). (2013). Planning for Research Excellence in the Era of Analytics. Merrill Advanced Studies Center White Paper(117) 118. Lawrence, KS: Merrill Advanced Studies Center.

Rice, M. L., Zeldow, B. J., & Siberry, G. K. (2013). Evaluation of risk for late language emergence after in utero antiretroviral drug exposure in HIV-exposed uninfected infants. The Pediatric Infectious Disease Journal, 32(10), 406-413. DOI: 10.1097/INF.0b013e31829b80ee

Rice, M. (2013). Language growth and genetics of specific language impairment. International Journal of Speech-Language Pathology , 15(3), 223-233. DOI:10.3109/17549507.2013.783113

Taylor, C. L., Zubrick, S. R., & Rice, M. L. (2013). Population and public health perspectives on late language emergence at 24 months as a risk indicator for language impairment at 7 years. In L. Rescorla & P. Dale (Eds.), Late Talkers: Language Development, Interventions, and Outcomes. Baltimore, MD: Brookes Publishing Co.

Rice, M. L., & Blossom, M. (2013). What do children with Specific Language Impairment do with multiple forms of DO? Journal of Speech, Language, and Hearing Research, 56(1), 222-235. DOI:10.1044/1092-4388

Torre, P. Zeldow, B. Hoffman, H. J., Buchanan, A. Siberry, G. K., Rice, M. L., Sirois, P. A., & Williams, P. L. (2012). Hearing loss in perinatally HIV-infected and HIV-exposed but uninfected children and adolescents. The Pediatric Infectious Disease Journal, 31(8), 835-841.

Rice, M. L., Buchanan, A. L., Siberry, G. K., Malee, K. M., Zeldow, B. Frederick, T. Purswani, M. U., Hoffman, H. J., Sirois, P. A., Smith, R. Torre, P. Allison, S. M., & Williams, P. L. (2012). Language impairment in children perinatally infected with HIV compared to children who were HIV-exposed and uninfected. Journal of Developmental & Behavioral Pediatrics, 33, 112-123.

Hoffman, L. Templin, J. & Rice, M. L. (2012). Linking outcomes from Peabody Picture Vocabulary Test forms using item response Modeling. Journal of Speech, Language, and Hearing Research, 55, 754-763. DOI:10.1044/1092-4388(2011/10-0216)

Rice, M. L. (2012). Toward epigenetic and gene regulation models of specific language impairment: looking for links among growth, genes, and impairments. Journal of Neurodevelopmental Disorders, 4(27). DOI:10.1186-1955-4-27

Rice, M. L (Ed.). (2012). 116. Information Systems as Infrastructure for University Research Now and in the Future. Merrill Advanced Studies Center White Paper White Paper(116) 120. Lawrence, KS: Merrill Advanced Studies Center.

Rice, M. L. (Ed.). (2011). Building an epigenetics perspective on language, speech, and reading impairments. Journal of Neurodevelopmental Disorders, 3(4).

Hoover, J. R., Storkel, H. L., & Rice, M. L. (2011). The interface between neighborhood density and optional infinitives: Normal development and specific language impairment. Journal of Child Language. DOI:10/1017/S0305000911000365

Steinmetz, A. B., & Rice, M. L. (2010). Cerebellar-dependent delay eyeblink conditioning in adolescents with Specific Language Impairment. Journal of Neurodevelopmental Disorders, 2(4), 243-251.

Rice, M. L. (2010). Evaluating maturational parallels in second language children and children with specific language impairment. Applied Psycholinguistics, 31, 320-326.

Rice, M. L., Smolik, F. Perpich, D. Thompson, T. Rytting, N. & Blossom, M. (2010). Mean length of utterance levels in 6-month intervals for children 3-9 years with and without language impairments. Journal of Speech, Language, and Hearing Research, 53, 1-17.

Rice, M. L. (2009). How different is disordered language? In J. Colombo, P. McCardle, & L. Freund (Eds.), Infant Pathways to Language: Methods, Models, and Research Directions (pp. 65-82). New York: Psychology Press.

Rice, M. L. (2009). Language acquisition lessons from children with specific language impairment: Revisiting the discovery of latent structures. In V. Gathercole (Ed.), Routes to Language: Studies in honor of Melissa Bowerman (pp. 287-314). New York: Psychology Press.

Rice, M. L. (2009). Personal Tribute. In V. Gathercole (Ed.), Routes to Language: Studies in honor of Melissa Bowerman (pp. 285-287). New York: Psychology Press.

Rice, M. L., Smith, S. D., & Gayán, J. (2009). Convergent genetic linkage and associations to language, speech and reading measures in families of probands with Specific Language Impairment. Journal of Neurodevelopmental Disorders, 1, 264-282.

Rice, M. L., Hoffman, L. & Wexler, K. (2009). Judgments of omitted BE and DO in questions as extended finiteness clinical markers of SLI to fifteen years. Journal of Speech, Language, and Hearing Research, 52, 1417-1433.

Colombo, J., McArdle, P., & Freund, L. (Eds.). (2009). Infant Pathways to Language: Methods, Models, and Research Directions. Infant Pathways to Language: Methods, Models, and Research DirectionsΓÇö September, 2005 Conference. New York: Psychology Press.

Rice, M. L., & Bunce, B. H. (2008). Early Literacy in Action: The Language-Focused Curriculum for Preschool., xii-xiii. Baltimore, MD: Paul H Brookes Publishing Co.

Rice, M. L. (2008). The causal effects of genes on language disorders across clinical conditions. In . (Ed.), Encyclopedia of Language and Literacy Development. London, ON: Canadian Language and Literacy Research Network. http://literacyencyclopedia.ca/index.php?fa=items.show&topicId=244

Rice, M. L., Taylor, C. & Zubrick, S. R. (2008). Language outcomes of 7-year-old children with or without a history of late language emergence at 24-months. Journal of Speech, Language, & Hearing Research, 51, 394-407.

Paradis, J. Rice, M. L., Crago, M. & Marquis, J. (2008). The acquisition of tense in English: Distinguishing child second language from first language and specific language impairment. Applied Psycholinguistics, 29, 689-722.

Rice, M. L. (2007). Children with Specific Language Impairment: Bridging the Genetic and Developmental Perspectives. In E. Hoff & M. Shatz (Eds.), Handbook of Language Development (pp. 411-431). Blackwell Publishers.

Rice, M. L., & Smolik, F. (2007). Genetics of language disorders: Clinical conditions, phenotypes, and genes. In G. Gaskell (Ed.), Oxford Handbook of Psycholinguistics (pp. 685-702). Oxford, England: Oxford University Press.

Zubrick, S. Taylor, C. Rice, M. L., & Slegers, D. (2007). Late language emergence at 24 months: An epidemiological study of prevalence and covariates. Journal of Speech, Language, & Hearing Research, 50, 1562-1592.

Little, T., Bovaird, J., & Card, N. A. (Eds.). (2007). Modeling ecological and contextual effects in longitudinal studies of human development. Modeling Contextual Effects in Longitudinal Studies-March 2004 Conference. Mahwah, NJ: Lawrence Erlbaum.

Atchley, R. A., Rice, M. L., Betz, S. K., Kwasney, K. M., Sereno, J. A., & Jongman, A. (2006). A comparison of semantic and syntactic event related potentials generated by children and adults. Brain and Language, 99, 236-246.

Rice, M. L., Redmond, S. M., & Hoffman, L. (2006). MLU in children with SLI and younger control children shows concurrent validity, stable and parallel growth trajectories. Journal of Speech, Language, & Hearing Research, 49, 793-808.

Rice, M. L., Warren, S. F., & Betz, S. (2005). Language symptoms of developmental language disorders: An overview of autism, Down syndrome, fragile X, specific language impairment, and Williams syndrome. Applied Psycholinguistics, 26, 7-28.

Rice, M. L., & Warren, S. F. (2005). Moving toward a unified effort to understand the nature and causes of language disorders. Applied Psycholinguistics, 26, 3-6.

Rice, M. L. & Warren, S. F. (Eds.). (2005). Psychological and Linguistic Studies across Languages and Learners. Applied Psycholinguistics, 26(1).

Catts, H. & Kamhi, A. (Eds.). (2005). The Connections between language and reading disabilities. The Connections between language and reading disabilities: Current Findings and Future Directions-March 2003 Conference. Mahwah, NJ: Lawrence Erlbaum.

Rice, M. L. (2004). Growth models of developmental language disorders. In M. L. Rice & S. F. Warren (Eds.), Developmental language disorders: From phenotypes to etiologies (pp. 207-240). Mahwah, NJ: Lawrence Erlbaum.

Rice, M. L. (2004). Language growth of children with SLI and unaffected children: Timing mechanisms and linguistic distinctions. Plenary talk at the BU Conference on Language Development. In Proceedings of the 28th Annual Boston University Conference on Language Development (pp. 28-49). Somerville, MA: Cascadilla Press.

Kent, R. D & Rice, M. L (Eds.). (2004). The MIT Encyclopedia of Communication Disorders. Cambridge, MA: The MIT Press.

Rice, M. L., Tomblin, J. B., Hoffman, L. Richman, W. A., & Marquis, J. (2004). Grammatical tense deficits in children with SLI and nonspecific language impairment: Relationships with nonverbal IQ over time. Journal of Speech, Language, and Hearing Research, 47, 816-834.

Roberts, J. Rice, M. L., & Tager-Flusberg, H. (2004). Tense marking in children with autism. Applied Psycholinguistics, 25, 429-448.

Rice, M. L. & Warren, S. F. (Eds.). (2004). Developmental language disorders: From phenotypes to etiologies. Mahwah, NJ: Lawrence Erlbaum.

Rice, M. L. (2003). A unified model of specific and general language delay: Grammatical tense as a clinical marker of unexpected variation. In Y. Levy & J. Schaeffer (Eds.), Language competence across populations: Toward a definition of Specific Language Impairment (pp. 63-95). Mahwah, NJ: Lawrence Erlbaum.

Paradis, J. Crago, M. Genesee, F. & Rice, M. L. (2003). French-English bilingual children with SLI: How do they compare with their monolingual peers? Journal of Speech, Language, & Hearing Research, 46, 113-127.

Redmond, S. M., & Rice, M. L. (2002). Stability of behavioral ratings of children with SLI. Journal of Speech, Language, and Hearing Research, 45, 190-201.

Schroeder, S. R., Oster-Granite, M. L., & Thompson, T. (Eds.). (2002). Self-injurious behavior: Gene-brain-behavior relationships. Self-injurious behavior-December 1999 Conference. Washington, DC: American Psychological Association.

Rice, M. L., & Wexler, K. (2001). Rice/Wexler Test of Early Grammatical Impairment, San Antonio, TX: The Psychological Corporation.

Redmond, S. M., & Rice, M. L. (2001). Detection of irregular verb violations by children with and without SLI. Journal of Speech, Language, and Hearing Research, 44, 655-669.

Hummert, M. L. & Nussbaum, J. F. (Eds.). (2001). Aging, communication, and health. Linking research and practice for successful aging. Aging, Communication, and Health-May 1996 Conference. Mahwah, NJ: Lawrence Erlbaum.

Rice, M. L. (2000). Grammatical symptoms of specific language impairment. In D. V. M. Bishop & L. B. Leonard (Eds.), Speech and language impairments in children: Causes, characteristics, intervention and outcome (pp. 17-34). East Sussex, England: Psychology Press Ltd.

Rice, M. L., Wexler, K. Marquis, J. & Hershberger, S. (2000). Acquisition of irregular past tense by children with specific language impairment. Journal of Speech, Language, and Hearing Research, 43, 1126-1145.

Rice, M. L., Cleave, P. & Oetting, J. B. (2000). The use of syntactic cues in lexical acquisition by children with SLI. Journal of Speech, Language, and Hearing Research, 43, 582-594.

Rice, M. L. (1999). Specific grammatical limitations in children with specific language impairments. In H. Tager-Flusberg (Ed.), Neurodevelopmental disorders (pp. 331-359). Cambridge: MIT Press.

Kemper, S. & Kliegl, R. (Eds.). (1999). Constraints on language: Aging, grammar, and memory. Constraints on Language: Aging, Grammar, and Memory-March 1998 Conference. Boston: Kluwer Academic Publishers.

Rice, M. L., Wexler, K. & Redmond, S. M. (1999). Grammaticality judgments of an extended optional infinitive grammar: Evidence from English-speaking children with specific language impairment. Journal of Speech, Language, and Hearing Research, 42, 943-961.

Rice, M. L., Spitz, R. V., & O'Brien, M. (1999). Semantic and morphosyntactic language outcomes in biologically at-risk children. Journal of Neurolinguistics, 12, 213-234.

Rice, M. L. (1999). The long view on children with speech and/or language impairments ASHA Leader, 4(13)

Rice, M. L., Haney, K. R., & Wexler, K. (1998). Family histories of children with SLI who show extended optional infinitives. Journal of Speech, Language, and Hearing Research, 41, 419-432.

Wexler, K. Sch├╝tze, C. & Rice, M. (1998). Subject case in children with SLI and unaffected controls: Evidence for the Agr/Tns omission model. Language Acquisition, 7, 317-344.

Rice, M. L., Wexler, K. & Hershberger, S. (1998). Tense over time: The longitudinal course of tense acquisition in children with specific language impairments. Journal of Speech, Language, and Hearing Research, 41, 1412-1431.

Redmond, S. M., & Rice, M. L. (1998). The socioemotional behaviors of children with SLI: Social adaptation or social deviance? Journal of Speech, Language, and Hearing Research, 41, 688-700.

Rice, M. L. (1998). In search of a grammatical marker of language impairment in children. ASHA Division One Newsletter, 5(1), 3-7.

Cleave, P. L., & Rice, M. L. (1997). An examination of the morpheme BE in children with specific language impairment: The role of contractibility and grammatical form class. Journal of Speech, Language, and Hearing Research, 40, 480-492.

Rice, M. L., Knoll, K. R., & Grimm, H. (1997). An extended optional infinitive stage in German-speaking children with specific language impairment. Language Acquisition, 6, 255-295.

Rice, M. L. (1997). Response to reviewerΓÇÖs comments on ΓÇ£Toward a Genetics of Language. Language Acquisition, 51, 330-340.

Rice, M. L. (1997). Specific language impairments: In search of diagnostic markers and genetic contributions. Mental Retardation and Developmental Disabilities Research Reviews, 3, 350-357.

Rice, M. L., & Watkins, R. V. (1996). "Show me XΓÇ¥: New views of an old assessment technique. In K. Cole, P. Dale, & D. Thal (Eds.), Advances in assessment of communication and language (pp. 183-206). Baltimore: Paul Brookes.

Rice, M. L., & Wexler, K. (1996). A phenotype of specific language impairment: Extended optional infinitives. In M. L. Rice (Ed.), Toward a genetics of language (pp. 215-237). Mahwah, NJ: Lawrence Erlbaum.

Rice, M. L., & Wexler, K. (1996). Tense over time: The persistence of optional infinitives in English in children with SLI. In Proceedings of the 20th annual Boston University Conference on Language Development (Vol. 2, pp. 610-621). Somerville, MA: Cascadilla Press.

O'Brien, M. Rice, M. & Roy, C. (1996). Defining eligibility criteria for preventive early intervention in an NICU population. Journal of Early Intervention, 20, 283-293.

Hadley, P. A., & Rice, M. L. (1996). Emergent uses of BE and DO: Evidence from children with specific language impairment. Language Acquisition, 5, 209-243.

Rice, M. L., & Wexler, K. (1996). Toward tense as a clinical marker of specific language impairment in English-speaking children. Journal of Speech, Language, and Hearing Research, 39, 1239-1257.

Rice, M. L. (Ed.). (1996). Toward a genetics of language. Mahwah, NJ: Lawrence Erlbaum.

Rice, M. L. (1995). Creating a language-focused curriculum for preschool children. In . (Ed.), Building a language-focused curriculum for the preschool classroom: A foundation for life-long communication. Baltimore, MD: Brookes Publishing Co.

Rice, M. L. (1995). Educabilidad del lenguaje: Lo que hemos aprendido sobre los niños con trastorno especìfico del lenguaje [Teachability of language: What we have learned about children with specific language impairment]. In M. Montfort (Ed.), Enseñar a Hablar IV Simposio de Logopedia (pp. 81-99). Madrid, Spain: Ciencias de la Educatión Preescolar y Especial.

Rice, M. L. (1995). Language acquisition and language impairment. In M. L. Rice & K. A. Wilcox (Eds.), Building a language-focused curriculum for the preschool classroom: A foundation for life-long communication (pp. 15-26). Baltimore, MD: Brookes Publishing Co.

Rice, M. L., & Hadley, P. A. (1995). Language outcomes of the language focused curriculum. In M. L. Rice & K. A. Wilcox (Eds.), Building a language-focused curriculum for the preschool classroom: A foundation for life-long communication (pp. 155-169). Baltimore, MD: Brookes Publishing Co.

Rice, M. L., & Schuele, C. M. (1995). Speech and language impairments. In E. Meyen & T. Skrtic (Eds.), Special education and student disability: An introduction(4thth ed.) (pp. 341-374). Denver: Love Publishing.

Rice, M. L. (1995). The rationale and operating principles for a language focused curriculum (LFC) for preschool children. In M. L. Rice & K. A. Wilcox (Eds.), Building a language-focused curriculum for the preschool classroom: A foundation for life-long communication (pp. 27-38). Baltimore, MD: Brookes Publishing Co.

Rice, M. L. & Wilcox, K. A. (Eds.). (1995). Building a language-focused curriculum for the preschool classroom: A foundation for life-long communication (M. L. Rice & K. A. Wilcox, Eds.). Baltimore, MD: Brookes Publishing Co [Feature selection of the Library of Speech-Language Pathology, Fall 1995.] .

Rice, M. L., & Wexler, K. (1995). Extended optional infinitive (EOI) account of specific language impairment. In Proceedings of the 19th annual Boston University Conference on Language Development (Vol. 2, pp. 451-462). Somerville, MA: Cascadilla Press.

Oetting, J. B., Rice, M. L., & Swank, L. K. (1995). Quick incidental learning (QUIL) of words by school-aged children with and without SLI. Journal of Speech and Hearing Research, 38, 434-445.

Schuele, C. M., Rice, M. L., & Wilcox, K. A. (1995). Redirects: A strategy to increase peer interactions. Journal of Speech and Hearing Research, 38, 1319-1333.

Rice, M. L., Wexler, K. & Cleave, P. (1995). Specific language impairment as a period of extended optional infinitive. Journal of Speech and Hearing Research, 38, 850-863.

Rice, M. L. (1994). Grammatical categories of children with specific language impairments. In R. V. Watkins & M. L. Rice (Eds.), Specific language impairments in children (pp. 69-88). Baltimore, MD: Brookes Publishing Co.

Watkins, R. V. & Rice, M. L. (Eds.). (1994). Specific language impairments in children (R. V. Watkins & M. L. Rice, Eds.). Baltimore, MD: Brookes Publishing Co.

Rice, M. L., Oetting, J. B., Marquis, J. Bode, J. & Pae, S. (1994). Frequency of input effects on word comprehension of children with specific language impairment. Journal of Speech and Hearing Research, 37, 106-122.

Kelly, D. J., & Rice, M. L. (1994). Preferences for verb interpretation in children with specific language impairment. Journal of Speech and Hearing Research, 37, 182-192.

Hadley, P. A., Wilcox, K. A., & Rice, M. L. (1994). Talking at school: Teacher expectations in preschool and kindergarten. Early Childhood Research Quarterly, 9, 111-129.

Gertner, B. L., Rice, M. L., & Hadley, P. A. (1994). The influence of communicative competence on peer preferences in a preschool classroom. Journal of Speech and Hearing Research, 37, 913-923.

Rice, M. L. (1993). "Don't talk to him: He's weird" A social consequences account of language and social interactions. In A. P. Kaiser & D. B. Gray (Eds.), Enhancing children's communication: Research foundations for intervention (pp. 139-158). Baltimore: Brookes Publishing Co.

Rice, M. L. (1993). Social consequences of specific language impairment. In H. Grimm & H. Skowronek (Eds.), Language acquisition problems and reading disorders: Aspects of diagnosis and intervention (pp. 111-128). New York: de Gruyter.

Rice, M. L., Watkins, R. V., Buhr, J. & Schuele, C. M. (1993). Language Development. University of Kansas.

Rice, M. L., & Bode, J. (1993). GAPS in the verb lexicons of children with specific language impairment. First Language, 13, 113-131.

Rice, M. L., & Oetting, J. B. (1993). Morphological deficits of children with SLI: Evaluation of number marking and agreement. Journal of Speech and Hearing Research, 36, 1249-1257.

Hadley, P. A., & Rice, M. L. (1993). Parental judgments of preschoolersΓÇÖ speech and language development: A resource for assessment and IEP planning. Seminars in Speech and Language, 14, 278-288.

Oetting, J. B., & Rice, M. L. (1993). Plural acquisition in children with specific language impairment. Journal of Speech and Hearing Research, 36, 1236-1248.

Rice, M. L., Hadley, P. A., & Alexander, A. L. (1993). Social biases toward children with speech and language impairments: A correlative causal model of language limitations. Applied Psycholinguistics, 14, 445-471.

Watkins, R. V., Rice, M. L., & Moltz, C. C. (1993). Verb use by language-impaired and normally developing children. First Language, 13, 133-143.

Rice, M. L., Wilcox, K. & Hadley, P. A. (1992). Promoting successful transition into school: The role of language and social intervention skills. In Conference Proceedings--New Directions in Child and Family Research: Shaping Head Start in the 90's (pp. 320-322). Washington, DC: Administration on Children, Youth and Families, U. S. Dept. of Health and Human Services.

Johnson, J. Watkins, R. & Rice, M. L. (1992). Bimodal bilingual language development in a hearing child of deaf parents. Applied Psycholinguistics, 13, 31-52.

Rice, M. L., & Pae, S. (1992). Recent trends in research on child language disorders. Sae Kukosanghoal, 2(3).

Rice, M. L., Buhr, J. & Oetting, J. (1992). Specific-language-impaired childrenΓÇÖs quick incidental learning of words: The effect of a pause. Journal of Speech and Hearing Research, 35, 1040-1048.

Rice, M. L. (1991). Children with specific language impairment: Toward a model of teachability. In N. Krasnegor, D. M. Rumbaugh, R. L. Schiefelbusch, & M. Studdert-Kennedy (Eds.), Biological and behavioral determinants of language development (pp. 447-480). Hillsdale, NJ: Lawrence Erlbaum Assoc.

Hadley, P. A., & Rice, M. L. (1991). Conversational responsiveness of speech and language impaired preschoolers. Journal of Speech and Hearing Research, 34, 1308-1317.

Oetting, J. B., & Rice, M. L. (1991). Influence of the social context on pragmatic skills of adults with mental retardation. American Journal of Mental Retardation, 95, 435-443.

Culp, R. E., Watkins, R. V., Lawrence, H. Letts, D. Kelly, D. J., & Rice, M. L. (1991). Maltreated childrenΓÇÖs language and speech development: Abused, neglected, and abused and neglected. First Language, 11, 377-389.

Rice, M. L., Sell, M. A., & Hadley, P. A. (1991). Social interactions of speech and language impaired children. Journal of Speech and Hearing Research, 34, 1299-1307.

Watkins, R. V., & Rice, M. L. (1991). Verb particle and preposition acquisition in language- impaired preschoolers. Journal of Speech and Hearing Research, 34, 1130-1141.

Rice, M. L. (1990). Preschooler's QUIL: Quick incidental learning of words. In G. Conti-Ramsden & C. Snow (Eds.), Children's language (Vol. 7, pp. 171-194). Hillsdale, NJ: Erlbaum.

Rice, M. L. (1990). Educational effects of Sesame Street home videos. In Sesame Street Research: A 20th Anniversary Symposium. Princeton, NJ: Children's Television Workshop/Educational Testing Service.

Rice, M. L., Buhr, J. & Nemeth, J. (1990). Fast mapping word learning abilities of language delayed preschoolers. Journal of Speech and Hearing Disorders, 55, 33-42.

Huston, A. C., Wright, J. C., Rice, M. L., Kerkman, D. & St. Peters, M. (1990). The development of television viewing patterns in early childhood. A longitudinal investigation. Developmental Psychology, 26, 409-420.

Rice, M. L., Sell, M. A., & Hadley, P. A. (1990). The social interactive coding system (SICS): An on-line, clinically relevant descriptive tool. Language, Speech, and Hearing Services in the Schools, 21, 2-14.

Rice, M. L., & O'Brien, M. (1990). Transitions: Times of change and accommodation. Topics in Early Childhood Special Education, 9(4), 1-14.

Rice, M. L., Huston, A. C., Truglio, R. & Wright, J. C. (1990). Words from Sesame Street: Learning vocabulary while viewing. Developmental Psychology, 26, 421-428.

Rice, M. L. (1989). Synthesis/commentary on language teaching and learning strategies. In M. L. Rice & R. L. Schiefelbusch (Eds.), The teachability of language. Baltimore, MD: Brookes Publishing Co.

Rice, M. L. & Schiefelbusch, R. L. (Eds.). (1989). The teachability of language (M. L. Rice & R. L. Schiefelbusch, Eds.). Baltimore, MD: Brookes Publishing Co.

Rice, M. L. (1989). ChildrenΓÇÖs language acquisition. American Psychologist, 44, 149-156.

Rice, M. L. (1988). The speech and language impaired child. In E. Meyen & T. Skrtic (Eds.), Exceptional children and youth(3rdrd ed.) (pp. 235-263). Denver: Love Publishing.

Sell, M. & Rice, M. L. (1988). GirlsΓÇÖ excuses: Listener, severity of violation, and developmental effects. Discourse Processes, 11, 357-371.

Rice, M. L., & Woodsmall, L. (1988). Lessons from television: ChildrenΓÇÖs word learning when viewing. Child Development, 59, 429.

Rice, M. L. (1986). Mismatched premises of the communicative competence model and language intervention. In R. L. Schiefelbusch (Ed.), Language competence: Assessment and intervention (pp. 261-280). San Diego: College-Hill Press.

Rice, M. L., & Haight, P. L. (1986). "Motherese" of Mr. Rogers: A description of the dialogue of educational television programs. Journal of Speech and Hearing Disorders, 51, 282-287.

Kelly, D. J., & Rice, M. L. (1986). A strategy for language assessment of young children: A combination of two approaches. Language, Speech, and Hearing Services in the Schools, 17, 83-94.

Rice, M. L., Huston, A. C., & Wright, J. C. (1986). Replays as repetitions: Young children's interpretation of television forms. Journal of Applied Developmental Psychology, 7, 61-76.

Lemish, D. & Rice, M. L. (1986). Television as a talking picture book: A prop for language acquisition. Journal of Child Language, 13, 251-273.

Rice, M. L. (1985). Contemporary accounts of cognition and language: Reply to Siegel, Katsuki and Potechin. Journal of Speech and Hearing Disorders, 50, 303-305.

Rice, M. L. (1984). Cognitive aspects of communicative development. In R. L. Schiefelbusch & J. Pickar (Eds.), Communicative competence: Acquisition and intervention. Baltimore: University Park Press.

Rice, M. L. (1984). Television language and child language. In J. P. Murray & G. Salomon (Eds.), The future of children's television: Results of the Markle Foundation/Boys Town Conference. Boys Town, NE: The Boys Town Center.

Rice, M. L., & Kemper, S. (1984). Child language and cognition: Contemporary issues (. & Eds.). Austin, TX: PRO-ED, Inc.

Stoel-Gammon, C. & Dunn, C. (1984). Normal and disordered phonology in children (M. L. Rice & P. Dale, Eds.). The child language series. Baltimore: University Park Press.

Rice, M. L. (1984). A cognition account of differences between childrenΓÇÖs comprehension and production of language. Western Journal of Speech Communication, 48, 145-154.

Rice, M. L. (1984). The words of childrenΓÇÖs television. Journal of Broadcasting, 28(4), 445-461.

Rice, M. L. (1983). Contemporary accounts of the cognition/language relationship: Implications for speech-language clinicians. Journal of Speech and Hearing Disorders, 48, 347-359.

Rice, M. L. (1983). The role of television in language acquisition. Developmental Review, 3, 211-224.

Ross, R. P., Campbell, T. A., Wright, J. C., Huston, A. C., Rice, M. L., & Turk, P. (1983). When celebrities talk, children listen: An experimental analysis of childrenΓÇÖs responses to TV ads with celebrity endorsement. Applied Developmental Psychology, 5, 185-202.

Rice, M. L. (1982). Child language: What children know and how. In N. T. Field (Ed.), Review of human development. NY: Wiley.

Rice, M. L., Huston, A. C., & Wright, J. C. (1982). The forms of television: Effects on children's attention, comprehension, and social behavior. In D. Pearl, L. Bouthilet, & J. Lazar (Eds.), Television and behavior: Ten years of scientific progress and implications for the 80s. Washington, DC: Government Printing Office.

Huston, A. C., Wright, J. C., Wartella, E. Rice, M. L., Watkins, B. A., Campbell, T. & Potts, R. (1981). Communicating more than content: Formal features of childrenΓÇÖs television programs. Journal of Communication, 31(3), 32-48.

Rice, M. L., & Wartella, E. (1981). Television as a medium of communication: Implications for how to regard the child viewer. Journal of Broadcasting, 25, 365-372.

Rice, M. L. (1980). Cognition to language: Categories, word meanings and training, Baltimore: University Park Press.

Rice, M. L. (1978). Identification of children with language disorders. In R. L. Schiefelbusch (Ed.), Language intervention strategies. Baltimore: University Park Press.

Rice, M. L., & Wilson, F. B. (1977). Programmed approach to voice therapy, Austin, TX: Learning Concepts.

Rice, M. L., & Ruder, K. (1977). Comprehension and production: A study in the acquisition of color terms. University of Kansas, Bureau of Child Research.

Selected Presentations

Rice, M. L. (11/16/2015). UsersΓÇÖ Guide to Collaborative Research. Annual meeting of ARC Centre of Excellence in Cognition and its Disorders, Macquarie University. Sydney, Australia

Rice, M. L. (06/20/2015). Cochlear Implants, ASD, Bilingualism and Dialectical Variants: Defining the boundaries, clarifying clinical conditions and sorting out causes. Advances in the Sciences of Language Disorders. University of Cyprus, Nicosia, Cyprus

Rice, M. L. (05/31/2015). Need for diagnosis of Specific Language Impairment (SLI) in search for causes of language impairments in children. Norwegian Institute of Public Health. Oslo, Norway

Rice, M. L. (01/31/2015). Longitudinal language outcomes in children with SLI: Phenotypes and genetic etiology. Taiwan Society for Cognitive Neuroscience conference, National Taiwan Normal University. Taipei City, Taiwan

Rice, M. L. (11/30/2014). Language impairment alone or in company: The value of comparative research. 24th annual Research Symposium at ASHA Annual Convention. Orlando, FL

Rice, M. L. (10/23/2014). 10 things to know about children with language impairments. Pediatric HIV/AIDS Cohort Study (PHACS) meeting. Bethesda, MD

Rice, M. L. (07/31/2014). Growth of language in children with and without SLI: Moving toward epigenetic models of strengths and weaknesses. Genetics and Neurobiology of Language, Cold Spring Harbor Laboratory. Cold Spring Harbor, NY

Rice, M. L. (07/31/2014). Longitudinal outcomes in children with SLI: Lessons for language dimensions and genetic investigations. Workshop on Language Acquisition and its Disorders, Beijing Language and Cultural University. Beijing, China

Selected Awards & Honors

Fellow
American Psychological Association, Division 1, 7

American Health Council Affiliate
2017 - Present

Scientific Leadership Group, NIH Pediatric HIV AIDS Cohort Study (PHACS)
National Institutes of Health
2005 - Present

Fellow
American Association for the Advancement of Science
2004 - Present

Honors
American Speech-Language-Hearing Association
2004 - Present

Fellow
American Speech-Language-Hearing Association
1988 - Present

Chair
American Speech-Language-Hearing Association Journals Board
2015 - 2019

Representative of NIDCD to NIH Scientific Priorities Workshop, March, 2018. Invited small work group sponsored by All of Us Research Program. Purpose of the workshop is to identify future research priorities
2018

American Psychiatric Association DSM-V Neurodevelopmental Disorders Work Group, Communication Disorders
American Psychiatric Association
2009 - 2012

National Institute on Deafness and Other Communication Disorders Council
National Institute on Deafness and Other Communication Disorders
2008 - 2012

John C. Wright Outstanding Graduate Mentor
University of Kansas
2009

Recipient of the Journal of Speech Language Hearing Research 2008 EditorΓÇÖs Award of Highest Merit for Language Publication
2008

Alfred A. Kawana Council of Editors Award
American Speech-Language-Hearing Association
2005

Women of Distinction
University of Kansas
2004

Recipient of the Journal of Speech Language Hearing Research 1996 EditorΓÇÖs Award of Highest Merit for Language Publication
1996

Kansas University Distinguished Professor
1994


News and events

SPLH/IPCD Graduation Ceremony Information Page, May 18, 2019

STUDENTS (Bridget Rennard and Anna Schaue) TO PRESENT AT KANSAS UNDERGRADUATE RESEARCH DAY AT THE CAPITOL

Dr. Julie Washington is coming as the invited speaker on February 11, 2019: The Annual Betty H. Bunce Multicultural Lecture 

Dr. Holly Storkel leads a research project aimed at developing effective interventions for kids with DLD called KAW Story. The project just earned a $1.5 million grant from the National Institute on Deafness and Other Communication Disorders to continue research with 60 Kansas kindergarteners across several school districts.

SPLH Professor, Holly Storkel, has been selected as Associate Dean for Academic Innovation & Student Success

SPLH Acting Chair, Nancy Brady, has been promoted to Professor by Chancellor Douglas A. Girod - Chancellor announces faculty awarded promotion and tenure for 2018

Three students received Undergraduate Research Awards for SPLH projects in the Spring 2018 semester!  Congratulations to Grace Carlson (mentored by Navin Viswanathan), Beth Fentress (mentored by Holly Storkel) and Bri Marsh (mentored by Jon Brumberg).

Ana PaulMumy's TEDxKU talk- Placing Value on Human Imperfection

Holly Storkel and Navin Viswanathan receive Friends of the Life Span Institute Investigator Awards in 2017

McKenzie Butcher is one of 13 students to receive Undergraduate Research Awards in fall 2017

Kate DeJarnette, a student in KU’s speech-language pathology program, walks us through why she chose to study augmentative and alternative communication.

Explore a degree in audiology or speech-language pathology at the University of Kansas

"The Impact of Parenting on Fragile X Syndrome" in "Research Features", UK online science magazine, featuring research by Steven F. Warren and Nancy C.Brady

KU to present University Scholarly Achievement Award to Nancy Brady on April 10, 2017

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