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Marilyn A. Nippold

Marilyn A. Nippold's picture

Contact Info

Office Location: 
275 HEDCO Education Building Eugene, OR 97403-5252
Phone: 
(541) 346-2587
Professor
Education: 
B.A., University of California Los Angeles, Philosophy (1972)
M.A., California State University Long Beach, Communicative Disorders (1976)
Ph.D., Purdue University, Speech-Language-Hearing Sciences (1982)

Marilyn A. Nippold, PhD, CCC-SLP, is a professor of Communication Disorders and Sciences (CDS) at the University of Oregon where she has worked since 1982, teaching and conducting research in language development, literacy, language disorders, and stuttering. Recent projects have included studies of conversational, narrative, and expository discourse and figurative language understanding in children, adolescents, and adults.

Since 1980, Professor Nippold has been a trailblazer in the study of later language development, having conducted numerous investigations of the use and understanding of spoken and written language in school-age children, adolescents, and adults. In 2016, the fourth edition of her popular textbook, Later Language Development: School-Age Children, Adolescents, and Young Adults, was published. This is the only book in the world that provides detailed coverage of language development beyond the preschool years. Before it was first publsihed in 1988, little was known about this topic. Subsequent revisions have helped to dispell common myths about the nature and course of language development in school-age children, adolescents, and young adults.

Throughout her career, Professor Nippold has been an active collaborator with researchers around the world, having worked with colleagues or students from Australia, England, France, Germany, Israel, Korea, Malaysia, New Zealand, Taiwan, and the United States. She is currently inviting applications from potential doctoral students interested in studying adolescent language development and/or disorders.

A licensed Speech-Language Pathologist (Oregon License #15019), Professor Nippold is a Fellow of the American Speech-Language-Hearing Association (ASHA). In 2015, she received Honors of the Association for "distinguished and exceptional contributions to the field of communication sciences and disorders," ASHA's highest award. Professor Nippold also received the Editor’s Award for articles published in ASHA journals in 1983 and 2001 and the Outstanding Publications Award from the Council for Exceptional Children (CEC; DCCD) in 2009. In 2012, she received the Outstanding Clinician Award for Excellence in Research and Teaching from the Oregon Speech-Language & Hearing Association (OSHA).

Recently, Professor Nippold was selected for the Distinguished Alumni Award, College of Health and Human Sciences, Purdue University. This award honors alumni “who have significantly advanced their careers and have demonstrated noteworthy professional accomplishments that reflect favorably on their profession, Purdue, and society.” This award will be presented at the Purdue University Awards Ceremony, in West Lafayette, Indiana, on March 31, 2017.

Professor Nippold has published eight books and over 120 journal articles and book chapters. Recently, she completed a 5-year term as Chief Editor of Language, Speech, and Hearing Services in Schools. She has also served as Associate Editor for the American Journal of Speech-Language Pathology and the Journal of Speech, Language, and Hearing Research-Language. A masters athlete, Nippold has earned All American Status and the Phidippides Gold Award for long distance running.

Professor Nippold is a frequent presenter at international conferences. Recent talks have included the following:

          Nippold, M. A., Frantz-Kaspar, M. W., & Vigeland, L. M. (2016, August 22). Spoken language production in adolescents versus adults: What develops? Oral paper presented at the 30th World Congress of the International Association of Logopedics and Phoniatrics (IALP), Saggart, Co. Dublin, IRELAND.

          Nippold, M. A. (2015, October 28). How adolescents and adults interpret the moral messages of fables. Paper presented at the 2nd International Symposium on Figurative Thought and Language (FTL2015), Department of Humanities, University of Pavia, Pavia, ITALY.

          Nippold, M.A. (2015, October 17). Metacognitive verbs in narrative speaking: Acquisition in adolescents. Oral presentation at the International Conference, Acquisition of Discourse Phenomena across Languages and Populations (ADILP), Center for General Linguistics (ZAS), Berlin, GERMANY.          

          Nippold, M. A. (2015, June 11). Narrative speaking in school-age children: Assessment and intervention. Poster presented at the International Conference, Narrative and Interaction: Promoting and assessing the development of language, literacy, and socio-cognitive skills. Université Paris Descartes (Salle du Conseil), 12 rue de L’Ecole de Médecine, 75006, Paris, FRANCE.

Publications: 

BOOKS (8):         

          Nippold, M. A. (2016). Later Language Development: School-age children, adolescents, and young adults (4th ed.). Austin, TX: Pro-Ed.

          Nippold, M. A. (2014). Language sampling with adolescents: Implications for intervention (2nd ed.). San Diego, CA: Plural.

          Tomblin, J. B., & Nippold, M. A. (Eds.) (2014). Understanding individual differences in language development across the school years. New York, NY: Psychology Press/Taylor & Francis.

          Nippold, M. A. (2010). Language sampling with adolescents. San Diego, CA: Plural.

          Nippold, M. A., & Scott, C. M. (Eds.) (2010). Expository discourse in children, adolescents, and adults: Development and disorders. New York, NY: Psychology Press/Taylor & Francis.

          Nippold, M. A. (2007). Later language development: School-age children, adolescents, and young adults (3rd ed.). Austin, TX: Pro-Ed.    

          Nippold, M. A. (1998). Later language development: The school-age and adolescent years (2nd ed.). Austin, TX: Pro-Ed.

          Nippold, M. A. (Ed.) (1988). Later language development: Ages nine through nineteen. Austin, TX: Pro-Ed.

JOURNAL ARTICLES, BOOK CHAPTERS, AND OTHER PUBLISHED PAPERS 

(131 total = 6 in progress; 3 in review; 122 published – 72 in ASHA journals)    

*Empirical investigation

[125]     *Nippold, M. A., Vigeland, L. M., & Frantz-Kaspar, M. W. (in review). Metacognitive verbs in spoken language production: A comparison of adolescents and adults. Manuscript submitted 10/21/16.

[124]     *Nippold, M. A., Vigeland, L. M., Frantz-Kaspar, M.W., & Ward-Lonergan, J. (in review). Language sampling with adolescents: Building a normative database with fables. Manuscript submitted 10/17/16.

[123]     *Nippold, M. A., Frantz-Kaspar, M. W., & Vigeland, L. M. (in review). Spoken language production in young adults: Examining syntactic complexity. Revision submitted 10/3/16.

[122]     *Nippold, M. A. (in press). Reading comprehension deficits in adolescents: Addressing underlying language abilities. Language, Speech, and Hearing Services in Schools. Manuscript accepted 11/1/16.

[121]     Nippold, M. A. (2016). Language disorders in adolescents: Current needs and future directions. Seminars in Speech and Language, 37(4), 274-279.

[120]     *Yoon, H., Schwarz, I., & Nippold, M. A. (2016). Comparing proverb comprehension in Korean and American youth. Speech, Language and Hearing, 19(3), 161-170.

[119]     Nippold, M. A. (2015). Look to LSHSS for cutting edge research [From the editor]. Language, Speech, and Hearing Services in Schools, 46, 179-180.

[118]     Nippold, M. A. (2015). Call for studies in implementation science: Improving reading comprehension in school-age children [From the editor]. Langage, Speech, and Hearing Services in Schools, 46, 65-67. 

[117]     *^Nippold, M. A., Frantz-Kaspar, M. W., Cramond, P. M., Kirk, C., Hayward-Mayhew, C., & MacKinnon, M. (2015). Critical thinking about fables: Examining language production and comprehension in adolescents. Journal of Speech, Language, and Hearing Research, 58(2), 325-335.

           ^This article was selected for inclusion in the ASHA Continuing Education Self-Study Program on Adolescent Language (May 2016).

[116]     *Hung, P-F., & Nippold, M.A. (2014). Idiom understanding in adulthood: Examining age-related differences. Clinical Linguistics & Phonetics, 28(3), 208-221. 

[115]     Nippold, M. A. (2014). Addressing children’s communication needs [From the editor]. Language, Speech, and Hearing Services in Schools, 45(3), 157-158.

[114]     Nippold, M. A. (2014). Adolescent language development and use. In P. J. Brooks & V. Kempe (Eds.), Encyclopedia of Language Development (pp. 3-7). Los Angeles, CA: SAGE Publications.

[113]     Nippold, M. A. (2014). Back to school: Updates for speech-language pathologists [From the editor]. Language, Speech, and Hearing Services in Schools 45(4), 249-250.

[112]     Nippold, M. A. (2014). Language intervention at the middle school: Complex talk reflects complex thought. Language, Speech, and Hearing Services in Schools, 45(2) 153-156.

[111]     Nippold, M. A. (2014). Using our knowledge of typical language development [From the editor]. Language, Speech, and Hearing Services in Schools, 45(2), 87-88.            

[110]     Nippold, M. A. (2014). Welcome to Volume 45! [From the editor]. Language, Speech, and Hearing Services in Schools, 45 (1), 1-2.

[109]     Nippold, M. A. (2014). Word learning strategies. In P. J. Brooks & V. Kempe (Eds.), Encyclopedia of Language Development (pp. 673-676). Los Angeles, CA: SAGE Publications.

[108]     *Nippold, M. A., Cramond, P. M., & Hayward-Mayhew, C. (2014). Spoken language production in adults: Examining age-related differences in syntactic complexity. Clinical Linguistics & Phonetics, 28 (3), 195-207. 

[107]     *Nippold, M. A., Frantz-Kaspar, M. W., Cramond, P., Kirk, C., Hayward-Mayhew, C., & MacKinnon, M. (2014). Conversational and narrative speaking in adolescents: Examining the use of complex syntax. Journal of Speech, Language, and Hearing Research, 57, 876-886. 

[106]     Tomblin, J. B. & Nippold, M. A. (2014).  Features of language impairment in the school years. In J. B. Tomblin & M. A. Nippold (Eds.), Understanding individual differences in language development across the school years (pp. 79-116).  New York, NY: Psychology Press/Taylor & Francis.

[105]     Tomblin, J. B., Nippold, M. A., Fey, M. E., & Zhang, X.  (2014). The character and course of individual differences in spoken language. In J. B. Tomblin & M. A. Nippold (Eds.), Understanding individual differences in language development across the school years (pp. 47-78) New York, NY: Psychology Press/Taylor & Francis.

[104]     Nippold, M. A., & Pearce-Hopper, L. (2013). Australian researcher in stuttering visits the University of Oregon. The OSHA Communicator: A publication of the Oregon Speech-Language & Hearing Association (2), 6-7.

[103]     Nippold, M. A. (2012). Times change and we with them [From the editor]. Language, Speech, and Hearing Services in Schools, 43 (4), 393-394.

[102]     Nippold, M. A. (2012). When a school-age child stutters, let’s focus on the primary problem. Language, Speech, and Hearing Services in Schools, 43, 549-551.           

[101]     Joffe, V.L., & Nippold, M. A. (2012). Progress in understanding adolescent language disorders. Language, Speech, and Hearing Services in Schools, 43, 438-444.

[100]     Nippold, M. A. (2012). Different service delivery models for different communication disorders [From the editor]. Language, Speech, and Hearing Services in Schools, 43 (2), 117-120.

[99]       Nippold, M. A. (2012). Oxford Dysfluency Conference: An International gathering [From the editor]. Language, Speech, and Hearing Services in Schools, 43 (1), 1.

[98]       Nippold, M. A. (2012). The power of negative findings [From the editor]. Language, Speech, and Hearing Services in Schools, 43 (3), 251-252.

[97]       Nippold, M. A. (2012). Stuttering and language ability in children: Questioning the connection. American Journal of Speech-Language Pathology, 21, 183-196.

[96]       Nippold, M. A. & Packman, A. (2012). Managing stuttering beyond the preschool years. Language, Speech, and Hearing Services in Schools 43, 338-343.

[95]       *Sun, L. & Nippold, M. A. (2012). Narrative writing in children and adolescents: Examining the literate lexicon. Language, Speech, and Hearing Services in Schools, 43, 2-13.

[94]       Nippold, M. A. (2011). How to be a critical consumer of treatment studies [From the editor].  Language, Speech, and Hearing Services in Schools, 42, 239-240. 

[93]       Nippold, M. A. (2011). Language intervention in the classroom: What it looks like [From the editor]. Language, Speech, and Hearing Services in Schools, 42, 393-394.

[92]       Nippold, M. A. (2011). Stuttering in school-age children: A call for treatment research [From the editor]. Language, Speech, and Hearing Services in Schools, 42, 99-101.

[91]       Nippold, M. A. (2011). The fatal flaw: What it is and how to avoid it [From the editor]. Language, Speech, and Hearing Services in Schools, 42, 1-2.

[90]       Boswell, S., & Nippold, M. A. (2010, August 31). Global meeting on adolescent language disorders. The ASHA Leader.

[89]       Nippold, M. A. (2010). Back to school: Why the speech-language pathologist belongs in the classroom [From the editor]. Language, Speech, and Hearing Services in Schools, 41, 377-378.

[88]       Nippold, M. A. (2010). Explaining complex matters: How knowledge of a domain drives language. In M. A. Nippold & C. M. Scott (Eds.), Expository discourse in children, adolescents, and adults: Development and disorders (pp. 41-61). New York, NY: Psychology Press/Taylor & Francis.

[87]       Nippold, M. A. (2010). How to conduct quality research in the schools on a limited budget [From the editor]. Language, Speech, and Hearing Services in Schools, 41, 231-232.

[86]       Nippold, M. A. (2010). Introducing the new editorial team [From the editor]. Language, Speech, and Hearing Services in Schools, 41, 2.

[85]       Nippold, M. A. (2010). It’s NOT too late to help adolescents succeed in school [From the editor]. Language, Speech, and Hearing Services in Schools, 41, 137-138.

[84]       Nippold, M. A., & Scott, C. M. (2010). Overview of expository discourse: Development and disorders. In M. A. Nippold & C. M. Scott (Eds.), Expository discourse in children, adolescents, and adults: Development and disorders (pp. 1-11). New York, NY: Psychology Press/Taylor & Francis.

[83]       *Nippold, M. A., & Sun, L. (2010). Expository writing in children and adolescents: A classroom assessment tool. Perspectives on Language Learning and Education: Adolescent Language, 17, 100-107. Published by Division 1, American Speech-Language-Hearing Association. 

[82]       *Nippold, M. A., & Ward-Lonergan, J. (2010). Argumentative writing in preadolescents: The role of verbal reasoning. Child Language Teaching and Therapy, 26, 238-248.

[81]       *Nippold, M. A. (2009). School-age children talk about chess: Does knowledge drive syntactic complexity? Journal of Speech, Language, and Hearing Research, 52, 856-871.

[80]       *Nippold, M. A., Mansfield, T. C., Billow, J. L., & Tomblin, J. B. (2009). Syntactic development in adolescents with a history of language impairments: A follow-up investigation. American Journal of Speech-Language Pathology, 18, 241-251.

[79]       *Duthie, J. K., Nippold, M. A., Billow, J. L., & Mansfield, T. C. (2008). Mental imagery of concrete proverbs: A developmental study of children, adolescents, and adults. Applied Psycholinguistics, 29, 151-173.

[78]       *Nippold, M. A., Mansfield, T. C., Billow, J. L., & Tomblin, J. B. (2008). Expository discourse in adolescents with language impairments: Examining syntactic development. American Journal of Speech-Language Pathology, 17, 356-366.

[77]       *Nippold, M. A., & Sun, L. (2008). Knowledge of morphologically complex words: A developmental study of older children and young adolescents. Language, Speech, and Hearing Services in Schools, 39, 365-373.

[76]       Berman, R. A., Ravid, D. D., & Nippold, M. A. (2007). Developing language and discourse abilities in pre-adolescence: A cross-linguistic study of different populations. Final Scientific Report submitted to the United States-Israel Binational Science Foundation (BSF).

[75]       Larsen, J. A., & Nippold, M. A. (2007). Derivational morphology. In M. A. Nippold (Ed.), Later language development: School-age children, adolescents, and young adults (pp. 49-72). Austin, TX: Pro-Ed.

[74]       *Nippold, M. A., Mansfield, T. C., & Billow, J. L.  (2007). Peer conflict explanations in children, adolescents, and adults: Examining the development of complex syntax. American Journal of Speech-Language Pathology, 16, 179-188.

[73]       *Larsen, J. A., & Nippold, M. A. (2007). Morphological analysis in school-age children: Dynamic assessment of a word-learning strategy. Language, Speech, and Hearing Services in Schools, 38, 201-212.        

[72]       *Moran, C. A., Nippold, M. A., & Gillon, G. T. (2006). Working memory and proverb comprehension in adolescents with traumatic brain injury: A preliminary investigation. Brain Injury, 20(4), 417-423.

[71]       Nippold, M. A. (2006). Language development in school-age children, adolescents, and adults. In K. Brown (Ed.), Encyclopedia of language and linguistics (2nd ed.) (Volume 6, Article No. 0852, pp. 368-372). Oxford, UK: Elsevier Publishing.

[70]       *Nippold, M. A., Duthie, J. K., & Larsen, J. (2005). Literacy as a leisure activity: Free-time preferences of older children and young adolescents. Language, Speech, and Hearing Services in Schools, 36, 93-102.

Reprinted in:

Creswell, J. (2011). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed). Columbus, OH:  Pearson/Merrill Education.

[69]       *Nippold, M. A., Hesketh, L. J., Duthie, J. K., & Mansfield, T. C. (2005). Conversational versus expository discourse: A study of syntactic development in children, adolescents, and adults. Journal of Speech, Language, and Hearing Research, 48, 1048-1064.

[68]       *Nippold, M. A., Ward-Lonergan, J., & Fanning, J. L. (2005). Persuasive writing in children, adolescents, and adults: A study of syntactic, semantic, and pragmatic development. Language, Speech, and Hearing Services in Schools, 36, 125-138.   

[67]       Nippold, M. A. (2004). Language disorders in school-age children: Aspects of assessment. In R. D. Kent (Ed.), MIT Encyclopedia of Communication Disorders (pp. 324-325). Boston: MIT Press.

[66]       *Nippold, M. A. (2004). Phonological and language disorders in children who stutter: Impact on treatment recommendations. Clinical Linguistics and Phonetics, 18(2), 145-159.

[65]       Nippold, M. A. (2004). Research on later language development: International perspectives. In R. A. Berman (Ed.), Language development across childhood and adolescence (pp. 1-9). Volume 3, Trends in Language Acquisition Research (TILAR). Amsterdam, The Netherlands: John Benjamins.

[64]       Nippold, M. A. (2004). The child stutters and has a phonological disorder: How should treatment proceed?  In A. K. Bothe (Ed.), Evidence-based treatment of stuttering (pp. 97-115). Mahwah, NJ: Erlbaum.

[63]       *Nippold, M. A., & Duthie, J. K. (2003). Mental imagery and idiom comprehension: A comparison of school-age children and adults. Journal of Speech, Language, and Hearing Research, 46, 788-799.

[62]       Nippold, M. A. (2002). Lexical learning in school-age children, adolescents, and adults: A process where language and literacy converge. Journal of Child Language, 29, 474-478                       

[61]       Nippold, M. A. (2002). Stuttering and phonology: Is there an interaction?  American Journal of Speech-Language Pathology, 11, 99-110.

[60]       *Nippold, M. A., & Taylor, C. L. (2002). Judgments of idiom familiarity and transparency: A comparison of children and adolescents. Journal of Speech, Language, and Hearing Research, 45, 384-391.

[59]       Nippold, M. A., & Schwarz, I. E. (2002). Do children recover from specific language impairment?  Advances in Speech-Language Pathology, 4, 41-49.

[58]       Schwarz, I. E., & Nippold, M. A. (2002). The importance of early intervention. Advances in Speech-Language Pathology, 4, 69-73.

[57]       Nippold, M. A. (2001). Adolescents with language disorders: An under-served population. New Zealand Journal of Speech-Language Therapy, 55, 27-32           

[56]       Nippold, M. A. (2001). Phonological disorders and stuttering in children: What is the frequency of co-occurrence?  Clinical Linguistics & Phonetics, 15(3), 219-228.

[55]       *Nippold, M. A., Allen, M. M., & Kirsch, D. I. (2001). Proverb comprehension as a function of reading proficiency in preadolescents. Language, Speech, and Hearing Services in Schools, 32, 90-100.

[54]       *Nippold, M. A., Moran, C., & Schwarz, I. E. (2001). Idiom understanding in pre-adolescents: Synergy in action. American Journal of Speech-Language Pathology, 10, 169-179. (Received the Editor’s Award from ASHA for the article of highest merit published in 2001)

[53]       *Nippold, M. A., Moran, C., & Schwarz, I. E. (2001). Proverb comprehension in New Zealand and American youth: A cross-cultural comparison. New Zealand Journal of Speech-Language Therapy, 55, 14-21.

[52]       *Nippold, M. A., & Taylor, C. L. (2001). Idiom familiarity: A comparison of Australian and American speakers of English. Acquiring Knowledge in Speech, Language, and Hearing: A Journal of the Speech Pathology Association of Australia, 3(1), 17-19.

[51]       *Power, R., Taylor, C. L., & Nippold, M. A. (2001). Comprehending literally-true versus literally-false proverbs. Child Language Teaching and Therapy, 17(1), 1-18.

[50]       *Nippold, M. A., Allen, M. M., & Kirsch, D. I. (2000). How adolescents comprehend unfamiliar proverbs: The role of top-down and bottom-up processes. Journal of Speech, Language, and Hearing Research, 43, 621-630.

[49]       Nippold, M. A. (2000). Language development during the adolescent years: Aspects of pragmatics, syntax, and semantics. Topics in Language Disorders, 20(2), 15-28.

[48]       *Nippold, M. A. (1999). Word definition in adolescents as a function of reading proficiency: A research note. Child Language Teaching and Therapy, 15(2), 171-176.

[47]       *Nippold, M. A., Hegel, S. L., Sohlberg, M. M., & Schwarz, I. E. (1999). Defining abstract entities:  Development in pre-adolescents, adolescents, and young adults. Journal of Speech, Language, and Hearing Research, 41(2), 473-481.

[46]       *Nippold, M.A., Hegel, S. L., Uhden, L.D., & Bustamante, S. (1998). Development of proverb comprehension in adolescents: Implications for instruction. Journal of Children’s Communication Development, 19, 49-55.

[45]       *Steffani, S. A., & Nippold, M. A. (1997). Japanese speakers of American English: Competence with connectives in written language. Journal of Speech, Language, and Hearing Research, 40, 1048-1055.

[44]       *Nippold, M. A., Uhden, L. D., & Schwarz, I. E. (1997). Proverb explanation through the lifespan: A developmental study of adolescents and adults. Journal of Speech, Language, and Hearing Research, 40, 245-253.

Reprinted in:

W. Mieder (Ed.) (2003). Cognition, comprehension, and communication: A decade of North American proverb studies (1990-2000) (pp. 367-383). Baltmannsweiler, Germany: Schneider Verlag Hohengehren. A. Keniston (Ed.) (1998). Perspectives: Life-span development (pp. 158-167). Madison, WI: Coursewise publishing.

[43]       *Huang, R., Hopkins, J., & Nippold, M. A. (1997). Satisfaction with standardized language testing: A survey of speech-language pathologists. Language, Speech, and Hearing Services in Schools, 28, 12-29.

[42]       *Nippold, M. A., & Haq, F. S. (1996). Proverb comprehension in youth: The role of concreteness and familiarity. Journal of Speech and Hearing Research, 39, 166-176.

[41]       Nippold, M. A., & Schwarz, I. E. (1996a). Children with slow expressive language development: What is the forecast for school achievement? American Journal of Speech-Language Pathology, 5, 22-25.     

[40]       Nippold, M. A., & Schwarz, I. E. (1996b). Slow expressive language development: A call for more data. American Journal of Speech-Language Pathology, 5, 29-30.       

[39]       *Nippold, M. A., Taylor, C. L., & Baker, J. M. (1996). Idiom understanding in Australian youth: A cross-cultural comparison. Journal of Speech and Hearing Research, 39, 442-447.       

[38]       *Freed, D. B., Marshall, R. C., & Nippold, M. A. (1995). Comparison of personalized cueing and provided cueing on the facilitation of verbal labeling by aphasic subjects. Journal of Speech and Hearing Research, 38, 1081-1090.           

[37]       Nippold, M. A. (1995a). Language norms in school-age children and adolescents: An introduction. Language, Speech, and Hearing Services in Schools, 26, 307-308.  

[36]       Nippold, M. A. (1995b). School-age children and adolescents: Norms for word definition. Language, Speech, and Hearing Services in Schools, 26, 320-325.  

[35]       Nippold, M. A., & Rudzinski, M. (1995). Parents' speech and children's stuttering: A critique of the literature. Journal of Speech and Hearing Research, 38, 978-989.  

[34]       *Nippold, M. A., & Taylor, C. L. (1995). Idiom understanding in youth: Further examination of familiarity and transparency. Journal of Speech and Hearing Research, 38, 426-433.     

[33]       Nippold, M. A. (1994). Foreword. K. G. Butler & M. A. Nippold (Eds.), Pragmatics and social skills in school-age children and adolescents. Topics in Language Disorders, 14(3), vi-viii.    

[32]       Nippold, M. A. (1994a). Persuasive talk in social contexts: Development, assessment, and intervention. Topics in Language Disorders, 14(3), 1-12.       

[31]       *Nippold, M. A. (1994b). Third-order verbal analogical reasoning: A developmental study of children and adolescents. Contemporary Educational Psychology, 19, 101-107.          

[30]       Walker, H. M., Schwarz, I. E., & Nippold, M. A. (1994). Social skills in school-age children and youth: Issues and best practices in assessment and intervention. Topics in Language Disorders, 14(3), 70-82.  

[29]       Nippold, M. A. (1993). Developmental markers in adolescent language: Syntax, semantics, and pragmatics. Language, Speech, and Hearing Services in Schools, 24, 21-28.

[28]       *Nippold, M. A., & Rudzinski, M. (1993). Familiarity and transparency in idiom explanation: A developmental study of children and adolescents. Journal of Speech and Hearing Research, 36, 728-737.           

[27]       Nippold, M. A. (1992). The nature of normal and disordered word finding in children and adolescents. Topics in Language Disorders, 13(1), 1-14.          

[26]       Nippold, M. A., Schwarz, I. E., & Lewis, M. (1992). Analyzing the potential benefit of microcomputer use for teaching figurative language. American Journal of Speech-Language Pathology, 1, 36-43.       

[25]       *Nippold, M. A., Schwarz, I. E., & Undlin, R. (1992). Use and understanding of adverbial conjuncts: A developmental study of adolescents and young adults. Journal of Speech and Hearing Research, 35, 108-118.     

[24]       Nippold, M. A. (1991). Evaluating and enhancing idiom comprehension in language disordered students. Language, Speech, and Hearing Services in Schools, 22, 100-106.

[23]       Nippold, M. A. (1991). Foreword. N. W. Nelson & L. L. Gillespie, Analogies for thinking and talking: Words, pictures, and figures, by Tucson, AZ: Communication Skill Builders.       

[22]       *Nippold, M. A., Schwarz, I. E., & Jescheniak, J. D. (1991). Narrative ability in school-age stuttering boys: A preliminary investigation. Journal of Fluency Disorders, 16, 289-308.

[21]       Nippold, M. A. (1990). Concomitant speech and language disorders in stuttering children: A critique of the literature. Journal of Speech and Hearing Disorders, 55, 51-60.

[20]       Nippold, M. A. (1990). Reply to Wall and Starkweather. Journal of Speech and Hearing Disorders, 55, 803-804.           

[19]       Nippold, M. A., & Schwarz, I. E. (1990). Reading disorders in stuttering children. Journal of Fluency Disorders, 15, 175-196.     

[18]       *Nippold, M. A., & Martin, S. T. (1989). Idiom interpretation in isolation versus context: A developmental study with adolescents. Journal of Speech and Hearing Research, 32, 59-66.

[17]       Nippold, M. A. (1988). Figurative language. In M. A. Nippold (Ed.), Later language development: Ages nine through nineteen (pp.179-210). Boston, MA: College-Hill/Little, Brown.

[16]       Nippold, M. A. (1988). Introduction. In M. A. Nippold (Ed.), Later language development: Ages nine through nineteen (pp.1-10). Boston, MA: College-Hill/Little, Brown.

[15]       Nippold, M. A. (1988). Linguistic ambiguity. In M. A. Nippold (Ed.), Later language development: Ages nine through nineteen (pp.211-223). Boston, MA: College-Hill/Little, Brown.

[14]       Nippold, M. A. (1988). The literate lexicon. In M. A. Nippold (Ed.), Later language development: Ages nine through nineteen (pp.29-47). Boston, MA: College-Hill/Little, Brown.

[13]       Nippold, M. A. (1988). Verbal reasoning. In M. A. Nippold (Ed.), Later language development: Ages nine through nineteen (pp.159-177). Boston, MA: College-Hill/Little, Brown.

[12]       *Nippold, M. A., Cuyler, J. S., & Braunbeck-Price, R. (1988). Explanation of ambiguous advertisements: A developmental study with children and adolescents. Journal of Speech and Hearing Research, 31, 466-474.         

[11]       *Nippold, M. A., Erskine, B. J., & Freed, D. B. (1988). Proportional and functional analogical reasoning in normal and language impaired children. Journal of Speech and Hearing Disorders, 53, 440-448.  

[10]       *Nippold, M. A., Martin, S. A., & Erskine, B. J. (1988). Proverb comprehension in context: A developmental study with children and adolescents. Journal of Speech and Hearing Research, 31, 19-28.          

[9]        *Nippold, M. A., & Sullivan, M. P. (1987). Verbal and perceptual analogical reasoning and proportional metaphor comprehension in young children. Journal of Speech and Hearing Research, 30, 367-376.      

[8]        Nippold, M. A. (1986). Verbal analogical reasoning in children and adolescents. Topics in Language Disorders, 6(4), 51-63.

[7]        Nippold, M. A. (1985). Comprehension of figurative language in youth. Topics in Language Disorders, 5(3), 1‑20.   

[6]        *Kail, R., Hale, C. A., Leonard, L. B., & Nippold, M. A. (1984). Lexical storage and retrieval in language‑impaired children. Applied Psycholin­guistics, 5, 37‑49.      

[5]        *Kail, R., & Nippold, M. A. (1984). Unconstrained retrieval from semantic memory. Child Development, 55, 944‑951.           

[4]        *Nippold, M. A., Leonard, L. B., & Kail, R. (1984). Syntactic and conceptual factors in children's understanding of metaphors. Journal of Speech and Hearing Research, 27, 197‑205.

[3]        *Leonard, L. B., Nippold, M. A., Kail, R., & Hale, C. A. (1983). Picture naming in language‑impaired children. Journal of Speech and Hearing Research, 26, 609‑615.

[2]        *Nippold, M. A., & Fey, S. H. (1983). Metaphoric understanding in preadolescents having a history of language acquisition difficulties. Language, Speech, and Hearing Services in Schools, 14, 171‑180. (received the “Editor’s Award” for 1983)          

[1]        *Nippold, M. A., Leonard, L. B., & Anastopoulos, A. (1982). Development in the use and understanding of polite forms in children. Journal of Speech and Hearing Research, 25, 193‑202.

         

        

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