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Faculty

Gabriella Reynolds, Ph.D.

Assistant Professor

B.A., Georgetown University M.S., Gallaudet University Ph.D., University of South Carolina

Description

Gabriella Reynolds, PhD., CCC-SLP is a certified speech language pathologist who specializes in early literacy, dyslexia, and varying levels of hearing loss. She received her Ph.D. from the University of South Carolina where she focused on children with minimal hearing loss and early literacy skills of preschool children with hearing loss. She completed her undergraduate work in linguistics and received a Master’s degree from Gallaudet, a Deaf university. Before returning to academia to pursue a PhD, she worked for several years as a speech-language pathologist at a school for children with learning disabilities. Gabriella’s academic and clinical background give her a unique insight into the difficulties of these populations. Her current work focuses on academic skills in children with mild-moderate hearing loss, development of conversational and social skills in children with hearing loss, and comparing skills targeted in a virtual versus in person phonological awareness intervention.

Specialties

Phonological awareness, dyslexia, hearing loss, minimal hearing loss, reading impairment, assistive listening devise (FM systems), language sample analysis, emergent literacy, shared book reading


Publications

Werfel, K. L., Grey, B., Johnson, M., Brooks, M., Cooper, E., Reynolds, G., Deutchki, L., Vachio, M., & Lund, E. A. (2021). Transitioning speech-language assessment to a virtual environment: Lessons learned from the ELLA study. Language, Speech and Hearing Services in Schools.

Werfel, K. L., Reynolds, G., Hudgins, S., Castaldo, M., & Lund, E. A. (2021). The Production of complex syntax in spontaneous language by 4-year-old children with hearing loss. American Journal of Speech-Language Pathology, 1-13.

Werfel, K. L., Peek, L., Reynolds, G., & Bassard, S. (2020). Hearing screen failure among students with reading impairment: Rate and relation to specific reading deficits. SIG 9 Perspectives of the ASHA Special Interest Groups. doi: 10.1044/2020_PERSP-19-00163

Werfel, K. L., & Reynolds, G. (2020). Guided online case scenarios support development of clinical decision-making skills in speech-language pathology master’s students. Teaching and Learning in Communication Sciences & Disorders, 4(2). /ir.library.illinoisstate.edu/tlcsd/vol4/iss2/1

  

Reynolds, G., & Werfel, K. L. (2020). Home literacy environment and emergent skills in preschool children with hearing loss. The Journal of Deaf Studies and Deaf Education, 25(1), 68-79. doi: 10.1093/deafed/enz025

Werfel, K. L., & Reynolds, G. (2019). Teaching phonological awareness to children with hearing loss who use spoken language: Six big ideas. SIG 9 Perspectives of the ASHA Special Interest Groups, 4(5), 954-961. doi: 10.1044/2019_PERS-SIG9-2019-0002



Honors/Awards

Inductee Delta Omega Society Mu Chapter

Breakthrough Graduate Scholar University of South Carolina

ASHA Research and Mentoring Pair Travel Award 2019