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James Montgomery

James Montgomery
Professor

Jim Montgomery, professor, is associate director of Communication Sciences and Disorder. His teaching area is language and cognitive impairments in school-age children and adolescents with language impairment. He has an active research program focusing on these children’s cognition and sentence comprehension and interventions to remediate their sentence comprehension deficits.

Education

· PhD: Communication Sciences and Disorders, Wichita State University, 1988

· MA: Speech and Hearing Sciences, Indiana University, 1982

· BA: Communication Arts and Sciences, DePauw University, 1979

Research/Professional Interests

· Cognitive-Linguistics Underpinnings of Sentence Comprehension in Children with Developmental Language Disorder

· Intervention Approaches to Remediating Sentence Comprehension Deficits in Children with Developmental Language Disorder

Teaching Experience

· MA Course: Language Disabilities in School-Age Children and Adolescents

· PhD Seminars: Cognition and Attention, Psycholinguistics, Grant Writing

Clinical Experience

· Diagnosis and Treatment of Children with Language Disabilities

Publications (Select)

· Montgomery, J., Gillam, R., Evans, J., Fargo, J., & Schwartz, S. (in press). Comparison of the storage-only deficit and joint mechanism deficit hypotheses of the verbal working memory capacity limitation of children with developmental language disorder. Journal of Speech, Language, and Hearing Research.

· Evans, J., Gillam, R., & Montgomery, J. (2018). Cognitive predictors of spoken word recognition in children with and without developmental language disorders. Journal of Speech, Language, and Hearing Research, 61, 1409-1425.

· Montgomery, J., Evans, J., Fargo, J., Schwartz, S., & Gillam, R. (2018). Structural relationship between cognitive processing and syntactic sentence comprehension in children with and without developmental language disorder. Journal of Speech, Language, and Hearing Research, 61, 2950-2976.

· Montgomery, J., Gillam, R., Evans, J., & Sergeev, A. (2017). Whatdunit? Sentence comprehension abilities of children with SLI: Sensitivity to word order in canonical and noncanonical sentences. Journal of Speech and Language Hearing Research, 60, 2603-2618.

· Ahmad Rusli, Y., & Montgomery, J. (2017). Children’s comprehension of object relative sentences: It’s extant language knowledge that matters, not domain-general working memory. Journal of Speech, Language, and Hearing Research, 60, 2865-2878.

· Montgomery, J., Gillam, R., & Evans, J. (2016). Syntactic versus memory-based accounts of sentence comprehension in children with SLI: Looking back, looking ahead. Journal of Speech, Language, and Hearing Research, 59, 1491-1504.

· Fu, G., Wan, N., Baker, J., Montgomery, J., Evans, J., & Gillam, R. (2016). A proof of concept study of function-based statistical analysis of fNIRs data: Syntax comprehension in children with specific language impairment compared to typically developing controls. Frontiers in Behavioral Neuroscience. http://dx.doi.org/10.3389/fnbeh.2016.00108

· Montgomery, J., Evans, J., Gillam, R., Sergeev, A., & Finney, M. (2016). Whatdunit?: Developmental changes in children’s syntactically-based sentence interpretation abilities and sensitivity to word order. Applied Psycholinguistics, 37, 1281-1309.

· Finney, M., Montgomery, J., Gillam, R., & Evans, J. (2014). Role of working memory storage and attention focus switching in children’s comprehension of spoken object relative sentences. Child Development Research, 54, 1-11.

· Magimairaj, B., & Montgomery, J. (2013). Examining the relative contribution of memory updating, attention focus switching, and sustained attention to children’s verbal working memory span. Child Development Research, 53, 1-12.

· Magimairaj, B., & Montgomery, J. (2012). Children’s verbal working memory and the role of processing complexity in predicting spoken sentence comprehension. Journal of Speech, Language and Hearing Research, 55, 669-682.

· Magimairaj, B., & Montgomery, J. (2012). Children's verbal working memory: Relative importance of storage, general processing speed, and domain-general controlled attention. Acta Psychologica, 140, 196-207.

· Montgomery, J., Magimairaj, B., & Finney, M. (2010). Working memory and specific language impairment: An update on the relation and perspectives on assessment and treatment. American Journal of Speech-Language Pathology, 19, 78-94.

Grants

· Principal Investigator (Co-PIs: Julia Evans, Ron Gillam): Cognitive Processing and Sentence Comprehension in SLI. R01 from the National Institute on Deafness and Other Communication Disorders.

· Principal Investigator: Language and rate processing in language impaired children. R01 from the National Institute on Deafness and Other Communication Disorders.

· Co-Investigator (PI: Joseph Hall): Development and plasticity in normal and impaired ears. R01 from the National Institute on Deafness and Other Communication Disorders.

· Co-Investigator (PI: Joanne Roberts): Otitis media and school outcomes: Environmental mediators. R01 from the National Institute for Child Health and Human Development.

· Principal Investigator: Inflectional processing by language impaired children. R03 from the National Institute on Deafness and Other Communication Disorders.

Awards and Honors

· Fellow American Speech-Language-Hearing Association

· Editor’s Award: American Journal of Speech Language Pathology for article “Understanding the language difficulties of children with language impairments: Does verbal working memory matter?”

· Outstanding Alumi Award from the Department of Communication Sciences and Disorders, Wichita State University

University/Professional Service (Select)

· Council on Research, Scholarship, & Creative Activity

· Presidential Scholar Research Award Competition

· Grant Reviewer: NIH

· Grant Reviewer: ASHA Foundation

· Associate Editor: Preschool and School-Age Language, American Journal of Speech-Language Pathology

· Associate Editor for Language: Journal of Speech, Language, and Hearing Research

· Associate Editor-Language: Journal of Speech, Language, and Hearing Research

· Reviewer: Journal of Speech, Language, and Hearing Research

· Reviewer: American Journal of Speech-Language Pathology

· Reviewer: Topics in Language Disorders

· Reviewer: Speech, Language Services in Schools

· Reviewer: Applied Psycholinguistics

· Reviewer: Journal of Communication Disorders

· Reviewer: Ear and Hearing

· Reviewer: First Language

· Reviewer: Journal of Child Language

· Reviewer: Language Learning

· Reviewer: Child Development

· Reviewer: Developmental Psychology

· Reviewer: Trends in Cognitive Sciences

· Reviewer: Journal of Experimental Child Psychology

· Reviewer: Journal of Child Psychology and Psychiatry

· Reviewer: Journal of Memory and Language

· Reviewer: Journal of Learning Disabilities