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Communication Disorders|College of Health Sciences

Catherine L. Ross, M.S., CCC-SLP

Assistant Lecturer
Supervisor of Clinical Services in Speech-Language Pathology

M.S. University of Wyoming 1999

B.S. SW Missouri State University 1976. |(307) 766-6853 |Health Sciences Center, Room 275

Clinical Methods

Clinical Observations

Affiliations, Associations, Consultation:
American Speech Language Hearing Association
Wyoming Speech-Language Hearing Association

Certificate of Clinical Competence in Speech-Language Pathology
Licensed by Wyoming Board of Speech Pathology

Certified as Speech Pathologist K-12 by Wyoming Professional Standards Teaching Board

Catherine L. Ross, M.S., CCC-SLP has been a speech-language pathologist for over 19 years and a clinical educator for over 5 years. She is originally from Missouri where she obtained her undergraduate degree and moved to Wyoming where she obtained her master’s degree in speech-language pathology.  Ms. Ross is a Wyoming licensed and American Speech-Language Hearing Association (ASHA) certified speech-language pathologist and maintains a certificate to teach speech pathology K-12 with the Wyoming Professional Teaching Standards Board. She has served as a past president and public awareness chair of the Wyoming Speech-Language Hearing Association (WSHA).  Ms. Ross serves as a reviewer for SimuCase, a virtual simulation project, for Speech  She teaches an undergraduate course, Clinical Methods, and supervises graduate level students in clinical practicum.  Her professional interests are in applying research-based interventions and service delivery models particularly in the areas of language and text comprehension with elementary and adolescent children.



 Ukrainetz, T.A., & Ross, C.L. (2006). Text comprehension: Facilitating active and strategic engagement. In T.A. Ukrainetz (Ed.), Contextualized Language Intervention (pp. 503-563). Austin, Tx: Pro-Ed.


Ukrainetz, T.A., Ross, C.L., & Harm, H.M. (2009). An investigation of treatment scheduling for phonemic awareness with kindergartners at risk for reading difficulties.  Language, Speech, and Hearing Services in Schools, 40, 86-100.

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