ASHA Fellow
Director and Professor
Child Language & Literacy
Ph.D., University of Texas at Austin, 1995
M.S., University of British Columbia, 1987
B.A., University of Calgary, 1985
tukraine@uwyo.edu • (307) 766-5576 • Health Sciences Room 264
Research Interests:
Dr. Ukrainetz conducts research and scholarship that is tightly linked to practices and concerns of school SLPs. Her work deals with the interaction of context and skills in language intervention. Dr. Ukrainetz has examined assessment practices, treatment scheduling, narrative, phonemic awareness, and roles of the school SLP. Her work is both conceptual and empirical, and has employed a variety of research methodologies, including group experimental, single-subject experimental, and qualitative. She is a frequent speaker at state conventions on evidence-based practices in narrative, expository, and phonemic awareness intervention.
Teaching:
School-Age Language Intervention, Research Methods in Communication Disorders
Affiliations and Associations:
Research member, American Speech-Language-Hearing Association
Certified member, Canadian Association of Speech-Language Pathologists
Wyoming Speech-Language-Hearing Association
ASHA Special Interest Group 1: Language, Learning, & Education
Recent Presentation Handouts:
Ehren, B., Erickson, K., Hatch, P., &
Ukrainetz, T.A. (2012, November). SLPs – At the core of the Common Core
State Standards. Panel Presentation, ASHA Convention, Atlanta, GA.
Ukrainetz, T.A. (2012, March). Narrative and expository intervention. 6-hr presentation, Michigan Speech and Hearing Asssociation, Kalamazoo, MI.
Wolters,
J., Ukrainetz, T.A., Ross, C.L.,
& Andrus, J. (2011, November). Writing
meaningful goals and monitoring progress in schoolage language intervention.
2-hr presentation, ASHA Annual Convention, San Diego, CA.
Ukrainetz, T.A. (2011, October). Narrative and phonemic awareness intervention. 5-hr presentation, OSSPEAC, Columbus, OH.
Publications:
BOOKS
Ukrainetz, T.A. (Ed.) (2006). Contextualized Language Intervention: Scaffolding Pre-K-12 Literacy Achievement. Eau Claire, WI: Thinking Publications.
REFEREED JOURNAL ARTICLES
Ukrainetz, T.A., Nuspl, J.J., Wilkerson, K., & Beddes, S.R. (2011). The effect of syllable instruction on phonemic awareness in preschoolers. Early Childhood Research Quarterly, 26, 50-60.
Ukrainetz, T.A. & Gillam, R.B. (2009). The expressive elaboration of imaginative narratives by children with specific language impairment. Journal of Speech, Language, and Hearing Research, 52, 883-898.
Ukrainetz, T.A., Ross, C.L., & Harm, H.M. (2009). An investigation of treatment scheduling for p honemic awareness with kindergartners at risk for reading difficulties. Language, Speech, and Hearing Services in Schools, 40, 86-100.
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.
McGee, L.M., & Ukrainetz, T.A. (2009). Using scaffolding to teach phonemic awareness in preschool and kindergarten. Reading Teacher, 62, 599-603.
Eisenberg, S.L. Ukrainetz, T.A., Justice, L.M., Kaderavek, J.N., & Gillam, R.B. (2008). Noun phrase elaboration in children's spoken stories. Language, Speech, and Hearing Services in Schools, 39, 145-157.
Justice, L.M., Bowles, R., Eisenberg, S.L., Kaderavek, J.N., Ukrainetz, T.A. , & Gillam, R.B. (2006). The index of narrative micro-structure (INMIS): A clinical tool for analyzing school-aged children's narrative performance. American Jounral of Speech-language Pathology, 15, 177-191.
Ukrainetz, T.A., Justice, L.M., & Kaderavek, J.N., Eisenbuerg, S.L., Gillam, R.B., & Harm, H.H. (2005). The development of expressive elaboration in ficational narratives. Journal of Speech, language, and Hearing Research, 48, 1363-1377.
Ukrainetz, T.A. (2005). What to work on how: An examination of the practice of school-age language intervention. Conemporary Issues in Communication Sciences and Disorders, 32, 108-119.
Kaderavek, N.J., Gillam, R.B., Ukrainetz, T.A. , Justice, L.M., & Eisenberg, S.L. (2004). School-age children's self assessment of oral narrative production. Communication Disorders Quarterly, 26, 37-48.
Ukrainetz, T.A., & Fresquez, E.F. (2003). What isn't language?: A qualitative study of the role of the school speech-language pathologist. Language, Speech, and Hearing Services in Schools, 34, 284-298.
Ukrainetz, T.A., & Blomquist, C. (2002). The criterion validity of four vocabulary tests compared to a language sample. Child Language Teaching and Therapy, 18, 59-78.
Ukrainetz, T.A., Harpell, S., Walsh, C., & Coyle, C. (2000). A preliminary investigation of dynamic assessment with Native American kindergartners. Language, Speech and Hearing Services in Schools, 31, 142-153.
Ukrainetz, T.A., Cooney, M.H., Dyer, S.K., Kysar, A.J., & Harris, T.J. (2000). An investigation into teaching phonemic awareness through shared reading and writing. Early Childhood Research Quarterly, 15, 331-355.
Ukrainetz, T.A. & Duncan, D.S. (2000). From old to new: Examining score increases on the Peabody Picture Vocabulary Test - III. Language, Speech and Hearing Services in Schools, 31, 350-353.
Ukrainetz, T.A. & Trujillo, A. (1999). "You know, I just don't know what else you'd do?": Five SLPs' perspectives on children's literature in speech-language intervention. Contemporary Issues in Communication Sciences and Disorders, 26, 35-48.
Zimmerman, D.L., & Ukrainetz, T.A. (1999). Incorporating computers into language intervention from a social context perspective. Contemporary Issues in Communication Sciences and Disorders, 26, 128-136.
Ukrainetz, T.A. (1998). Beyond Vygotsky: What Soviet activity theory offers naturalistic language intervention. Journal of Speech-Language Pathology and Audiology, 22, 122-133.
Ukrainetz, T.A., Roswell, R., & Shippen, D. (1998). Who's afraid of the big bad wolf?: A critical thinking unit. Rocky Mountain Journal of Communication Disorders, 12, 27-36.
Ukrainetz, T.A. (1998). Stickwriting stories: A quick and easy narrative notation strategy. Language, Speech, and Hearing Services in the Schools, 29, 197-207.
Ukrainetz, T.A. (1998). Beyond Vygotsky: What Soviet activity theory offers naturalistic language intervention. Journal of Speech-Language Pathology and Audiology, 22, 122-133.
McFadden, T.U., & Gillam, R. (1996). An examination of the quality of narratives produced by children with language disorders. Language, Speech, and Hearing Services in the Schools, 27, 48-57.
McFadden, T.U. (1996). Creating language impairments in typically-achieving children: The pitfalls of "normal" normative sampling. Language, Speech, and Hearing Services in the Schools, 27, 3-9.
McFadden, T.U. (1991). Narrative and expository language: A criterion-based assessment procedure for school-age children. Journal of Speech-Language Pathology and Audiology, 15 (4), 57-64.
Bengurel, A-P., & McFadden, T.U. (1989). The effect of coarticulation on the role of transitions in vowel perception. Phonetica, 46, 80-96.
INVITED REFEREED PUBLICATIONS
Ukrainetz, T.A. (2009). Foreword: How much is enough? The intensity evidence in language intervention. Topics in Language Disorders, 29, 291-293.
Ukrainetz, T.A. (2009). Phonemic awareness: How much is enough within a changing picture of reading instruction? Topics in Language Disorders, 29, 344-359.
Ukrainetz, T.A. (2008). Phonemic awareness instruction for preschoolers. The evidence for pre-phonemic versus phonemic tasks. EPB Briefs, 2, 47-58
Ukrainetz, T.A. (2006). Using emergent writing to develop phonemic awareness. In L.M. Justice (Ed.), Clinical Approaches to Emergent Literacy Intervention,. San Diego, CA: Plural.
Ukrainetz, T.A. (2006). EPB, RTI, and the implications for SLPS: Commentary on L.M. Justice. Language, Speech, and Hearing Services in Schools, 37, 298-303.
Ukrainetz, T.A. (2001). Narrative assessment: Coherence, cohesion, and captivation. Perspectives on Language Learning and Education, 8(2), 11-15.
Gillam, R.B., McFadden, T.U., & van Kleeck, A. (1995). Improving the narrative abilities of children with language disorders: Whole language and language skills approaches. In M. Fey, J. Windsor & J. Reichle (Eds.), Communication intervention for school-age children (pp. 145-182). Baltimore, MD: Paul H. Brookes.
Gillam, R.B., & McFadden, T.U. (1994). Redefining assessment as a holistic discovery process. Journal of Childhood Communication Disorders, 16 (1), 36-40.
