Adele W. Miccio, Ph.D., CCC-SLP
Ph.D., Indiana University-Bloomington, 1995
Associate Professor
Contact Information
401E Ford Building
Pennsylvania State University
University Park, PA 16802
(814) 863-2018
Fax: (814) 863-3759
awm4@psu.edu
Courses Taught
CSD 311, Clinical Phonetics
CSD 540, Phonological Disability
Research Interests
Typical and atypical phonological development, treatment efficacy for phonological disorders, effects of otitis media on early speech development and later literacy achievement, speech-language and literacy development of bilingual preschoolers.
Member of the Center for Language Science
Examples of Collaborative Projects
Assessing Bilingual Phonological Development in Young Children (Adele Miccio, Principal Investigator, with Carol Hammer, Co-Principal Investigator) The aims of this project are 1) to develop a valid and reliable measure to identify phonological disorder in bilingual Spanish and English speaking children and to distinguish disorder from phonological variation due to typical bilingual phonological development and change; 2) To assess change in multiple aspects of bilingual children’s phonological development in order to identify characteristics of young bilingual children’s phonological systems that are indicators of disorder later in development and 3) to develop training materials and a screening tool for use by speech-language pathologists. The phonological assessment project is funded jointly by the National Institutes of Health-National Institute of Child Health and Human Development, The Administration for Children and Families and the U.S. Department of Education Office of Special Education Programs (2005-2010).
Bilingual Preschoolers: Precursors to Literacy (Co-Principal Investigator with Carol Hammer, PI). This project is a prospective longitudinal study of the language and phonological acquisition, literacy development, and home environment of 100 Head Start children of Puerto Rican descent from ages 4-6 years: 50 acquiring Spanish and English sequentially and 50 acquiring the two languages simultaneously. The project seeks to identify patterns of bilingual language and phonological acquisition that will result in better literacy abilities and to identify specific risk and protective factors that can be used to target interventions for children at risk for difficulties in developing literacy skills. Funded by NIH-National Institute of Child Health and Human Development and the Department of Education-Institute of Education Science.
Reading Readiness (PI, Penn State subcontract and Investigator), Children in Rural Poverty: Risk and Protective Mechanisms with Lynne Vernon-Feagans and multiple investigators). This project focuses on precursors of school readiness including (1) oral language and phonological development (dialect acquisition); (2) preliteracy (letter knowledge, phonological sensitivity); (3) social and attentional competencies that provide a foundation for acquiring information in school settings; (4) family relationships and strategies supporting readiness competencies; and (5) support for readiness fostered by broader community-level processes. With a sample of 1,400 children in low-income rural communities, this project examines different developmental pathways for acquiring competencies that ultimately lead to success in school through a multilevel, longitudinal analysis of these five components over the first three years of life. Funded by NIH – NICHD and NIMH in collaboration with the University of North Carolina-Chapel Hill.
Recent Publications
Miccio, A.W., & Scarpino, S.E. (in press). Phonological analysis: Processes. In M.J. Ball, M. Perkins, N. Mueller , & S. Howard (Eds.). The handbook of clinical linguistics. Blackwell Publishing.
Miccio, A.W., Hammer, C.S., & Rodríguez, B.L. (in press). Code-switching and language disorders in young bilingual children. In J. Toribio & B. Bullock (Eds.), Handbook on linguistic code-switching. Cambridge University Press.
Hammer, C.S., Lawrence, F.R., & Miccio, A.W. (2008). Exposure to English before and after entry into head start: Bilingual children's receptive language growth in Spanish and English. International Journal of Bilingual Education and Bilingualism, 25 (4).
Hammer, C.S., Lawrence, F.R., & Miccio, A.W. (2007). Bilingual children's language abilities and reading outcomes in head start and kindergarten. Language, Speech and Hearing Services in Schools, 38, 237-248. Invited Article.
Hammer, C.S., Rodríguez, B.L., Lawrence, F.R., & Miccio, A.W., (2007). Puerto Rican mothers' beliefs and home literacy practices. Language, Speech, and Hearing Services in Schools, 38, 216-224. Invited Article.
Hammer, C.S., & Miccio, A.W. (2006). Early language and reading development of bilingual preschoolers from low-income families. Topics in Language Disorders, 26 (4), 302-317.