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Psychology

D-Index
51
Citations
9794
World Ranking
5245
National Ranking
2873

Overview

Ronald B. Gillam is affiliated with Utah State University in the United States. Their research primarily spans the fields of psychology and neuroscience, with a strong focus on developmental and educational psychology as well as cognitive neuroscience.

Their work covers several key topics, including:

  • Reading and Literacy Development
  • Language Development and Disorders
  • Neurobiology of Language and Bilingualism
  • EFL/ESL Teaching and Learning
  • Optical Imaging and Spectroscopy Techniques
  • EEG and Brain-Computer Interfaces
  • Perfectionism, Procrastination, Anxiety Studies

Gillam has published research in multiple venues, with frequent contributions to:

  • American Journal of Speech-Language Pathology
  • Frontiers in Psychology
  • Journal of Educational Psychology
  • Dysphagia
  • Annals of Dyslexia

Some recent papers include:

  • Improving oral and written narration and reading comprehension of children at-risk for language and literacy difficulties: Results of a randomized clinical trial. (2022, Journal of Educational Psychology)
  • Cortical Activation of Swallowing Using fNIRS: A Proof of Concept Study with Healthy Adults (2022, Dysphagia)
  • Understanding the nature and severity of reading difficulties among students with language and reading comprehension difficulties (2022, Annals of Dyslexia)
  • The Use of Structural Priming and Focused Recasts to Facilitate the Production of Subject- and Object-Focused Relative Clauses by School-Age Children With and Without Developmental Language Disorder (2020, American Journal of Speech-Language Pathology)
  • Narrative Instruction in Elementary Classrooms (2021, The Elementary School Journal)

Frequent co-authors include:

  • Sandra Laing Gillam
  • Rebekah Wada
  • Allison S. Hancock
  • Anna-Mária Fall
  • Megan Israelsen-Augenstein

This network of collaborators reflects a research focus on language, literacy, and speech-language pathology, intersecting clinical and cognitive psychological approaches.

Best Publications

  • The measure matters: Language dominance profiles across measures in Spanish-English bilingual children.

    Lisa M. Bedore;Elizabeth D. Peña;Connie L. Summers;Karin M. Boerger

  • Spoken and written language relationships in language/learning-impaired and normally achieving school-age children.

    Ronald B. Gillam;Judith R. Johnston

  • The index of narrative microstructure: a clinical tool for analyzing school-age children's narrative performances.

    Laura M. Justice;Ryan P. Bowles;Joan N. Kaderavek;Teresa A. Ukrainetz

  • The Relationship Between Middle-Class Parents’ Book-Sharing Discussion and Their Preschoolers’ Abstract Language Development

    Anne van Kleeck;Ronald B. Gillam;Lori Hamilton;Cassandra McGrath

  • What You Hear and What You Say: Language Performance in Spanish English Bilinguals

    Thomas M. Bohman;Lisa M. Bedore;Elizabeth D. Peña;Anita Mendez-Perez

  • The Efficacy of Fast ForWord Language Intervention in School-Age Children With Language Impairment: A Randomized Controlled Trial

    Ronald B. Gillam;Diane Frome Loeb;La Vae M. Hoffman;Thomas M Bohman

  • Language intervention practices for school-age children with spoken language disorders: a systematic review.

    Frank M. Cirrin;Ronald B. Gillam

  • Verbal and spatial information processing constraints in children with specific language impairment.

    LaVae M. Hoffman;Ronald B. Gillam

  • Language sample measures and language ability in Spanish-English bilingual kindergarteners

    Lisa M. Bedore;Elizabeth D. Peña;Ronald B. Gillam;Tsung Han Ho

  • Emerging Procedures in Narrative Assessment: The Index of Narrative Complexity.

    Douglas B. Petersen;Sandra Laing Gillam;Ronald B. Gillam

  • Measures of Language Development in Fictional Narratives of Latino Children

    Maria L. Muñoz;Ronald B. Gillam;Elizabeth D. Peña;Annette Gulley-Faehnle

  • Dynamic Assessment of School-Age Children’s Narrative Ability: An Experimental Investigation of Classification Accuracy

    Elizabeth D. Peña;Ronald B. Gillam;Melynn Malek;Roxanna Ruiz-Felter

  • A Study of Classroom-Based Phonological Awareness Training for Preschoolers With Speech and/or Language Disorders

    Anne van Kleeck;Ronald B. Gillam;Teresa U. McFadden

  • Story retelling by bilingual children with language impairments and typically developing controls

    Katie E. Squires;Mirza J. Lugo-Neris;Elizabeth D. Peña;Lisa M. Bedore

  • The Development of Expressive Elaboration in Fictional Narratives

    Teresa A. Ukrainetz;Laura M. Justice;Joan N. Kaderavek;Sarita L. Eisenberg

  • Dynamic assessment of narrative ability in English accurately identifies language impairment in English language learners.

    Elizabeth D. Peña;Ronald B. Gillam;Lisa M. Bedore

  • Sequential Memory in Children With and Without Language Impairment

    Ronald B. Gillam;Nelson Cowan;Linda S. Day

  • Information Processing by School-Age Children With Specific Language Impairment: Evidence From a Modality Effect Paradigm

    Ronald B. Gillam;Nelson Cowan;Jeffrey A. Marler

  • Making Evidence-Based Decisions About Child Language Intervention in Schools

    Sandra Laing Gillam;Ronald B. Gillam

  • An Examination of the Quality of Narratives Produced by Children With Language Disorders

    Teresa Ukrainetz McFadden;Ronald B. Gillam

  • Test of Narrative Language

    Joan N. Kaderavek;Ronald B. Gillam;Teresa A. Ukrainetz;Laura M. Justice

Frequent Co-Authors

Julia L. Evans
Julia L. Evans The University of Texas at Dallas
Laura M. Justice
Laura M. Justice The Ohio State University
Jamison D. Fargo
Jamison D. Fargo Utah State University
Michael P. Twohig
Michael P. Twohig Utah State University
Nelson Cowan
Nelson Cowan University of Missouri
Sharon Vaughn
Sharon Vaughn The University of Texas at Austin
Janet Marquis
Janet Marquis University of Kansas
Ryan P. Bowles
Ryan P. Bowles Michigan State University

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