Sturm, Janet

• Clendon, S., Sturm, J. & Cali, K. (2013). Vocabulary use across genres and topics: Implications for students with complex communication needs. Language Speech and Hearing Services in the Schools, 44, 61-72.
• Sturm, J.S. (2012). An enriched Writers’ Workshop for beginning writers with developmental disabilities. Topics in Language Disorders, 32(4), 335-360.
• Sturm, J.S., Cali, K., Nelson, N.W., Staskowski, M. (2012). The developmental writing scale: A new progress monitoring tool for beginning writers . Topics in Language Disorders, 32(4), 297-318.
• Erickson, K.A., Clendon, S., Cunningham, J.W., Spadorcia, S., Koppenhaver, D., Sturm, J., & Yoder, D.E. (2008). Automatic word recognition: The reliability and validity of a universally-accessible assessment task. Augmentative and Alternative Communication, 24(1), 64-75.
• Sturm, J., Spadorcia, S., Cunningham, J., Cali, K., Staples, A., & Erickson, K., Yoder, D., & Koppenhaver, D. (2006). What happens to reading between first and third grade? Implications for students who use AAC. Augmentative and Alternative Communication, 21(2), 21-36.
• Cunningham, J. W., Spadorcia, S. A., Erickson, K. A., Koppenhaver, D. A., Sturm, J. A., Yoder, D. E. (2005). Investigating the Instructional Supportiveness of Leveled Texts. Reading Research Quarterly, 40(4), 410-427.
• Richards, S., Sturm, J. & Cali, K. (2012). Writing instruction in elementary classrooms: Making the connection to common core state standards. Seminars in Speech and Language, 33(2), 130-145.
• Sturm, J., Spadorcia, S., Cunningham, J., Cali, K., Staples, A., & Erickson, K., Yoder, D., & Koppenhaver, D. (2006). What happens to reading between first and third grade? Implications for students who use AAC. Augmentative and Alternative Communication, 21(2), 21-36.
• Cunningham, J. W., Spadorcia, S. A., Erickson, K. A., Koppenhaver, D. A., Sturm, J. A., Yoder, D. E. (2005). Investigating the Instructional Supportiveness of Leveled Texts. Reading Research Quarterly, 40(4), 410-427.
• Sturm, J. M. & Beukelman, D. R., & Mirenda, P. (2005). Literacy development of AAC users. In D. R. Beukelman & P. Mirenda (Eds.). Augmentative and alternative communication: Management of severe communication disorders in children and adults (3 rd Ed.) (pp. 351-390). Baltimore, MD: Paul Brookes Publishing Company.
• Sturm, J. M., & Clendon, S. A. (2004). AAC, Language, and Literacy: Fostering the Relationship. Topics in Language Disorders, 24(1), 76-91.

Commercial Publications

• First Author Writing Curriculum (2015). Volo, IL: Don Johnston Incorporated.
• First Author Writing Software (2013) [Computer Software]. Volo, IL: Don Johnston Incorporated.

• Certificate of Clinical Competence in Speech Language Pathology (CCC-SLP)

• Students with significant disabilities
• Writing instruction
• Classroom communication
• Writing software
• Augmentative and alternative communication
• Implementation science

• American Speech-Language-Hearing Association (ASHA)
• ASHA Special Interest Division 1: Language Learning and Education
• Council for Exceptional Children (CEC) CEC Division for Communication Disabilities and Deafness