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Elizabeth Kelley

Elizabeth Kelley headshot

Educational Background

• Post Doctoral – Department of Human Sciences, The Ohio State University
• Doctor of Philosophy – Speech-Language Pathology, Vanderbilt University
• Master of Science – Speech-Language Pathology, Vanderbilt University
• Bachelor of Arts – Communication Science and Disorders, University of Missouri

Research Interests

• Language and literacy development of young children
• Vocabulary learning of young children
• Interventions to improve oral language skills of preschool children

Classes Taught

• SLHS 8020 – Developmental Language Disorders


Kelley, E.S. (2017). Measuring explicit word learning of preschool children: A development study. American Journal of Speech-Language Pathology, 26, 961-971. doi:10.1044/2017_AJSLP-16-0074

Kelley, E.S. & Kinney, K. (2017). Word learning and story comprehension from digital storybooks: Does interaction make a difference? Journal of Educational Computer Research, 55, 410-428. doi: 10.0077/0795633116669811

Goldstein, H., Kelley, E.S., Greenwood, C., et al., (2016). Embedded instruction improves vocabulary learning during automated storybook reading among high-risk preschoolers.  Journal of Speech, Hearing, and Language Research, 59, 484-500. doi: 10.1044/2015_JSLHR-L-15-0227

Greenwood, C., Carta, J., Kelley, E., Guerrero, G., Kong, N., Atwater, J., & Goldstein, H. (2016). The effects of a Tier 2 vocabulary and comprehension storybook intervention on preschool children’s early learning: A replication. The Elementary School Journal, 116 (4), 574-599.

Kelley, E.S. (2015) An evidence-based approach to teach inferential language during interactive storybook reading with young children. Evidence Based Practice Briefs, 10 (3), 1-10.

Kelley, E.S., & Goldstein, H. (2015). Building a Tier 2 intervention: A glimpse behind the data. Journal of Early Intervention, 36, 292-312. doi: 10.1177/1053815115581657

Kelley, E.S., Goldstein, H., Spencer, T.D., & Sherman, A. (2015). Effects of an automated Tier 2 storybook intervention on vocabulary and comprehension learning in preschool children with limited oral language skills. Early Childhood Research Quarterly, 31, 47-61. doi: 10.1016/j.ecresqu.2014.12.004