PUBLISHED WORK
Krimm, H., & Lund, E. (2021)
EFFICACY OF ONLINE LEARNING MODULES FOR TEACHING DIALOGIC READING STRATEGIES AND PHONEMIC AWARENESS
Journal of Language, Speech, and Hearing Services in Schools, https://doi.org/10.1044/2021_LSHSS-21-00011
Krimm, H., Werfel, K. L., & Schuele, C. M. (2019).
TOWARD UNDERSTANDING THE LEXICAL-MORPHOLOGICAL NETWORKS OF CHILDREN WITH SLI: ANALYSIS OF RESPONSES ON A MORPHOLOGICAL PRODUCTION TASK
Journal of Speech, Language, and Hearing Research, 62, https://doi.org/10.1044/2019_JSLHR-L-18-0302.
Weiler, B., Schuele, C. M., Feldman, J. I., & Krimm, H. (2018).
A MULTI-YEAR POPULATION-BASED STUDY OF KINDERGARTEN LANGUAGE SCREENING FAILURE RATES USING THE TEST OF EARLY GRAMMATICAL IMPAIRMENT
Language, Speech, and Hearing Services in Schools, 49, 248-259. https://doi.org/10.1044/2017_LSHSS-17-0071.
Krimm, H., Schuele, C. M., & Brame, C. J. (2017).
VIABILITY OF ONLINE LEARNING FOR ESTABLISHING BASIC SKILLS IN SPEECH-LANGUAGE PATHOLOGY
Perspectives of the ASHA Special Interest Groups, 2, 49-58. https://doi.org/10.1044/persp2.SIG10.49
Werfel, K. L. & Krimm, H. (2017).
A PRELIMINARY COMPARISON OF READING SUBTYPES IN A CLINICAL SAMPLE OF CHILDREN WITH SPECIFIC LANGUAGE IMPAIRMENT
Journal of Speech, Language, and Hearing Research, 60, 2680-2686. https://doi.org/10.1044/2017_JSLHR-L-17-0059.
Werfel, K. L., & Krimm, H. (2015).
UTILITY OF THE SPELLING SENSITIVITY SCORE TO ANALYZE SPELLINGS OF CHILDREN WITH SPECIFIC LANGUAGE IMPAIRMENT
Australian Journal of Learning Difficulties, 20, 39-53. https://doi.org/10.1080/19404158.2015.1047871.