COMMUNICATION SCIENCES AND DISORDERS

School of Health and Human Sciences

Alan Kamhi

Alan Kamhi
Professor
Office: Ferguson 310
Phone: (336) 334-5184
Email: agkamhi@uncg.edu
Curriculum Vitae

Brief Bio

Alan Kamhi is a Professor in the Department of Communication Sciences and Disorders at the University of North Carolina-Greensboro. His early research focused on linguistic and cognitive abilities of children with specific language impairments (SLI) and mental handicaps. Later research focused on language-learning disabilities, culminating in a book co-edited with Hugh Catts, on language and reading disabilities. The third edition of this book was published in 2012. Recent articles have considered how to balance certainty and uncertainty in clinical practice, what SLPs need to know about auditory processing disorders, how to improve clinical practices for children with language and learning disorders, and how to assess and treat reading comprehension problems.

Selected Publications

Books

  • Kamhi, A., & Catts, H. (Eds.). (2012). Language and reading disabilities (3rd ed.). Boston: Allyn & Bacon.
  • Kamhi, A., Masterson, J, & Apel, K. (Eds.). (2007). Clinical decision making in language disorders. Baltimore: MD: Brookes.
  • Catts, H., & Kamhi, A. (Eds.). (2005). The connections between language and reading disabilities. Mahwah, NJ: Erlbaum.
  • Catts, H., & Kamhi, A. (Eds.). (2005). Language and reading disabilities (2nd ed.). Boston: Allyn & Bacon.
  • Kamhi, A., & Pollock, K. (Eds.). (2005). Phonological disorders in children: Clinical decision making in assessment and intervention. Baltimore: Brooks.
  • Harris, J., Kamhi, A., & Pollock, K. (Eds.). (2001). Literacy in African-American communities. Mahwah, NJ: Erlbaum.
  • Catts, H., & Kamhi, A. (Eds.). (1999). Language and reading disabilities. Boston: Allyn & Bacon.
  • Kamhi, A., Pollock, K., & Harris, J. (Eds.). (1996). Communication development and disorders in African-American children: Research, assessment, and intervention. Baltimore: Paul Brookes.
  • Kamhi, A., & Catts, H. (Eds.). (l989). Reading disabilities: A developmental language perspective. Boston: Allyn & Bacon.

Book Chapters

  • Kamhi, A., & Clark, M.K. (2013). Specific language impairment. In O. Dulac, M. Lassonde, & H.B. Sarnat (Eds.). Pediatric neurology handbook of clinical neurology. Elsevier: London.
  • Kamhi, A. (2012). Perspectives on assessing and improving reading comprehension. In A. Kamhi & H. Catts (Eds.), Language and reading disabilities (3rd ed.). Boston: Allyn & Bacon.
  • Catts, H., Kamhi, A., & Adlof, S. (2012). Causes of reading disabilities. In A. Kamhi & H. Catts (Eds.), Language and reading disabilities (3rd ed.). Boston: Allyn & Bacon.
  • Catts, H., Kamhi, A., & Adlof, S. (2012). Defining and classifying reading disabilities. In Kamhi & Catts (Eds.) Language and reading disabilities (3rd ed). Boston: Allyn & Bacon.
  • Kamhi, A., Catts, H. (2012). Reading development. In A. Kamhi & H. Catts (Eds.), Language and reading disabilities (3rd ed.). Boston: Allyn & Bacon.
  • Kamhi, A., & Catts, H. (2012). Language and reading: Convergences and divergences. In A. Kamhi & H. Catts (Eds.), Language and reading disabilities (3rd ed.). Boston: Allyn & Bacon.
  • Gillam, S., & Kamhi, A. (2010). Specific language impairment. In M. Ball, J. Damico, & N. Mueller (Eds.) Handbook of language and speech disorders. New York: Blackwell.
  • Clark M. K., & Kamhi A. (2009). Child language disorders. In J. H. Stone & M. Blouin (Eds.), International Encyclopedia of Rehabilitation. Available online, http://cirrie.buffalo.edu/encyclopedia/article.php?id=31&language=en
  • Kamhi, A. (2007). Thoughts and reflections on developmental language disorders. [Word] In A. Kamhi, J. Masterson, & K. Apel (Eds.), Clinical decision making in language disorders (pp. 363-378). Baltimore, MD: Brookes.
  • Kamhi, A. (2005). Finding beauty in the ugly facts about reading comprehension. [Word] In H. Catts & A. Kamhi (Eds.), The connections between language and reading disabilities (pp. 201-212). Mahwah, NJ: Erlbaum.
  • Kamhi, A. (2005). Summary, reflections, and future directions. [Word] In A. Kamhi & K. Pollock (Eds.), Phonological disorders in children: Clinical decision making in assessment and intervention (pp. 211-228). Baltimore, MD: Brookes.
  • Kamhi, A., & Catts, H. (2002). The language basis of reading: Implications of classification and treatment of children with reading disabilitlies. [Word] In K. Butler & E. Silliman (Eds.), Speaking, reading, and writing in children with language and learning disabilitlies: New paradigms in research and practice (pp. 45-73). Mahwah, NJ: Erlbaum.
  • Kamhi, A., & Laing, S. (2001). The path to reading success or failure: A choice for the new millenium. [Word] In J. Harris, A. Kamhi, & K. Pollock (Eds.), Literacy in African-American communities (pp. 127-147). Mahwah, NJ: Erlbaum.
  • Kamhi, A., & Catts, H. (1999, 2005). Language and reading: Convergences and divergences. [Word] In H. Catts & A. Kamhi (Eds.), Language and reading disabilities. Boston: Allyn & Bacon.
  • Kamhi, A., Catts, H. (1999, 2005). Reading development. [Word] In H. Catts & A. Kamhi (Eds.), Language and reading disabilities. Boston: Allyn & Bacon.
  • Catts, H., & Kamhi, A. (1999, 2005). Defining reading disabilities. In H. Catts & A. Kamhi (Eds.), Language and reading disabilities. Boston: Allyn & Bacon.
  • Catts, H., & Kamhi, A. (1999, 2005). Classification of reading disabilities. In H. Catts & A. Kamhi (Eds.), Language and reading disabilities. Boston: Allyn & Bacon.
  • Catts, H., & Kamhi, A. (1999, 2005). Causes of reading disabilities. In H. Catts & A. Kamhi (Eds.), Language and reading disabilities. Boston: Allyn & Bacon.
  • Kamhi, A. (1998). Differential diagnosis of language learning disabilities. In B.J. Philips & D. Ruscello (Eds.), Differential diagnosis (pp. 87-113). Newton, MA: Butterworth-Heinemann.
  • Kamhi, A. (1996). Linguistic and cognitive aspects of specific language impairment. [Word] In M. Smith & J. Damico (Eds.), Childhood language disorders (pp. 97-119). New York: Thieme.
  • Kamhi, A. (1993). Specific language impairment: Perceptual and cognitive aspects. [Word] In G. Blanken et al. (Eds.), Linguistic disorders and pathologies: An international handbook (pp. 625-640). New York: Walter de Gruyter.
  • Kamhi, A. (1992). Three perspectives on language processing: Interactionism, modularity, and holism. [Word] In R. Chapman (Ed.), Child talk: Processes in language acquisition (pp. 45-65). Chicago: Mosby.
  • Kamhi, A. (l989, 1995). Developmental childhood language disorders. [Word– 1989] In M. Leahy (Ed.), Disorders of communication: An introduction to intervention (pp. 69-l03). London: Taylor & Francis.

Refereed Journal Articles

2010 – present

  • Catts, H. W., & Kamhi, A. G. (2017). Prologue: Reading comprehension is not a single ability. [PDF] Language, Speech, and Hearing Services in Schools, 48, 73-76
  • Kamhi, A. G., & Catts, H. W. (2017). Epilogue: Reading Comprehension Is Not a Single Ability—Implications for Assessment and Instruction. [PDF] Language, Speech, and Hearing Services in Schools, 48, 104-107.
  • Clark, M. K., & Kamhi, A. G. (2014). Influence of Prior Knowledge and Interest on Fourth-and Fifth-Grade Passage Comprehension on the Qualitative Reading Inventory—4. [PDF] Language, Speech, and Hearing Services in Schools, 45, 291-301.
  • Kamhi, A. (2014). Improving clinical practices for children with language and learning disorders. [PDF] Language, Speech, and Hearing Services in Schools, 45(2), 92-103
  • Kamhi, A. (2012). Pharmacological dosage concepts: How useful are they for educators and speech-language pathologists? [PDF] International Journal of Speech-Language Pathology,14, 414-418.
  • Fey, M., Kamhi, A., & Richard, G. (2012). Auditory training for children with auditory processing disorder and language impairment: A response to Bellis, Chermak, Weihing, and Musiek. [PDF ]Language Speech and Hearing Services in Schools, 43, 387-392.
  • Fey, M., Richard, G., Geffner, D., Kamhi, A., Medwetsky, L., Paul, D., Ross-Swain, D., Wallach, G., Frymark, T., & Schooling, T. (2011). The role of the speech-language pathologist in identifying and treating children with auditory processing disorder. [PDF] Language, Speech, and Hearing Services in Schools, 42, 246-264.
  • Kamhi, A. (2011). What speech-language pathologists need to know about auditory processing disorder. [PDF] Language, Speech, and Hearing Services in Schools, 42, 265-272.
  • Kamhi, A. (2011). Prologue: Balancing certainty and uncertainty in clinical practice. [PDF] Language, Speech, and Hearing Services in Schools, 42, 59-64.
  • Kamhi, A. (2011). Epilogue: Balancing certainty and uncertainty in clinical practice. [PDF] Language, Speech, and Hearing Services in Schools, 42, 88-93.

2005 – 2009

  • Kamhi, A. (2009). Prologue: The case for the narrow view of reading. [PDF] Language, Speech, and Hearing Services in Schools, 40, 174-178.
  • Kamhi, A. (2009). Epilogue: Solving the reading crisis – take 2: The case for differentiated assessment. [PDF] Language, Speech, and Hearing Services in Schools, 40, 212-215.
  • Kamhi, A. (2008). A meme’s-eye view of nonspeech oral-motor exercises. [PDF] Seminars in Speech and Language, 29, 331-338.
  • Kamhi, A. (2006). Prologue: Combining research and reason to make treatment decisions. [PDF] Language, Speech, and Hearing Services in Schools, 37, 255-256.
  • Kamhi, A. (2006). Treatment decisions for children with speech-sound disorders. [PDF] Language, Speech, and Hearing Services in Schools, 37, 271-279.
  • Kamhi, A. (2006). Epilogue: Some final thoughts on EBP. [PDF] Language, Speech, and Hearing Services in Schools, 37, 320-322.
  • Kamhi, A. (2005). Can Walsh’s conceptual model improve the appropriateness and consistency of terminology in speech pathology? [PDF] International Journal of Speech-Language Pathology, 7, 77-79.

2000 – 2004

  • Kamhi, A. (2004). A meme’s eye view of speech-language pathology. [PDF] Language, Speech, and Hearing Services in Schools, 35, 105-112.
  • Kamhi, A. (2003). Two paradoxes in stuttering treatment. [PDF] Journal of Fluency Disorders, 28, 187-196.
  • Laing, S., & Kamhi, A. (2003). Alternative assessment of language and literacy in culturally and linguistically diverse populations. [PDF] Language, Speech, and Hearing Services in Schools, 34, 44-56.
  • Laing, S., & Kamhi, A. (2002). The use of think-aloud protocols to compare inferencing abilities in average and below-average readers. [PDF] Journal of Learning Disabilities, 35, 436-438.
  • Kamhi, A. (2001). Exploring the relationship between phonological awareness, speech impairment, and literacy: A response. [PDF] International Journal of Speech-Language Pathology, 3, 163-166.
  • Kamhi, A., Allen, J., & Catts, H. (2001). The role of the speech-language pathologist in improving decoding skills. [PDF] Seminars in Speech and Language, 22, 175-185.
  • Kamhi, A. (2000). Practice makes perfect: The incompatibility of practicing speech and meaningful communication. [PDF] Language, Speech, and Hearing Services in Schools, 31, 182-186.
  • Kamhi, A., & Hinton, L. (2000). Explaining individual differences in spelling ability. [PDF] Topics in Language Disorders, 20, 37-50.
  • Kamhi, A., & Laing, S. (2000). The role of analogies in learning to read. [PDF] Logopedics Phoniatrics Vocology, 25, 29-35.

1995 – 1999

  • Kamhi, A. (1999). To use or not to use: Factors that influence the selection of new treatment approaches. [PDF] Language, Speech, and Hearing Services in Schools, 30, 92-98.
  • Kamhi, A. (1999). The path to proficient word recognition. Journal of Clinical Speech and Language Studies, 9, 1-11.
  • Kamhi, A. (1998). Trying to make sense of developmental language disorders. [PDF] Language, Speech, and Hearing Services in Schools, 29, 35-45.
  • Wolgemuth, K., Kamhi, A., & Lee, R. (1998). Metaphor performance in children with hearing impairment. [PDF] Language, Speech, and Hearing Services in Schools, 29, 216-232.
  • Kamhi, A. (1997). Three perspectives on comprehension: Implications for assessing and treating comprehension problems. [PDF] Topics in Language Disorders, 17, 62-75.
  • Mauer, D., & Kamhi, A. (1996). Visual and phonetic influences on the learning of novel phoneme-grapheme correspondences. [PDF] Journal of Learning Disabilities, 29, 259-271.
  • Kamhi, A. (1995). Defining, developing, and maintaining clinical expertise. [PDF] Language, Speech, and Hearing Services in Schools, 26, 353-357.
  • Kamhi, A., Ward, M., Mills, K. (1995). Hierarchical planning abilities in children with specific language impairments. [PDF] Journal of Speech and Hearing Research, 38, 1108-1116.
  • Gilbertson, M., & Kamhi, A. (1995). Novel word learning in children with hearing impairment. [PDF] Journal of Speech and Hearing Research, 38, 630-643.
  • Wolgemuth, K., Luttrell, W., Kamhi, A., & Wark, D. (1995). Effectiveness of the Navy’s hearing conservation program. Military Medicine, 160, 219-222.

1990 – 1994

  • Kamhi, A. (1994). Toward a theory of clinical expertise in speech-language pathology. [PDF] Language, Speech, and Hearing Services in Schools, 25, 115-119.
  • Kamhi, A. (1994). Paradigms of teaching and learning: Is one view the best? [PDF] Language, Speech, and Hearing Services in Schools, 25, 194-199.
  • Kamhi, A. (1993). Assessing complex behaviors: Problems with reification, quantification, and ranking. [PDF] Language, Speech, and Hearing Services in Schools, 24, 110-114.
  • Kamhi, A. (1993). Some problems with the marriage between theory and clinical practice. [PDF] Language, Speech, and Hearing Services in Schools, 24, 57-61.
  • Pierce, K., Duncan, M., Gholson, B., & Kamhi, A. (1993). Cognitive load, schema acquisition, and procedural adaptation in nonisomorphic analogical transfer. [PDF] Journal of Educational Psychology, 85, 66-74.
  • Kamhi, A. (1992). The need for a broad-based model of phonological disorders. [PDF] Language, Speech, and Hearing Services in Schools, 23, 261-269.
  • Kamhi, A. (1992). Response to historical perspective: A developmental language perspective. [PDF] Journal of Learning Disabilities, 25, 48-53.
  • Masterson, J., & Kamhi, A. (1992). Linguistic trade-offs in school-age children with and without language disorders. [PDF] Journal of Speech and Hearing Research, 35, 1064-1076.
  • Masterson, J., & Kamhi, A. (1991). The effects of elicitation condition on sentence production in normal and language-learning disabled children. [PDF] Journal of Speech and Hearing Research, 34, 549-559.
  • Kamhi, A., Catts, H., & Mauer, D. (1990). Explaining speech production deficits in poor readers. [PDF] Journal of Learning Disabilities, 23, 632-636.
  • Kamhi, A., Gentry, B., Mauer, D., & Gholson, B. (l990). Analogical learning and transfer in language impaired children. [PDF] Journal of Speech and Hearing Disorders, 55, 140-149.
  • Kamhi, A., Minor, J., & Mauer, D. (l990). Content analysis and intratest performance profiles on the Columbia and the TONI. [PDF] Journal of Speech and Hearing Research, 33, 375-380.
  • Lee, R.F., & Kamhi, A. (1990). Metaphoric competence in learning disabled children. [PDF] Journal of Learning Disabilities, 23, 476-483.

1985 – 1989

  • Kamhi, A. (l988). A reconceptualization of generalization and generalization problems. [PDF] Language, Speech, and Hearing Services in Schools, l9, 304-414.
  • Kamhi, A. (l988). Three popular myths about language development. [PDF] Child Language Teaching and Therapy, 4, l-l3.
  • Kamhi, A., Catts, H., Mauer, D., Apel, K., & Gentry, B. (l988). Phonological and spatial processing abilities in language- and reading-impaired children. [PDF] Journal of Speech and Hearing Disorders, 53, 316-327.
  • Kamhi, A., & Nelson, L. (l988). Early syntactic development: Simple clause types and grammatical morphology. [PDF] Topics in Language Disorders, 8, 26-44.
  • Kamhi, A. (l987). Metalinguistic abilities in language disordered children. [PDF] Topics in Language Disorders, 7, l-l3.
  • Gholson, B., Eymard, L., Morgan, D., & Kamhi, A. (l987). Problem solving, recall, and isomorphic transfer among third and sixth grade children. Journal of Experimental Child Psychology, 43, 227-243.
  • Nelson, L., Kamhi, A., & Apel, K. (l987). Cognitive strengths and weaknesses of language impaired children: One more look. [PDF] Journal of Speech and Hearing Disorders, 52, 36-44.
  • Kamhi, A. (l986). The elusive first word: The importance of the naming insight for the development of referential speech. Journal of Child Language, l3, l55-l6l.
  • Catts, H., & Kamhi, A. (l986). The linguistic basis for reading disorders: Implications for the speech language pathologist. [PDF] Language, Speech, and Hearing Services in Schools, l7, 329-342.
  • Kamhi, A., & Catts, H. (l986). Toward an understanding of developmental language and reading disorders. [PDF] Journal of Speech and Hearing Disorders, 5l, 337-348.
  • Kamhi, A., & Masterson, J. (l986). The reliability of the time sharing paradigm. Brain and Language, 29, 324-34l.
  • Kamhi, A. (l985). Questioning the value of large N, multivariate studies: A response to Schery. [PDF] Journal of Speech and Hearing Disorders, 50, 288-290.
  • Kamhi, A., & Koenig, L. (l985). Metalinguistic awareness in normal and language disordered children. [PDF] Language, Speech, and Hearing Services in Schools, l6, l99-2ll.
  • Kamhi, A., Lee, R., & Nelson, L. (l985). Word, syllable, and sound awareness in language disordered children. [PDF] [Erratum] Journal of Speech and Hearing Disorders, 50, 207-213.
  • Kamhi, A., Nelson, L., Lee, R., & Gholson, B. (l985). The ability of language disordered and normally developing children to use and modify hypotheses in discrimination learning. Applied Psycholinguistics, 6, 435-452.

1980 – 1984

  • Kamhi, A. (l984). Problem solving in child language disorders: The clinician as clinical scientist. [PDF] Language, Speech, and Hearing Services in Schools, l5, 226-235.
  • Kamhi, A., Catts, H., & Davis, M. (l984). Management of sentence production demands. [PDF] Journal of Speech and Hearing Research, 27, 329-338.
  • Kamhi, A., Catts, H., Koenig, L., & Lewis, B. (l984). Hypothesis testing and nonlinguistic symbolic abilities in language impaired children. [PDF] Journal of Speech and Hearing Disorders, 49, l69-l77.
  • Catts, H., & Kamhi, A. (l984). Simplification of /s/ + stop consonant clusters: A developmental perspective. [PDF] Journal of Speech and Hearing Research, 27, 556-652.
  • Johnston, J., & Kamhi, A. (l984). The same can be less: Syntactic and semantic aspects of the utterances of language impaired children. [PDF] Merrill Palmer Quarterly, 30, 65-85.
  • Kamhi, A. (l982). The effect of self initiated and other initiated actions on linguistic performance. [PDF] Journal of Speech and Hearing Research, 25, l77-l84.
  • Kamhi, A. (l982). Overextensions and underextensions: How different are they? Journal of Child Language, 9, 243-249.
  • Kamhi, A. (l982). The problem of relapse in stuttering: Some thoughts on what might cause it and how to deal with it. [PDF] Journal of Fluency Disorders, 7, 459-469.
  • Kamhi, A., & Johnston, J. (l982). Towards an understanding of retarded children’s linguistic deficiencies. [PDF] Journal of Speech and Hearing Research, 25, 435-445.
  • Kamhi, A., & McOsker, T. (l982). Attention and stuttering: Do stutterers think too much about speech? [PDF] Journal of Fluency Disorders, 7, 309-323.
  • Kamhi, A. (l98l). Nonlinguistic symbolic and conceptual abilities of language impaired and normally developing children. [PDF] Journal of Speech and Hearing Research, 24, 446-454.
  • Kamhi, A. (l98l). Developmental versus difference theories of mental retardation: A new look. American Journal of Mental Deficiency, 86, l-7.