Kelly Farquharson profile picture CCI FSU Tallahassee FL

Kelly Farquharson

Associate Professor

Dr. Farquharson is a speech-language pathologist who studies the cognitive, linguistic, orthographic, and environmental factors that influence how children with speech and language disorders acquire literacy skills. One line of work has examined how working memory, language, and orthography may influence children's abilities to learn new words, read, and achieve age-appropriate speech production. A related line of work has examined how speech therapy-level variables, such as SLPs' stress, therapy quality, and IEP goals, may impact the outcomes seen in children with speech and language impairments. As a former school-based SLP, she is interested in determining how these lines of work can be used to create better assessments and treatments for SLPs to use in serving this population of children.  She has been an active ASHA member since she was an undergraduate student and has served many leadership roles at the state and national level. Currently, she is a member of the ASHA Convention Planning Committee in the area of Speech Sound Disorders and is an ad hoc reviewer for several journals.

Education

B.A. University of Pittsburgh M.S. Penn State University Ph.D. University of Nebraska-Lincoln

Research Interests

speech sound disorders, literacy acquisition, classroom success for children with communication impairments

Teaching Interests

speech sound disorders, school-based practices, language development and disorders

Publications & Research

Refereed Publications   Farquharson, K. and Tambyraja, S.R. (In Press) Exploring the factors that contribute to how school-based SLPs determine eligibility for children with speech sound disorders. Manuscript accepted for publication at Seminars in Speech and Language.   Farquharson, K., Hogan, T.P., Hoffman, L., Wang, J., Green, K., and Green, J.R. (2018). A longitudinal study of infants' early speech production and later letter identification.  PLoS ONE 13(10): e0204006. https://doi.org/10.1371/journal.pone.0204006   Cabbage, K.L., Farquharson, K., Iuzzini-Seigel, J., Zuk, J., & Hogan, T.P. (In Press) Revisiting the Relationship between Dyslexia and Speech Sound Disorders.  Manuscript accepted for publication at Language, Speech, and Hearing Services in Schools.   Swaminathan, D.* & Farquharson, K. (2018).  Using Response to Intervention for Speech Sound Disorders: Exploring caseload, years of experience, and geographical differences. Perspectives in School-Based Issues, 3(2), 53-66.   Farquharson, K. & Boldini, L.* (2018) Examining the variability in interpreting educational need for Children with Speech Sound Disorders. Language, Speech, and Hearing Services in Schools.  

LARRC, Jiang, H., & Farquharson, K. (2018). Are memory and attention equally important for reading and listening comprehension? A developmental comparison.  Reading and Writing, 1-29.

Farquharson, K. (2017).  Promoting early literacy for a child in foster care.  Perspectives on Language Learning and Education.

Farquharson, K., Hogan, T.P., & Bernthal, J.E. (2017). Working Memory in School-Aged Children with and without Speech Sound Disorders.  International Journal of Speech Language Pathology, 1-12.

  Schmitt, M.B., Logan, J.A.R., Tambyraja, S.R., Farquharson, K., & Justice, L.M. (2016). Establishing benchmarks for expected growth in language for children with language impairments.  Journal of Speech, Language, and Hearing Research, DOI: 10.1044/2016_JSLHR-L-15-0273   Tambyraja, S.R., Schmitt, M.B., Farquharson, K., & Justice, L.M. (2016). Home Literacy Environment Profiles of Children with Language Impairment: Associations with Caregiver- and Child-Specific Factors.  International Journal of Language and Communication Disorders, 1-12.   Murphy, K., LARRC, & Farquharson, K. (2016). Investigating Profiles of Lexical Quality in Preschool and their Contribution to First Grade Reading. Reading and Writing, 29(9), 1745-1770.   Language and Reading Research Consortium (LARRC), Farquharson, K., & Murphy, K.*. (2016). Ten Steps to Conducting a Large, Multi-site, Longitudinal Investigation of Language and Reading in Young Children. Frontiers in Developmental Psychology, 7(419), 1-16.  doi: 10.3389/fpsyg.2016.00419    Farquharson, K., Tambyraja, S.R., Logan, J.A.R., Justice, L.M., & Schmitt, M.B. (2015).  Using hierarchical linear modeling to examine how individual SLPs differentially contribute to children’s language and literacy gains in public schools, American Journal of Speech Language Pathology, 24, 504-516.

Farquharson, K. (2015).  Language or motor: Reviewing the categorical theories regarding the etiology of speech sound disorders in children.  Frontiers in Psychology,6, 1-3; Special Issue: Conceptual Categories and the Structure of Reality: Theoretical and Empirical Approaches

Tambyraja, S.R., Schmitt, M.B., Farquharson, K., & Justice, L.M. (2015).  Stability of Language and Literacy Profiles of Children with Language Impairment in the Public Schools.  Journal of Speech, Language, and Hearing Research, 58, 1167-1181. Tambyraja, S.R., Farquharson, K., Logan, J.A.R., & Justice, L.M. (2015).  Phonological Processing and the Classroom Environment: Predictors of Decoding Skills in Kindergarten and First Grade Children with Language Impairment.  American Journal of Speech-Language Pathology, 24, 177-188. doi:10.1044/2015_AJSLP-14-0054   Cabbage, K., Farquharson, K., & Hogan, T.P. (2015). Speech perception and working memory in children with persistent speech sound disorders: A case study analysis. ​​ Seminars in Speech and Language; Special Issue: Residual speech sound errors: Causes, implications, treatment, 36, 234-246.   Tambyraja, S.R., Schmitt, M.B., Farquharson, K., & Justice, L.M. (2015).  A person-centered approach to understanding emergent literacy risks in children with specific language impairment.  Logopedija, 5, 1-8.   Farquharson, K., Tambryaja, S.R., Justice, L.M., & Redle, E.E. (2014).  Examining IEP goals for Children with Speech Sound Disorders.  Journal of Communication Disorders, 52, 184-195. doi:10.1016/j.jcomdis.2014.09.005   Farquharson, K., Centanni, T.M., Franzluebbers, C.E., & Hogan, T.P. (2014).  Phonological and lexical influences on phonological awareness in children with specific language impairment and dyslexia.  Frontiers: Educational Psychology, 5, 1-10. doi:10.3389/fpsyg.2014.00838   Biancone, T.L.*, Farquharson, K., Justice, L.M., Schmitt, M.B., & Logan, J.A.R (2014).  Quality of language intervention provided to primary-grade students with language intervention. Journal of Communication Disorders, 49, 13-24. Non-Refereed Publications *Indicates student contribution  

Wang, E.* and Farquharson, K. (2016). Assessment of speech production skills of bilingual Mandarin-English speaking children: Difference vs. disorder.  EBP Brief, 10, 1-8.

Farquharson, K. (2015).  After Dismissal: Examining the Language, Literacy, and Cognitive Skills of Children with Remediated Speech Sound Disorders.  Perspectives on School-Based Issues, 6, 50-59.   Farquharson, K., & Franzluebbers, C.E.* (2014).  Comparing the effects of memory-based interventions on language and memory for children with language impairments.  EBP Brief, 9, 1-7.   Geiss, S.A., Farquharson, K., Fitzgerald, M.D., & Means, J.W. (2012).  Preparing school-based SLPs: What university faculty can do.  Perspectives on Issues in Higher Education June 2012 15:11-15; doi:10.1044/ihe15.1.11   Farquharson, K. (2008).  RTI: My Perspective.  Perspectives on School-Based Issues 2008 9: 111-115. Available at http://div16perspectives.asha.org/current.dtl     Manuals   Farquharson, K. (2015).  Articulation and Phonological Disorders Instructor’s Resource Manual and Test Bank.  Companion to Articulation and Phonological Disorders in Children by Bernthal, Bankson, & Flipsen, 8th Edition.  Boston: Pearson Publications.   Farquharson, K. (2013).  Articulation and Phonological Disorders Instructor’s Resource Manual and Test Bank.  Companion to Articulation and Phonological Disorders in Children by Bernthal, Bankson, & Flipsen, 7th Edition.  Boston: Pearson Publications.   Book Chapters   Farquharson, K. (In Press). School-Aged Speech Sound Disorder.  In Speech Language Pathology Casebook. Thieme Publications.   Farquharson, K. (2004). Introduction to the Professions: What is Speech-Language Pathology?  In NSSLHA Communication Sciences Student Survival Guide (pp. 4-6).  New York: Delmar Publications.   Farquharson, K. (2004).  Specialty Interests in Speech-Language Pathology and Speech Language Sciences.  In NSSLHA Communication Sciences Student Survival Guide (pp. 183-188; 193-197).  New York: Delmar Publications.     Other Publications

Farquharson, K. (2016).  When there is more to the story.  ASHA Leader.

  Farquharson, K. (2016) Issues in Speech Development.  Entry in The SAGE Encyclopedia of Contemporary Early Childhood Education.   Farquharson, K. (2016) Phonological Ability.  Entry in The SAGE Encyclopedia of Contemporary Early Childhood Education.   Farquharson, K. (2014).  A bittersweet dream.  The ASHA Leader, 19, 72. doi:10.1044/leader.FPLP.19122014.72   Farquharson, K. (2005).  Idiom Lexicalization, Comprehension, and Familiarity in School-Age         Children: A review of the literature.  Unpublished Master’s research, Pennsylvania State University, State College, Pennsylvania.  

Grants & Awards

2018                College of Communication and Information (CCI) Research Award. Speech and Spelling Coding Scheme (SSpeaCS); Funds awarded: $5000; PI: Farquharson, Co-PI: Patton-Terry 2018                ASHA State Association Grant (Funds awarded to MSHA: $9000) 2017                Emerson College School of Communication Innovation Grant Writing Workshop for SLPs in Training Co-PI (Funds awarded: $500) 2017                ASHA Student Advocacy Grant (Funds awarded to MSHA: $1000) 2017                Norman and Irma Mann Stearns Distinguished Faculty Award (Funds awarded: $3000) 2017                ASHA State Association Grant (Funds awarded to MSHA: $8000) 2017                Greenhawt Family Fund for Sponsored Funding Development (Funds awarded: $2,000) 2017                Emerson College Faculty Advancement Fund Grant, Does Speech Sound Production Influence Spelling? (Funds awarded: $9,000) 2016                Emerson College Faculty Advancement Fund Grant, Examining the Role of Orthography Exposure in Improving Phonological Representations for Children with Speech Sound Disorders (Funds awarded: $10,000) 2015                Emerson College Instant Innovation Teaching Grant (Funds awarded: $650) 2014                ASHA Advancing Academic Research Career (AARC) Award (Funds awarded: $5000) 2013                Post-Doctoral Researcher Travel Grant, School of Education and Human Ecology – Office of Research, The Ohio State University (Funds awarded: $500.00) 2011                Barkley Memorial Fund Dissertation Award -University of Nebraska-Lincoln (Funds awarded: $500) 2010                University of Nebraska-Lincoln College of Education and Human Sciences International Travel Award (Berlin, Germany; Funds granted: $1500.00) 2009                McDonald’s MAC Grant Recipient (Funds granted: $210.00)

Awards

2017                Patricia C. Lindamood Clinical Leadership Award, Ohio School Speech Pathology and Educational Audiology Conference 2014                Meritorious Poster Award, American Speech Language Hearing Association, Poster submission: Characterizing Language Impairment: A Latent Profile Analysis of Children Receiving School-Based Language Therapy