Natalie Munro at The University of Sydney - Research Interests, Publications & Academic Profile

Natalie Munro

Associate Professor

University of Sydney

Australia

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Research Interests

Neuropsychology

40%

Clinical Psychology

30%

Speech-language Pathology

60%

Early Intervention

30%

Childhood Studie

30%

Speech And Hearing Science

30%

Neurodevelopmental Disorders

30%

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Recent Grants

Grant: Close

Herd, Munro, Thorburn, Hill & Wong (2022). A prospective longitudinal pilot study assessing the impact of Early Years Language Intervention on student’s Oral Language Literacy and Socio Emotional Outcomes.

Open Date: 2023-01-01

Close Date: 2024-12-01

Grant: Close

Clancey, G & Munro, N. Understanding ADVOS, bail conditions and court processes

Open Date: 2020-05-01

Close Date: 2020-06-01

Grant: Close

Britton A, Lau V, Masso S, Munro N, McCabe P, Gott K, Faulkner H, Horesh A. Growing Little Language Learners: An Integrated and community health (ICH) and Early Childhood Education and Care (ECEC) partnership to improve health and developmental outcomes for children in Western Sydney.

Open Date: 2019-01-01

Close Date: 2021-01-01

Grant: Close

Munro, Baker, Masso & OyaLabs. Using OYA technology to facilitate parent-child interaction in Australia.

Open Date: 2019-01-01

Close Date: 2020-01-01

Grant: Close

Munro (2018) Tackling Early Language Delay and Disorders in Children from Culturally and Linguistically Diverse (CALD) Backgrounds.

Open Date: 2018-01-01

Close Date: 2018-01-01

Natalie Munro

Associate Professor

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Research Interests

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Recent Grants

Articles16

Speech-language pathology and our diverse landscape of research and practice!

Four Cases of Children With Phonological Impairment and Precocious Vocabulary: Making Sense of a Clinical Conundrum

Ready to practice in hospitals? Insights into developing a co-designed intensive model for student learning

I remembered the chorm! Word learning abilities of children with and without phonological impairment

Standardized measures used regularly by speech-language pathologists when assessing the language abilities of school-aged children

Do speech–language therapists support young people with communication disability to use social media? A mixed methods study of professional practices

The Relationship Between Speech Perception, Speech Production, and Vocabulary Abilities in Children: Insights From By-Group and Continuous Analyses

What Are Parents’ Experiences With Their Child’s Hearing Aid Use in the First 5 Years?

Growing our evidence: Development, direction, and dissemination

Revising the Pragmatics Profile using a modified Delphi methodology to meet the assessment needs of current speech–language therapists

Editorial Perspective: Maximising the benefits of intervention research for children and young people with developmental language disorder – a call for international consensus on standards of reporting in intervention studies for children with and at risk for DLD

Language and early literacy professional development: A complex intervention for early childhood educators and speech-language pathologists

A Systematic Review of Interventions for Late Talkers: Intervention Approaches, Elements, and Vocabulary Outcomes

Harnessing automatic speech recognition to realise Sustainable Development Goals 3, 9, and 17 through interdisciplinary partnerships for children with communication disability

The emergent literacy skills of 4- to 5-year-old children with and without a history of late talking

Looking back but also forward

Collaborators16

Deborah Denman

Jae-Hyun Kim

Cristina McKean

Patricia McCabe

Reinie Cordier

Sarah Masso

Mary Alt

Lyn Tieu

Alison Purcell

Carol-Anne Murphy

Genevieve Vuong

Sari Kunnari

Renée Speyer

Elizabeth Cardell

Elise Baker

Melanie Keep

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