Marleen Westerveld

A/Professor

Griffith University

Australia

Research Interests

Explore related searches

Professors in Australia

Contact this professor

Get a free first email built on one of their papers, ready for you to edit and send yourself.

About

Marleen Westerveld is an Associate Professor at Griffith University, Australia. Her research focuses on language development, particularly the personal narratives of children with developmental language disorders and their socio-emotional functioning. Recent publications explore topics such as the impact of emotional valence on linguistic coherence in narratives, communication assessment practices among speech-language pathologists, and the literacy environments of autistic children. Through her work, she aims to improve educational strategies and supports for children with diverse language needs.

Articles (20)

Year:

2025

Year:

2025

Year:

2025

Year:

2025

Year:

2025

Year:

2024

Year:

2024

Year:

2023

Year:

2023

Year:

2023

Year:

2023

Year:

2023

Year:

2023

Year:

2022

Year:

2022

Year:

2022

Year:

2022

Year:

2022

Year:

2022

Year:

2021

Collaborators (8)

Rebecca M. Armstrong

University of Queensland

AUSTRALIA

View details

Megan Gath

Senior Lecturer

University of Canterbury

NEW ZEALAND

View details

Shaun Ziegenfusz

Lecturer

Griffith University

AUSTRALIA

View details

Sally Clendon

Massey University

NEW ZEALAND

View details

Matthew Stainer

Lecturer

Griffith University Griffith Health

AUSTRALIA

View details

Jessica Paynter

Senior Lecturer

Griffith University

AUSTRALIA

View details

Paul Burton

Griffith University

AUSTRALIA

View details

Sue Walker

Professor of Early Childhood Education

Southern Cross University

AUSTRALIA

View details

ApplyKite TwinLearns as you apply

Make your next move.

Prepare your application

Review drafts before you send them.

Marleen Westerveld

Research Interests

Explore related searches

Contact this professor

About

Articles (20)

Stakeholder perspectives on educational needs and supports for students with developmental language disorder

Contribution of Memory Mechanisms and Socio-Emotional Functioning to the Production of Personal Narratives in Children With and Without Developmental Language Disorder

The Personal Narratives of Croatian-Speaking Children With Developmental Language Disorder: Investigating the Influence of Emotional Valence at Linguistic, Propositional, and Macrostructure Levels

Linguistic organisation and coherence in personal narratives of 10-year-old children with developmental language disorder

Knowledge, attitude, and practice in communication assessment of speech-language pathologists working with adolescents with mental health concerns

The home literacy environment of school-age autistic children with high support needs

Examining Adolescent Language Performance in Discourse Production Across Four Elicitation Tasks

Retelling stories: The validity of an online oral narrative task

Observing the classroom literacy environment of children on the autism spectrum in specialist classrooms

Ensuring communication-friendly green and public spaces for sustainable cities: Sustainable Development Goal 11

Evaluating children’s personal narrative skills using the Global TALES protocol: Implications for Practice

Feasibility of Using the Global Tales Protocol to Elicit Personal Narratives in 10-year-Old Children in Ireland

Children’s Use of Evaluative Devices in Response to the Global TALES Protocol

Prompting visual attention to print versus pictures during shared book reading with digital storybooks for preschoolers with ASD compared to TD peers

Expository discourse skills of students with reading comprehension difficulties

Global TALES feasibility study: Personal narratives in 10-year-old children around the world

Personal narrative intervention for school-age children with Down syndrome: A focus on macrostructure

The ability of adults with limited expressive language to engage in open-ended interviews about personal experiences

A systematic review of the academic achievement of primary and secondary school-aged students with developmental language disorder

Brief Report: Associations Between Autism Characteristics, Written and Spoken Communication Skills, and Social Interaction Skills in Preschool-Age Children on the Autism Spectrum

Collaborators (8)

Rebecca M. Armstrong

Megan Gath

Shaun Ziegenfusz

Sally Clendon

Matthew Stainer

Jessica Paynter

Paul Burton

Sue Walker

Make your next move.