Natalie Munro

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Associate Professor

University of Sydney

Australia

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About

Natalie Munro is an Associate Professor at The University of Sydney, Australia. Her research areas include communication disabilities, language interventions for preschool children, and the efficacy of various training methods in speech-language pathology. She has published extensively on topics such as culturally responsive practices and the experiences of students in telehealth and in-person placements. Prof. Munro is dedicated to improving clinical practices and understanding the needs of individuals with communication challenges.

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

Articles (24)

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Collaborators (22)

Deborah Denman

Macquarie University

AUSTRALIA

Natalie Munro

Research Interests

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About

Recent Grants

Articles (24)

Assessment of the Social Interaction Abilities of Adolescents With Communication Disability: A Scoping Review

Exploring the health, education and social support needs of individuals diagnosed with SATB2 Associated Syndrome and their families living in Australia

Telehealth and in‐person placements: Same, same, but different. A mixed methods investigation of speech and language therapy students’ and practice educators’ experiences and perceptions

Combined Language and Code Emergent Literacy Intervention for At‐Risk Preschool Children: A Systematic Meta‐Analytic Review

To the evidence: No research without action, no action without research

Context matters: Speech-language pathologists’ perceptions of the impact of barriers and facilitators on culturally responsive professional practice

A comparison of three modes of online key word sign training to determine efficacy and acceptability in comparison to in-person key word sign training

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

“Ready or not, here we come”: Positioning speech-language pathology for success and the challenges ahead

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

Collaborators (22)

Deborah Denman

Jae-Hyun Kim

Iva Strnadová

Cristina McKean

Patricia McCabe

Donna Thomas

Reinie Cordier

Sarah Masso

Mary Alt

Nichola Shelton

Lyn Tieu

Dave Parsons

Alison Purcell

Carol-Anne Murphy

Genevieve Vuong

Andy Smidt

Sari Kunnari

Renée Speyer

Ron Pomper

Elizabeth Cardell

Elise Baker

Melanie Keep

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