Vesna Stojanovik
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United KingdomResearch Interests
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About
Vesna Stojanovik is a Professor at the University of Reading in the United Kingdom. Her research focuses on language development and disorders, including grammatical comprehension in individuals with Williams syndrome, emergent literacy skills in Arabic-speaking children, and the therapeutic processes involving speech and language therapists. She has published extensively on topics such as social communication interventions for children with disabilities and the reliability of assessment tools for language disorders.
Recent Grants
Grant: Close
Parent-Delivered Early Language Intervention for Children with Down Syndrome’
Open Date: 2023-09-01
Close Date: 2024-09-01
Grant: Close
Parent-Delivered Early Language Intervention for Children with Down Syndrome: A Randomised Controlled Feasibility Trial
Open Date: 2022-04-04
Close Date: 2024-10-03
Grant: Close
Evaluating an early social communication intervention for young children with Down syndrome: a feasibility study
Open Date: 2019-08-01
Close Date: 2022-01-31
Grant: Close
Improving cognitive abilities and educational outcomes in children with Down syndrome through mediated learning
Open Date: 2017-01-01
Close Date: 2019-01-01
Grant: Close
The role of prosodic cues on language acquisition and processing in children Williams syndrome and in those with Down syndrome
Open Date: 2010-01-01
Close Date: 2012-01-01
Articles (20)
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2025
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2022
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2022
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2022
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2021
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2021
Collaborators (12)
Fang Liu
Associate professor
University of Reading
Kelly Burgoyne
The University of Manchester
Elena Pizzo
University College London
Christopher Jarrold
University of Bristol
Michael Thomas
Professor
Birkbeck University of London
Ludovica Serratrice
UiT The Arctic University of Norway
Victoria Joffe
Dean and Professor
University of Essex
Emma Pagnamenta
Lecturer
University of Reading
Emily Farran
Professor of Cognitive Development
University of Surrey
Harry Purser
University of Nottingham
Florence Yik Nam Leung
University of Bath
Jo Van Herwegen
University College London
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