Prior to coming to Gonzaga as Dean of the School of Health Sciences, Julie Wolter, PhD, CCC-SLP was a Professor and Vice Provost for Innovation and Online Learning at the University of Montana and has a strong history working in an interdisciplinary capacity...
Ph.D., Language and Literacy Emphasis, Counseling Specialization, Wichita State University
M.A., Speech Language Pathology, Western Washington University, Bellingham
B.A., Speech Language Pathology & Audiology, Western Washington University, Bellingham
Prior to coming to Gonzaga as Dean of the School of Health Sciences, Julie Wolter, PhD, CCC-SLP was a Professor and Vice Provost for Innovation and Online Learning at the University of Montana and has a strong history working in an interdisciplinary capacity with faculty and colleagues in health, education, social science, and professional programs across academic and community settings. Dr. Wolter has an academic and clinical career of close to 25 years that includes service as Chair of the School of Speech, Language, Hearing & Occupational Sciences at the University of Montana and Chair of the Speech-Language Pathology Division in the Department of Communicative Sciences and Disorders and Deaf Education at Utah State University. Dr. Wolter has taught various undergraduate and graduate courses in evidence-based practice, implementation science, research methods, child language literacy development, and interprofessional education. She has led the development and launch of multiple undergraduate and graduate degrees in rehabilitation, health, education, and related multidisciplinary fields. Dr. Wolter is an internationally known scholar, and her research and clinical work in language-literacy development, assessment, and intervention are widely published. She currently maintains an active research lab and is funded through an R01 with the National Institutes of Health, in collaboration with Massachusetts General Hospital's Interprofessional Health Program and the Royal Holloway University of London, to examine linguistic development and related assessment and intervention practices in young school children with and without dyslexia and developmental language disorder. Dr. Wolter is committed to enhancing and promoting health professional students' education, research, and clinical experiences in underserved community settings and has secured funding, such as a $1.25 million grant through the U.S. Department of Education, to support students and distance programming in rural and American Indian tribal communities throughout the Intermountain and Northwestern regions.
Clinical Books
Wolter, J. A., & Voss, V. (2004). Tall Paul: An Interactive Reading-Rhyming Book. Eau Claire, WI: Thinking Publications.
Wolter, J. A., & Voss, V. (2004). Muddy Buddies: An Interactive Reading-Rhyming Book. Eau Claire, WI: Thinking Publications.
Instructional Materials and Books
Wolter, J.A. (2008). Oral Language Instruction for Grades K-1, Overview and Language Modules (2nd ed.). Salt Lake City, UT: Office of Education.
Wolter, J.A. (2008). Oral Language Instruction for Grades 2-3, Overview and Language Modules (2nd ed.). Salt Lake City, UT: Office of Education
Wolter, J.A. (2007). Oral Language Instruction for Grades K-1, Overview and Language Modules. Salt Lake City, UT: Office of Education.
Wolter, J.A. (2007). Oral Language Instruction for Grades 2-3, Overview and Language Modules. Salt Lake City, UT: Office of Education.
Selected Peer Reviewed Publications (* denotes work completed with a graduate or post-doc student)
Green, L. & Wolter, J.A. (in press). Morphological awareness: Connecting language foundations to academic success for children with language and literacy deficits. Language, Speech, and Hearing Services in Schools
*Radville, K.M., Komesidou, R., Wolter, J., Ricketts, J. & Hogan, T.P. (2024). Characterizing home literacy in children with developmental language disorder in the context of the COVID19 pandemic. International Journal of Speech Language Pathology, 1-16.
*Radville, K. M., Komesidou, R., Wolter, J., Ricketts, J., & Hogan, T. P. (2024). Caregivers’ reports of the home literacy environments of children with developmental language disorder and typically developing peers during the COVID-19 pandemic. International Journal of SpeechLanguage Pathology, 1-16.
*Radville, K. M., Pfeiffer, D. L., Sheranian, K., Wolter, J., Ricketts, J., & Hogan, T. P. (2024). Caregivers' Perceptions of COVID-19 Educational Disruptions on Children With Developmental Language Disorder and Typically Developing Peers. Language, Speech, and Hearing Services in Schools, 1-17.
*Radville, K., Pfeiffer, D., Sheranian, K., Wolter, J.A., Ricketts, J., & Hogan, T. P. (2023). Caregivers perceptions of COVID-19 educational disruptions on children with developmental language disorder and typically developing peers. Open Source Reprints.
Quemart, P., Wolter, J. A., Xi, C. H. E. N., & Deacon, S. H. (2023). Do You Use Love to Make it Lovely? The Role of Meaning Overlap across Morphological Relatives in the Development of Morphological Representations. Journal of Child Language, 1-21.
*Radville,K., Komesidou, R., Wolter, J.A., Ricketts, J., & Hogan, T. P. (2022). The home literacy environments of children with developmental language disorder before and after COVID-19 school closures, Open Science Framework.
*Alonzo, C., Komesidou, R., Wolter, J.A., Ricketts, J., & Hogan, T. P. (2022). Building sustainable research-practitioner partnerships in school systems: A case study. American Journal of Speech, Language Pathology.
*Komesidou, R., Feller, M.J., Wolter, J.A., Ricketts, J., Rasner, M.G., Putman, C.A., & Hogan, T.P. (2021). Educators’ perceptions of barriers and facilitators to the implementation of screeners for developmental language disorder and dyslexia. Journal of Research in Reading. DOI: 10.1111/1467- 9817.12381
Wolter J.A., & Green, L. (2021). Supporting foundational and disciplinary literacy success for adolescents with LLD: An applied morphological awareness strategy approach. Perspectives on Language Learning and Education, 1-14.
Wolter, J. A., Gibson, F. E., & Slocum, T. A. (2020). A dynamic measure of morphological awareness and first-grade literacy skill. Language, Speech, and Hearing Services in Schools, 51(3), 617-639.
*Collins, G., Wolter, J. A., Meaux, A. B., & Alonzo, C. N. (2020). Integrating morphological awareness in a multilinguistic structured literacy approach to improve literacy in adolescents with reading and/or language disorders. Language, Speech, and Hearing Services in Schools, 51(3), 531-543.
Collins, G. & Wolter, J.A. (2019). Morphological Awareness Strategies to Promote Academic: Success at Tier I through Interprofessional Collaboration. Perspectives on Language Learning and Education, 4, 781-789.
Collins, G. & Wolter, J.A. (2018). Facilitating Postsecondary Transition and Promoting Academic Success through Language/Literacy-Based Self-Determination Strategies, Language Speech Hearing Services in the Schools, 49, 176-188
Collins, G. & Wolter, J.A. (2017). Using multilinguistic strategies to improve decoding in older school age students in a contextualized and motivational approach. Perspectives on Language Learning and Education, American Speech-Language-Hearing Association, 2, 105-112.
McNeil, B.C., Wolter, J.A., & Gillon, G. (2017). A comparison of the metalinguistic performance and spelling development of children with inconsistent speech errors and their age-matched and reading matched peers. American Journal of Speech-Language Pathology, 26, 456-468.
Wolter, J.A., & Collins, G. (2017). Meaning and Reading: Using Morphological Awareness to Support Struggling Students. Perspectives on Language and Literacy, International Dyslexia Association, 43, 17-22.
*Squires, K. & Wolter, J.A. (2016). The effects of orthographic pattern intervention on spelling and reading performance of students with reading disabilities: A best evidence synthesis. Remedial and Special Education. doi:10.1177/0741932516631115.
*Wolter, J.A., & Pike, K. (2015). Dynamic assessment of morphological awareness in third-grade children. Language, Speech, and Hearing Services in the Schools, 46, 112-126.
*Gibson, F. E. & Wolter, J.A. (2015). Morphological awareness intervention to improve vocabulary and reading success. Perspectives on Language Learning and Education, 22, 147-155.
Selected Editor Reviewed Publications
Wolter, J.A. (2024). Spelling and Word Study: A guide for language-based assessment and intervention. In T. Ukrainetz (Ed.) School-Age Language Intervention: Evidence Based Practice 2nd Edition (pp. 607-634).Austin, TX: Pro-Ed.
Meaux, A., Wolter, J.A., & Collins, G. (2020). Morphological Awareness as a Key Factor in Language Literacy Success for Academic Achievement. Language Speech and Hearing Services in the Schools, 46, 112- 126.
Collins, G. & Wolter, J.A. (2019). Speech-Language Pathologists’ Role in Promoting Student Participation in Interprofessional Transition Planning Teams. In J. Bakken (Eds). Advances in Special Education. New York.
Daigle, D., Wolter, J.A., Berthiaume, R., & Noeimia, R. (2018). Classroom Practices in Morphological Instruction. In R. Berthiaume, D. Daigle, & A. Desrochers, (Eds.), Morphological Awareness and Literacy Development: Current Issues and Research. New York: Routledge.
Wolter, J.A., & Nelson, N. K. (2016). From the Editors: Considering language and meaning through the lens of the comprehension looking glass. Topics in Language Disorders. 36 (4), 305-306.
*Wolter, J.A., & Gibson, F.E. (2015). Morphological awareness assessment and intervention to improve language and literacy, Seminars in Language. 36 (1), 31-41.
Wolter, J.A. (2015). Spelling and Word Study: A guide for language-based assessment and intervention. In T. Ukrainetz (Ed.) School-Age Language Intervention: Evidence Based Practice (pp. 527-564). Austin, TX: Pro-Ed.
