Ph.D. - Speech & Hearing Science
University of Washington - 1978
M.A. - Speech Pathology
Columbia University, New York - 1974
B.A. - Speech Communication
State University of New York at Buffalo - 1973
My research focuses primarily on preliteracy development, socialization, assessment, and intervention, both in children who are typically developing and those with language disorders. I am also interested in both cultural and historical variation in beliefs and practices that impact children’s preliteracy development. Some of our recent work has centered on preschoolers’ higher-level oral language foundations for later higher-level reading comprehension, including inferencing, producing narratives, and engaging in classroom discourse (“school talk”). Other work focuses on a book-sharing intervention targeting early semantic relations in young children with language delays.
van Kleeck, A., Schwarz, A. L., Fey, M., Kaiser, A., Miller, J., & Weitzman, E. (2010). Should we use telegraphic or grammatical input with children in the early stages of language development who have language impairments? A systematic review of the research and expert opinion. American Journal of Speech Language Pathology, 19, 3-21. 2010 - Publication
Price, L. H., van Kleeck, A., & Huberty, C. J. (2009). Talk during book sharing between parents and preschool children: A comparison between storybook and expository book conditions. Reading Research Quarterly, 44(2), 171- 194. 2009 - Publication
van Kleeck, A. (2008). Providing preschool foundations for later reading comprehension: The importance of and ideas for targeting inferencing in book-sharing interventions. Psychology in the Schools. 45 (6), 627 - 643. 2008 - Publication
van Kleeck, A., Vander Woude, J., & Hammett, L. (2006). Fostering literal and inferential language skills in head start preschoolers with language impairment using scripted book sharing discussions. American Journal of Speech-Language Pathology. 15 (1), 1-11. 2006 - Publication
van Kleeck, A., Gillam, R. B., Hoffman, L. M. (2006). Training in phonological awareness generalizes to phonological working memory: A preliminary investigation. The Journal of Speech-Language Pathology and Applied Behavior Analysis, 1 (3), 228-243. 2006 - Publication
van Kleeck, A. (2004). On the road treading fluently: Where is science in helping us find the best balance between meaning-oriented and skills- oriented approached [Review of book Reading the naked truth: Literacy, legislation, and lies.] American Journal of Psychology, 117 (2), 300-316. 2004 - Publication
Hammett, L., van Kleeck, A., & Huberty, C. (2003). Patterns of parenting: extratextual interactions during book sharing with preschooler children: A cluster analysis study. Reading Research Quarterly, 38 (4), 2-29. 2003 - Publication
van Kleeck, A., & Beckley-McCall, A. (2002). A comparison of mothers at individual and simultaneous book sharing with preschool siblings: An exploratory study of five families. American Journal of Speech-Language Pathology, 11, (2), 75-89 2002 - Publication
van Kleeck, A. (1998). Preliteracy domains and stages: Laying foundations for beginning reading. Journal of Childhood Communication Development, 20 (1), 33-51. 1998 - Publication
van Kleeck, A., Gillam, R., & McFadden, T. (1998). A study of classroom-based phonological awareness training for preschoolers with speech and/or language delays. American Journal of Speech-Language Pathology, 7 (3), 65-76. 1998 - Publication
Professor & Callier Research Scholar
The University of Texas at Dallas/Callier Center for Communication Disorders, Dallas, Texas [2004–Present]
Professor and Department Head
The University of Georgia, Athens, Georgia [1997–2004]
The University of Texas at Austin, Austin, Texas [1991–1997]
The University of Texas at Austin, Austin, Texas [1983–1991]
The University of Texas at Austin, Austin, Texas [1978–1983]
Using Book Sharing with Preschoolers tFoster Foundations for Later Reading Comprehension.
2008–2008 van Kleeck, A. Invited presentation at the Kansas Speech-Language-Hearing Association, Overland Park, KS.
The Importance of Book Sharing in the First TwYears.
2010–2010 van Kleeck, A. Presented at the Forum on Children and Families at the University of Texas at Dallas Center for Children and Families, Richardson, Texas.
Vertical Structuring of Semantic Relations Using Storybooks: A Single Subject Design.
2010–2010 Schwarz, A. L. & van Kleeck, A. Invited presentation at FLASH, Callier Center, University of Texas at Dallas.
The Black-White Achievement Gap in Preschool Language Test Scores: Language Skills or Language Register?
2009–2009 van Kleeck, A. Distinguished Alumnus Symposium, Department of Speech and Hearing Sciences, University of Washington, Seattle, WA.
Preschool Foundations for Later Reading Comprehension: The Critical Importance of Higher-Level Language Skills.
2009–2009 van Kleeck, A. Presented at the Alberta, Canada Speech-Language Pathology Association, Calgary, Canada
American Speech, Language, and Hearing Association, 1972-present.
American Psychological Society, 1997 - present.
International Association for the Study of Child Language, 1980-present
Texas Speech, Language, and Hearing Association, 1978-1997; 2006 - present.
Georgia Speech-Language Hearing Association, 1997 - 2004.
Austin Area Association of Speech-Language Pathologists, 1987-1997.
International Pragmatics Association, 1986-present.
Society for Research in Child Development, 1979-1988.
American Educational Research Association, 1980-1987.
Orton Dyslexia Society, 1986.
Child Language Research Group--UT Austin, 1981-1985. Chairman for 1982-1983.
Awards and Fellowships
- Fellow to the Amon B. Carter Centennial Professorship, Summer 1985
- Fellow to the Ben F. Love Regents Professorship in Communication, 1986-87
- University Research Institute Faculty Research Assignment (Spring 1995). Competitive university-wide grant that paid one semesters' salary and benefits, allowing me to go to Boston to conduct a study with Catherine Snow and her colleagues at Harvard University.
- Sponsor, NIH (NIDCD) Clinical Investigator Development Award (1993-1997), This four-year, $320, 000.00 research grant was awarded to Dr. Ronald Gillam, Assistant Professor, Speech Communication, to study short-term, modality specific memory mechanisms in specifically language impaired children. As Dr. Gillam's sponsor, I served in an advisory capacity, providing input to this project on (a) the nature of language disorders in children, (b) pertinent research issues in studying this population, (c) the psycholinguistic principles that must be applied to attain an understanding of spoken and written language processing in language disordered children, and (d) how theories of normal processing apply to language disordered children.
- College of Communication Summer Fellowship (Summer 1994). Competitive college-wide grant.
- Principal Investigator, Training grant funded by the U.S. Department of Education entitled "Training of Specialists to Work with Handicapped Infants and Toddlers and Their Families." Funding is for a 48 month period, from September 1, 1989 through August 31, 1993. Total amount: $300,000.
- University Research Institute Faculty Research Assignment (Spring 1987). Competitive university-wide grant that paid one semesters' salary and benefits.
- University Research Institute Special Research Grant (with Carlota Smith, Linguistics) (Spring 1985). Competitive university-wide grant.
- College of Communication Summer Research Award (Summer 1984). Competitive College-wide grant.
- University of Texas University Research Institute Summer Research Award (Summer, 1983). Competitive university-wide grant.
In the children’s classic I Can Read With My Eyes Shut!, Dr. Suess writes, “The more that you read, the more things you will know.” According to a researcher at the UT Dallas Callier Center for Communication Disorders, this quote not only is true, but also highlights why parents should be mindful of the ways they read and share books with their young children. “When parents read to their children, they model behaviors that provide a powerful learning mechanism,” said Dr. Anne van Kleeck, professor in the School of Behavioral and Brain Sciences. “What children learn from their parents during book sharing activities in the home can impact their language development and future academic success.” Van Kleeck is investigating how a parent’s cultural and educational background may influence a child’s ability to use language effectively in social and academic contexts.
Dr. Anne van Kleeck
has been selected to receive the American Speech-Language-Hearing Association’s (ASHA) Honors of the Association
The award recognizes members for their distinguished contribution to the discipline of communication sciences and disorders, and is the highest honor bestowed by ASHA. Van Kleeck will receive the honor in November at the ASHA 2018 Convention in Boston.
“We are proud but not at all surprised to learn of Anne’s recognition by her colleagues for her long-term and continuing contributions to the field of communication sciences and disorders,” said Dr. James Bartlett
, interim dean of the School of Behavioral and Brain Sciences
and Ashbel Smith Professor.
A research paper by Dr. Anne van Kleeck has been honored by the American Speech-Language-Hearing Association (ASHA) as the best article of the year.The article
, which appeared in the American Journal of Speech-Language Pathology
, presented a new conceptual construct designed to encourage the speech, hearing and language community to think differently about preschool children’s oral language skills.
, a professor in the School of Behavioral and Brain Sciences
, received the editor’s award late last year at ASHA’s annual convention.
Less than one-tenth of a percent of the American Speech-Language-Hearing Association
members receive a Fellowship of the Association
, but UT Dallas now has six of these fellows. Dr. Anne van Kleeck, professor in the School of Behavioral and Brain Sciences
, was the latest to receive the honor at the recent ASHA conference in Chicago.
“ASHA is the national association for professionals in speech, language and hearing sciences and pathology,” said Donise Pearson, 2013 ASHA Convention program co-chair and director of clinical operations at the Callier Center for Communication Disorders
. “ASHA represents over 166,000 audiologists, speech pathologists, scientists, support personnel and students in our mission to make effective communication accessible and achievable for all.”