Holly L. Storkel, PhD

Social and Behavioral Sciences - Speech-Language-Hearing, College of Liberal Arts & Sciences
Professor
Interim Associate Dean for Academic Innovation and Student Success
Primary office:
785.864.0497
Dole Human Development Center, 3001
University of Kansas
1000 Sunnyside Ave
Lawrence, KS 66045


Summary

Dr. Storkel received her bachelor's degree in Speech and Hearing Sciences at Indiana University in Bloomington, IN. She received her master's in Speech-Language Pathology and doctorate in Speech and Hearing Sciences at the University of Washington in Seattle, WA. Dr. Storkel completed her clinical fellowship year during her doctoral program by working in a private practice specializing in language disorders in children. Upon completion of her PhD, Dr. Storkel was a post-doctoral fellow in Speech and Hearing Sciences and Cognitive Psychology at Indiana University in Bloomington, IN. She joined the faculty in the Speech-Language-Hearing: Sciences and Disorders Department at the University of Kansas in Lawrence, KS in 2001.

Teaching

Dr. Storkel teaches courses related to language structure, processing, development and disorders at the undergraduate and graduate level. She also has lead several doctoral seminars related to professional development and grant writing. In terms of student mentoring, Dr. Storkel has mentored post-doctoral fellow, PhD students, SLPD students, MA student research projects, and undergraduate research projects. In addition, Dr. Storkel has served as a sponsor or co-sponsor on two NIDCD F31 Predoctoral Fellowships (F31DC006749, PI J.R. Hoover; F31DC006749, PI T.P. Hogan) and as a co-director (with Dr. Mabel Rice) on the Training Researchers in Language Impairments training grant (T32DC000052). She has received 5 university awards for excellence in teaching and/or student mentoring and has published several local and national articles on teaching and training issues.

Teaching Interests

  • Language science
  • Phonology
  • Phonological disorders

Research

Dr. Storkel's research focuses on why some children learn words and sounds so easily while others struggle. Her goals is to understand what parents and professionals (such as teachers and speech language pathologists) can do to help children who struggle to learn words and sounds. Her work has been funded since 2001 by the National Institute of Deafness and other Communication Disorders.

Research Interests

  • Language Development
  • Language disorders
  • Phonology
  • Word learning
  • Vocabulary
  • Developmental language disorders
  • Specific Language Impairment
  • Speech sound disorders

Service

Dr. Storkel currently serves as the Associate Dean for Academic Innovation and Student Success in the College of Liberal Arts and Sciences at KU. She is the Editor-in-Chief for Language, Speech, and Hearing Services in Schools and a standing member of the Center for Scientific Review's Language and Communication Grant Review Panel. She is a member of the Board of Trustees of the American Speech-Language-Hearing Foundation.

Selected Publications

Storkel, H. L. (2018). The Complexity Approach to Phonological Treatment: How to Select Treatment Targets [Journal Articles]. Language, Speech, and Hearing Services in Schools, 49(3), 463–481. https://doi.org/10.1044/2017_lshss-17-0082
Brackenbury, T., Zickar, M. J., Munson, B., & Storkel, H. L. (2017). Applying item response theory to the development of a screening adaptation of the Goldman-Fristoe Test of Articulation- 2. [Journal Articles]. Journal of Speech, Language, and Hearing Research, 60, 2672–2679.
Storkel, H. L., Komesidou, R., Fleming, K. K., & Romine, R. S. (2017). Interactive book reading to accelerate word learning by kindergarten children with SLI: Identifying adequate progress and successful learning patterns [Journal Articles]. Language, Speech, and Hearing Services in Schools, 48, 108–124.

Selected Grants

Interactive book reading to accelerate word learning by children with SLI. National Institutes of Health. $1532671.00. (3/1/2013 - 2/28/2018). Federal. Status: Funded

Research

The long-term goal of Professor Storkel's research program is to determine how preschool children learn and organize the words of the language with the ultimate intent of applying this knowledge to clinical populations. Children acquiring a language are faced with at least two tasks related to words: learning new words and organizing these in memory to uniquely distinguish each word from every other. During this process, children are also learning the sound system of the language, and it is likely that advances in word and sound learning influence one another. The specific aims of the research program are:

  1. to identify the processes underlying learning of new words and to describe the structure of word representations in preschool children;
  2. to document the influence of sound development on word learning and representations in preschool children;
  3. to examine these same processes in children with delayed vocabulary and/or sound development to provide evidence concerning the nature of these apparent delays.

The findings to emerge have the potential to extend current theories of word learning and to inform theories concerning the relationship between language perception and production.

Selected Publications

Storkel, H. L. & Hoover, J. R. (2011). The influence of part-word phonotactic probability/neighborhood density on word learning by preschool children varying in expressive vocabulary. Journal of Child Language, 38, 628-643. PMC2953578; doi:10.1017/S0305000910000176

Storkel, HL. & Lee, S. Y. (2011). The independent effects of phonotactic probability and neighborhood density on lexical acquisition by preschool children. Language and Cognitive Processes, 26, 191-211. NIHMSID 218956; doi: 10.1080/01690961003787609

Hoover, J. R., Storkel, H. L., & Hogan, T. P. (2010). A cross-sectional comparison of the effects of phonotactic probability and neighborhood density on word learning by preschool children. Journal of Memory and Language, 63, 100-116. PMC2885809; doi:10.1016/j.jml.2010.02.003

Storkel, H. L. & Hoover, J. R. (2010). Word learning by children with phonological delays: Differentiating effects of phonotactic probability and neighborhood density. Journal of Communication Disorders, 43, 105-119. PMC2834829; doi:10.1016/j.jcomdis.2009.11.001

Storkel, HL., Maekawa, J., & Hoover, J. R. (2010). Differentiating the effects of phonotactic probability and neighborhood density on vocabulary comprehension and production: A comparison of preschool children with versus without phonological delays. Journal of Speech, Language, and Hearing Research53, 933-949. PMC2917507; doi: 10.1044/1092-4388(2009/09-0075)

Storkel, H. L. & Adlof, S. M. (2009). The effect of semantic set size on word learning by preschool children. Journal of Speech, Language, and Hearing Research, 52, 306-320. PMC2664852; doi: 10.1044/1092-4388(2009/07-0175)

Storkel, H. L. (2009). Developmental differences in the effects of phonological, lexical, and semantic variables on word learning by infants. Journal of Child Language, 36, 291-321PMC2632730; doi: 10.1017/S030500090800891X

Storkel, H. L., Armbruster, J., & Hogan, T. P. (2006). Differentiating phonotactic probability and neighborhood density in adult word learning. Journal of Speech, Language, and Hearing Research, 49, 1175-1192. PMC2850108; doi: 10.1044/1092-4388(2006/085) Awards: As of January, 2011, #20 of the 50 most frequently cited papers for this journal

Storkel, H. L. (2004). The emerging lexicon of children with phonological delays: Phonotactic constraints and probability in acquisition. Journal of Speech, Language, and Hearing Research, 47, 1194-1212doi:10.1044/1092-4388(2004/088)

Storkel, H. L. (2002). Restructuring similarity neighborhoods in the developing mental lexicon. Journal of Child Language, 29, 251-274. doi: 10.1017}S0305000902005032

Storkel, H. L. & Morrisette, M. L. (2002). The lexicon and phonology: Interactions in language acquisition. Language, Speech, and Hearing Services in the Schools 33, 22-35. doi:10.1044/0161-1461(2002/003) Awards: Editor’s Award for Best Paper; As of January, 2011, #21 of the 50 most frequently cited papers for this journal

Storkel, H. L. (2001). Learning new words: Phonotactic probability in language development. Journal of Speech, Language, and Hearing Research, 44, 1321-1337. doi:10.1044/1092-4388(2001/103) Awards: As of January 2011, over 100 citations.

Subscribe to Department News

Calendar
Proseminar Spring 2020 Schedule
In the News

One of 34 U.S. public institutions in the prestigious Association of American Universities
44 nationally ranked graduate programs.
—U.S. News & World Report
Top 50 nationwide for size of library collection.
—ALA
5th nationwide for service to veterans —"Best for Vets: Colleges," Military Times
KU Today