Holly Storkel

Holly L. Storkel, Ph.D.

Holly Storkel

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.


Professor and Chair,
College of Liberal Arts & Sciences


Ph.D., Speech and Hearing Sciences, University of Washington, Seattle
M.S., Speech and Hearing Sciences, University of Washington
B.A., Speech and Hearing Sciences, Indiana University

Contact Information

Address

1000 Sunnyside Avenue
3001 Dole Human Development Center
Lawrence, Kansas 66045

Phone:
785-864-0497
Fax:
785-864-3974

Research Interests

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.

Lab

Honors

University of Kansas Center for Teaching Excellence Best Practices Workshop, 2003; University of Kansas Center for Teaching Excellence Teaching Grant, 2003; University of Kansas Center for Teaching Excellence Faculty Seminar, 2004; University of Kansas Center for Teaching Excellence Faculty Fellow, 2004; University of Kansas Graduate and Professional Association Mentorship Award, 2004; University of Kansas Center for Teaching Excellence Best Practices Workshop Facilitator, 2004; University of Kansas Center for Teaching Excellence Award for Excellence in Graduate Teaching, 2005; University of Kansas W. T. Kemper Fellowship for Teaching Excellence, 2007; Mentor of the Year Award, University of Kansas and Haskell Indian Nations University Minority Student Programs, 2007; K. Barbara Schowen Undergraduate Research Mentor Award, University of Kansas Undergraduate Research Symposium, 2007.

Recent Publications

Google Scholar Profile

Storkel HL, Voelmle K, Fierro V, Flake K, Fleming KK, Romine RS. Interactive Book Reading to Accelerate Word Learning by Kindergarten Children With Specific Language Impairment: Identifying an Adequate Intensity and Variation in Treatment Response. Language, Speech, and Hearing Services in Schools. 2016 Dec 30:1-5.

Han MK, Storkel HL, Lee J, Cox C. The Effects of Phonotactic Probability and Neighborhood Density on Adults' Word Learning in Noisy Conditions. American Journal of Speech-Language Pathology. 2016 Nov 1;25(4):547-60.

Voelmle K, Storkel HL. Teaching new words to children with specific language impairment using interactive book reading. SIG 1 Perspectives on Language Learning and Education. 2015 Nov 1;22(4):131-7.

Komesidou R, Storkel HL. Learning and remembering new words: Clinical illustrations from children with specific language impairment. Perspectives on Language Learning and Education. 2015 Nov 1;22:138-46.

Brady NC, Storkel HL, Bushnell P, Barker RM, Saunders K, Daniels D, Fleming K. Investigating a multimodal intervention for children with limited expressive vocabularies associated with autism. American journal of speech-language pathology. 2015 Aug 1;24(3):438-59.