Dr Cecilia Kirk
Position
Postdoctoral Fellow (New Zealand Foundation for Research Science and Technology)
Qualifications
- B.Mus. Music Performance, University of Auckland
- B.A. Linguistics (First Class Honours), University of Western Australia
- Ph.D. Linguistics, University of Massachusetts, Amherst, USA
Room
193, Unit 9
Contact Details
Phone: Phone: 64 (3) 364-2497 ext 8264
Email: cecilia.kirk@canterbury.ac.nz
Department of Communication Disorders
University of Canterbury
Private Bag 4800
Christchurch, 8140, NEW ZEALAND
Research Interests
- Morphological awareness intervention for children with persistent literacy difficulties
- The abstraction of orthographic regularities in learning to spell
- Improving literacy through professional development of classroom teachers
- Phonological and morphological development in typically developing children and children with speech and/or language impairment
Recent Publications
- Kirk, C. (2008). Substitution errors in the production of word-initial and word-final consonant clusters. Journal of Speech, Language, and Hearing Research, 51, 35-48.
- White, K., Peperkamp, S., Kirk, C., & Morgan, J. (2008). Rapid acquisition of phonological alternations by infants. Cognition, 107, 238-265.
- Kingston, J., Diehl, R. L., Kirk, C., Castleman, W.A. (2008). On the internal perceptual structure of distinctive features: The [voice] contrast . Journal of Phonetics, 36, 28-54.
- Kirk, C. & Gillon, G. T. (2007). Longitudinal effects of phonological awareness intervention on morphological awareness in children with speech impairment. Language, Speech, and Hearing Services in Schools. 38, 342-352.
- Kirk, C. & Demuth, K. (2006). Accounting for variability in 2-year-olds' production of coda consonants. Language Learning and Development, 2(2), 97-118.
- Kirk, C. & Demuth, K. (2005). Asymmetries in the acquisition of word-initial and word-final consonant clusters. Journal of Child Language, 32(4), 709-734.
- Kirk, C. & Seidl, A. (2004). Production and perception of unstressed initial syllables: Implications for lexical representations. Proceedings of the Annual Boston University Conference on Language Development, 28, 565-576.