I am interested in the relationship between cognitive processing, language acquisition and linguistic input, particularly for children with language disorders. I have been part of running a longitudinal study "Learning to Talk" which investigated early measures of working memory as predictors of later language outcomes for late talking and typically developing children. I have also developed and normed a standardized articulation test for school aged children and have researched how to best rate the severity of children with speech sound disorders. Currently I am investigating parent linguistic input for young children as a preventative measure for language delays.
- Newbury J. (2014) Early language variation and working memory: A longitudinal study of late talkers and typically developing children. PhD Thesis, Christchurch, New Zealand. University of Canterbury.
- Newbury J., Bartoszewicz-Poole A. and Theys C. (2019) Current practices of New Zealand speech language pathologists working with multilingual children. International Journal of Speech-Language Pathology.
- Newbury JM. and Sutherland D. (2019) Measurement of child-directed speech: A survey of clinical practice. International Journal of Speech-Language Pathology.
- Dampney A., Newbury JM. and McAuliffe M. (2018) Exploring early childhood educator beliefs and practices in emergent literacy: Does practice vary by the socioeconomic status of the children? New Zealand International Research in Early Childhood Education Journal 21(2): 1-18.
- Newbury J., Klee T., Stokes SF. and Moran C. (2016) Interrelationships between working memory, processing speed, and language development in the age range 2–4 years. Journal of Speech, Language, and Hearing Research 59(5): 1146-1158. http://dx.doi.org/10.1044/2016_JSLHR-L-15-0322.