Dr Nick RichesLecturer in Speech & Language Pathology
Email: nick.riches@ncl.ac.uk Telephone: +44 (0) 191 222 8720 Address: School of Education, Communication and Language Sciences
Riches NG, Loucas T, Baird G, Simonoff E, Charman T. Comprehension of compound nouns by children with Specific Language Impairment and Autism .
2012. In Press.
Loucas T, Riches N, Baird G, Pickles A, Simonoff E, Chandler S, Charman T. Spoken word recognition in adolescents with autism spectrum disorders and specific language impairment .
Applied Psycholinguistics 2012, epub ahead of print , 1-22. In Press.
Riches N. Treating the passive in children with SLI; a case series .
Botting N, Riches NG, Gaynor G, Morgan G. Gesture production and comprehension in children with specific language impairment .
British Journal of Developmental Psychology 2010,28 1 51-69.
Riches NG, Loucas T, Baird G, Charman T, Simonoff E. Non-word repetition in adolescents with Specific Language Impairment and Autism plus Language Impairments: A qualitative analysis .
Journal of Communication Disorders 2010,44 1 23-36.
Riches NG, Loucas T, Charman T, Simnoff E, Baird G. Sentence Repetition in Adolescents with Specific Language Impairments and Autism: an Investigation of Complex Syntax .
International Journal of Language and Communication Disorders 2010,45 1 47-60.
Loucas T, Riches NG, Charman T, Pickles A, Simonoff E, Chandler S, Baird G. Speech perception and phonological short-term memory capacity in language impairment: preliminary evidence from adolescents with specific language impairment (SLI) and autism spectrum disorders (ASD) .
International Journal of Language and Communication Disorders 2009, 45 (3), 275-286.
Riches NG, Faragher B, Conti-Ramsden G. Verb schema use and input dependence in 5-year-old children with Specific Language Impairment (SLI) .
International Journal of Language and Communication Disorders 2006,41 2 117-135.
Riches NG, Conti-Ramsden G, Tomasello M. Verb learning in children with SLI: frequency and spacing effects .
Journal of Speech Language and Hearing Research 2005,48 6 1397-1411.