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Danielle Brimo

Danielle Brimo

Director of the Davies School of Communication Sciences and Disorders and Professor

She & Her 817-257-6882 Miller Speech & Hearing Clinic 105 TCU Box 297450

Program Affiliations

Director, Davies School of Communication Sciences and Disorders, Professor Harris CollegeCommunication Sciences & Disorders
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Education

B.S., Florida State University, Communication Science and Disorders (2006)
M.S., Florida State University, Communication Science and Disorders (2008)
Ph.D., Florida State University, Communication Science and Disorders (2012)

Courses Taught

COSD 30373 Language Disorders in Children: 3-credit, required course for junior undergraduate students majoring in Speech, Langauge, and Hearing Sciences. 
COSD 30334 Language Development in Children: 4-credit, required course for undergraduate students majoring in Speech, Language, and Hearing Sciences. 
COSD 60343 Advanced Language Disorders in Children: 3-credit, required course graduate students majoring in Speech-      Language Pathology.  

Areas of Focus

Dr. Brimo's program of research aims to identify and improve the language skills that support the academic success of school-age children with developmental language disorder. Her primary line of research employs quantitative methodologies to identify the morphological and syntactic language skills that contribute to school-age children’s spoken language, written language, and reading comprehension. Her secondary line of research  evaluates pre-professional speech-language pathology students’ explicit grammatical knowledge.

  • Brimo, D. & Hall-Mills, S. (in preparation). Evaluating the effects of genre and modality on adolescent students’ oral and written language.

  • Munoz, M.L. & Brimo, D. (in review). Evidence for the construct validity of two grammatical tasks to screen for language impairment in Spanish speaking children. Evidence-based Communication Assessment and Intervention.

  • Lund, E., Brimo, D., Rhea, D., & Rivchun, A. (in review). The effect of multiple recesses on listening effort: A preliminary study. Journal of Educational, Pediatric, & Rehabilitative Audiology.

  • Brimo, D., Apel, K., Petscher, Y., Munoz, M. (in review). The construction of two tasks to measure explicit syntax knowledge in older school-age children. Journal of Communication Disorders.

  • Brimo, D., Lund, E., & Sapp, A. (in review). Effects of type and construct when measuring children’s syntax: A meta-analysis. Linguistics and Education.

  • Brimo, D. & Melamed, T. (in review). Evaluating students’ explicit syntax knowledge. Child Language Teaching and Therapy.

  • Brimo, D., Apel, K., & Fountain, T. (2017). The effects of syntactic awareness and syntactic knowledge on reading comprehension among 9th and 10th grade students. Journal of Reading Research. 40(1), 57-74.

  • Brimo, D. (2016). Morphological Awareness Intervention:  A pilot study. Journal of Communication Disorders, 38(1), 35-45.
  • Brimo, D. (2013). The how to guide to spelling assessment. Perspectives on Language Learning and Education, 20, 129-136.

Melamed, T., & Brimo, D. Evaluating students’ explicit syntax knowledge. Paper presented at the annual meeting of the American, Speech, Language, & Hearing Association, Philadelphia, PA.

Brimo, D. Implicit grammar intervention on school-age children’s explicit grammatical knowledge. Paper presented at the annual meeting of the American, Speech, Language, & Hearing Association, Philadelphia, PA.

Brimo, D. & Ash, J. (2016). Examiner and context effects on preschool children’s linguistic complexity. Paper presented at the annual meeting of the American, Speech, Language, & Hearing Association, Philadelphia, PA.

Brimo, D. (2015). Syntax Assessment: A meta-analysis. Paper presented at the annual meeting of the Society for the Scientific Studies of Reading, Hawaii, HI.

Hall-Mills, S., & Brimo, D. (2015). Complex syntax use in adolescent persuasive writing. Paper presented at the annual meeting of the Society for the Scientific Studies of Reading, Hawaii, HI.

Brimo, D. (2013, November). Targeted Spelling Intervention: Multilinguistic Approach. Paper presented at the annual meeting of the American Speech, Language & Hearing Association, Chicago, IL.

Hall-Mills, S., Brimo, D., Wilson-Fowler, E., Fountain, T., Ott, D., Tasker, A., & Loreti, B. (2013, November). Adolescent language production across modality and genre. Paper presented at the annual meeting of the American Speech, Language & Hearing Association, Chicago, IL.

Hessling, A., & Brimo, D. (2013, November). The relation between oral narrative production and literacy skills among children with Down syndrome. Paper presented at the annual meeting of the American Speech, Language & Hearing Association, Chicago, IL.

Advancing Academic Research Career Award from the American Speech and Hearing Association

Certificate of Clinical Competence in Speech Language Pathology

American Speech and Hearing Association

Grant Reviewer, American Speech Language Hearing Foundation, Student Research Grants (2016). Scientific Studies of Reading

Reviewer, Program Committee for Language and Learning in School-Age Children and Adolescents for the American Speech, Language & Hearing Association’s Annual Conference, 2016.

Reviewer, Program Committee for Language and Learning in School-Age Children and Adolescents for the American Speech, Language & Hearing Association’s Annual Conference, 2010-2012.

Peer Journal Reviewer, Language Speech and Hearing in Schools, Contemporary Issues in Communication Science and Disorders (2010-present).

Last Updated: September 05, 2025

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