The mission of the Language Literacy Essentials in Academic Development (LLEAD) Lab (P.I. Julie Wolter, PhD, CCC-SLP) at University of Montana is to conduct research on the language influences on literacy development that will be directly applied to speech-langauge pathology and education practices.


Another mission of the LLEAD Lab is to disseminate best practices for the faciliation of language and literacy success and graduate training. Dr. Wolter recently presented symposiums on these topics at the American Speech Language Hearing Association, Society for the Scientific Studies on Reading, Michigan Speech Language Hearing Association, California Speech Language Hearing Association, and the  Metropolitan New York Council of University Clinic Directors in Communication Sciences and Disorders,  and International Dyslexia Association (click in the conference to get associated handouts).


Dr. Julie A. Wolter, PhD, CCC-SLP an internationally recognized leader in language and literacy studies is the director of the LLEAD Lab.

A number of ongoing studies are being conducted in the LLEAD Lab and include current investigations regarding the development and influences of meaning (morphological awareness) and letters (orthographic knowledge) in school-age children at risk for or diagnosed with Language Impairment, Language-Literacy Deficits, Learning Disability, and Dyslexia.


Research within the LLEAD Lab is focused on how language influences the ability to read and write in school-age children with and without deficits of language and literacy. Findings from this research are currently providing insights into best practices to test and teach literacy skils for children with all levels of oral language, reading, and/or writing abilities. Ultimately goals of the research include a) developing early reading and writing screening instruments, b) adapting and improving current literacy assessment measures, and c) creating effective intervention and instruction materials to improve language, reading, and writing outcomes for school-age children with and without language and literacy deficits.