PhD, Communication Sciences and Disorders, Florida State University, Tallahassee,
MA, Communicative Disorders and Sciences, University of Northern Colorado, Greeley,
BS, Speech Communication: Communication Disorders, Psychology, Colorado State University
at Pueblo, CO
Professional Certification, Licensure and Membership:
Certificate of Clinical Competence (CCC-SLP), American Speech-Language Hearing Association
License to Practice Speech-Language Pathology, Florida Department of Health and Hawaii
State Board of Health
Principal Licensure, State of Colorado
Certification in Education, Professional Special Services License, State of Colorado
2014-present, Assistant Professor, University of Northern Colorado, Greeley, CO
2013-2014, Assistant Professor, University of Hawaii at Manoa, Honolulu, HI
2012-2013, District Supervisor, Duval County Schools, Jacksonville, FL
2010-2012, Assistant Principal, Aurora Public Schools, Aurora, CO
2008-2010, Research Scientist, The Ohio State University, Columbus, OH
Research/Areas of Interest
Language and literacy development and disorders
Speech sound disorders
Assessment and curriculum development
Ziolkowski, R. A., & McDowell, K. (2015). Effectiveness of a collaborative, multi-component
intervention for adolescent students with severe reading disabilities. The Open Communication Journal, 9, 44-55.
McDowell, K. D., Carroll, J. D., & Ziolkowski, R. A., (2013). Relations between phonological
awareness and vocabulary in preschoolers. International Journal ofUberal Arts and Social Science, 1(2), 75-84.
Spencer, E. J., Goldstein, H., Sherman, A., Noe, S., Tabbah, R., Ziolkowski, R., &
Schneider, N. (2012). Effects of an automated vocabulary and comprehension intervention:
An early efficacy study. Journal of Early Intervention, 34(4), 195- 221.
McDowell, K. D., Sweeney, R., & Ziolkowski, R. A. (2011). Adolescent readers: Relatedness
of ability and attitudes. Global Education, 1, 80-90.
AI Otaiba, S., Puranik, C., Ziolkowski, R., & Montgomery, T. (2009). Are early phonological
awareness interventions effective for students with speech and language impairments?
A review of evidence. Journal of Special Education, 4, 107-130.
Ziolkowski, R A., & Goldstein. H. (2008). Effects of an embedded phonological awareness
intervention during repeated book reading on preschool children with language delays.
Journal of Early Intervention, 31, 67-90.
970-351-2734 Audiology and Speech-Language Sciences Gunter 1400 Campus Box 140 Greeley, CO 80639