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Rebecca Throneburg's Vita
Professor in the department. Began working at EIU in 1995. She received her doctorate from the University of Illinois. Dr. Throneburg coordinates the Departmental Honors program and received the Distinguished Honor's Faculty Award in 2006. Courses taught include Research Methods in Communication Disorders (CDS 5000), an honors research seminar (CDS 4666), Language Acquisition (CDS 2200), and special topic courses in phonological awareness (CDS 5400). She supervises clinical practicum and student thesis projects. She has several publications and presentations in the area of childhood stuttering, phonological awareness, service delivery models in the school setting, including an article in the American Journal of Speech-Language Pathology, co-authored with Lynn Calvert. She is a co-author of A Sound Start: Phonemic Awareness Lessons for Reading Success with Jean Smitley. She was the vice president of professional affairs for the Illinois Speech-Language-Hearing Association and currently chairs a distance learning committee and website committee for ISHA. She is the chair for Eastern's Committee for the Assessment of Student Learning (CASL). She previously worked as a speech-language pathologist in an elementary school, rehabilitation companies, and home health care.
Frequently Taught Courses
CDS 2200 – Language Acquisition
CDS 4644 – Undergraduate Honor's Thesis CDS 4666 – Honor's Research Seminar
CDS 4900 – Undergraduate Clinical Practicum CDS 5000 – Research Methods in Communication Sciences and Disorders
CDS 5850/5890 – Graduate Independent Study and Thesis
CDS 5900/5910 – Graduate Clinical Practicum and Diagnostics
B.S. University of Illinois, Urbana-Champaign 1991
M.A. University of Illinois, Urbana-Champaign 1993
Ph.D. University of Illinois, Urbana-Champaign 1997
Speech-Language Service Delivery Models in the School Setting
The Development and Remission of Early Childhood Stuttering
Phonological Awareness and Literacy Skills/Treatment for Children with Communication Disorders
Evaluation of Treatment Effectiveness for a variety of Communication Disorders (often using Single Subject Research Designs)
McCormick, C., Throneburg, R., & Smitley, J. (2002). A Sound Start: Phonemic Awareness Lessons for Reading Success. New York: Guildford Publications.
Peer-Reviewed Journal Articles:
Calvert, L.K., Throneburg, R.N., Grimaldi, M., Paul, P., & Althoff, J. (2001). Classroom teachers and speech therapists collaborating to improve listening and reading comprehension. Eastern Education Journal, 30, 43-47.
Throneburg, R. N. & Yairi, E. (2001). Durational characteristics of disfluencies: A longitudinal study regarding persistence and recovery. Journal of Speech, Language, and Hearing Research, 44, 38-51.
Throneburg, R. N., Calvert, L. K., Sturm, J. M., Paramboukas, A. M., Paul, P. J. (2000). A comparison of service delivery models: Effects on curricular vocabulary skills in the school setting. American Journal of Speech-Language Pathology, 9, 10-20.
Yairi, E., Ambrose, N.G., Paden, E.P. & Throneburg, R. N. (1996). Predictive factors of persistence and recovery: Pathways of childhood stuttering. Journal of Communication Disorders, 29, 51-77.
Throneburg, R.N., Yairi, E. & Paden, E.P. (1994). Relation between phonologic difficulty and the occurrence of disfluencies in the early stage of stuttering. Journal of Speech and Hearing Research, 37, 505-509.
Yairi, E., Ambrose, N.G. & Niermann, R.M. (1993). The early months of stuttering: A developmental study. Journal of Speech and Hearing Research, 36, 521-528.