Susan Lambrecht Smith, PhD, CCC-SLP

Assistant Professor, Co-Director Written Expression Language and Literacy (WELL) Collaborative
Communication Sciences and Disorders
(617) 724-6397
Office Location: 
Shouse 426

Susan Lambrecht Smith, Assistant Professor at the MGH Institute of Health Professions, is a developmental psychologist and speech-language pathologist specializing in research and teaching related to speech sound disorders and dyslexia. She has broad experience as a clinical SLP in the schools. Dr. Lambrecht Smith currently supervises in the Speech-Language and Literacy Clinic, teaches coursework in speech-sound disorders and literacy, and is co-director of the WELL Collaborative.

Research Interests

Dr. Lambrecht Smith's current research examines efficacy of structured writing intervention for children with reading disorders and the link between early speech sound production and dyslexia.


BME, Music Education, Florida State University, Tallahassee, FL
MM, Music Therapy, Florida State University, Tallahassee, FL
MS, Communication Sciences and Disorders, MGH Institute of Health Professions
MA, Developmental Psychology, University of Connecticut, Storrs, CT
PhD, Developmental Psychology, University of Connecticut, Storrs, CT


Lambrecht Smith, S. & Haynes, C. (in press). Structured literacy intervention for written expression. In L. Spears-Swerling (Ed.), Structured literacy interventions for children with reading difficulties. Guilford Press.

Halvorson- Bourgeois B., Riotte, M., Lambrecht Smith, S., Maxwell, L. (2020). Guiding students’ clinical writing and critical thinking: Utilizing scholarly teaching to develop and implement a clinical writing rubric. Teaching and Learning in Communication Sciences & Disorders, 4(2), 1-17.

Haynes, C., Lambrecht Smith, S., & Laud, L. (2019). Structured literacy approaches to teaching written instruction. Perspectives on Language and Literacy, Summer, 22-28.

Lambrecht Smith, S., Roberts, J., Locke, J. L., & Tozer, R. (2010). An exploratory study of the development of early syllable structure in reading-impaired children. Journal of Learning Disabilities. 43(4):294-307.

Lambrecht Smith, S. (2009). Early phonological and lexical markers of reading disability. Reading and Writing: An Interdisciplinary Journal, 22, 25-40.

Smith, A. B., Lambrecht Smith, S., Locke, J. L., & Bennett, J. (2008). A longitudinal study of speech timing in young children later found to have reading disability. Journal of Speech, Language, and Hearing Research, 51, 1300-1314.

Lambrecht Smith, S., Scott, K.A., Roberts, J., & Locke, J. L. (2008). Disabled readers’ performance on tasks of phonological processing, rapid naming, and letter knowledge before and after kindergarten. Learning Disabilities Research & Practice, 23, 113-124.

Smith, A. B., Roberts, J., Lambrecht Smith, S., Bennett, J. & Locke, J. L. (2006). Reduced speaking rate as an early predictor of reading disability. American Journal of Speech-Language Pathology, 15, 289-297

Curriculum Vitae