Ann Sutton


Ann Sutton
Full Professor

1997 Ph.D. Communication Sciences and Disorders McGill University
1983 M.Sc. Communication Sciences and Disorders Boston University
1978 M.A. Linguistics University of Toronto
1976 B.A. French Language and Literature University of Toronto

Room: RGN 3071
Office: 613-562-5800 ext. 8064
Work E-mail:

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Professor Sutton received her doctorate in Communication Sciences and Disorders at McGill University in 1997 following a clinical career as a speech-language pathologist. She was a professor at the École d’orthophonie et d’audiologie of l’Université de Montréal from 2000 to 2009 before coming to the University of Ottawa. Her research is conducted in collaboration with colleagues at other Canadian universities and internationally and has been supported primarily by funding from the Social Sciences and Humanities Research Council.

Research Interests

  • Language acquisition issues in augmentative and alternative communication (AAC)
  • Discourse skills in monolingual and bilingual children
  • Language and academic outcomes in French Immersion and English instruction of children with different language profiles (English-speaking with typical development or with special education needs; speakers of a minority language).


Selected papers

  • Elizabeth Kay-Raining Bird, Natacha Trudeau, Ann Sutton. (2016). Pulling it all together: The road to lasting bilingualism for children with developmental disabilities. Journal of Communication Disorders, 63, 63-78.
  • Trudeau, N., Sutton, A., Morford, J. (2014). An investigation of developmental changes in interpretation and construction of graphic AAC symbol sequences through systematic combination of input and output modalities. Augmentative and Alternative Communication, 29, 1-13.
  • Cleave, P., Kay-Raining Bird, E., Trudeau, N. & Sutton, A. (2014). Syntactic Bootstrapping in Children with Down Syndrome: The Impact of Bilingualism. Journal of Communication Disorders, 49, 42-54.
  • MacLeod, A., Sutton, A., Sylvestre, A., Elin Thordardottir & Trudeau, N. (2014). Outil de dépistage des troubles du développement des sons de la parole : bases théoriques et données préliminaires. Revue canadienne d’orthophonie, 38, 40-56.
  • Poupart, A., Trudeau, N. & Sutton, A. (2013). Construction of graphic-symbol sequences by preschool-aged children: learning, training, and maintenance. Applied Psycholinguistics, 34(1), 91-109. Retrieved from 10.1017/S0142716411000622
  • Boyer, C., Trudeau, N., & Sutton, A. (2012). Performance of Children with Typical Development When Reading and Interpreting Graphic-Symbol Sequences. Augmentative and Alternative Communication, 28(2), 96-105.

Selected presentations

  • Sutton, A. & Trudeau, N. (2018). Symbol task performance and language and cognitive skills in children who use graphic symbol AAC systems. American Speech-Language Hearing Association, Boston MA, November 15, 2019.
  • MacDonald, R, Tye, A., Kay-Raining Bird, E., Chen, X. & Sutton, A. (2018). The experience of French Immersion in Two Canadian Cities. Speech-Language and Audiology Canada, Edmonton, Canada.
  • Trudeau, N; Sutton, Ann. (2016). Production and interpretation of graphic symbol utterances: development and contributing skills in children with typical development. American Speech-Language-Hearing Association, Philadelphia, United States.
  • Trudeau, N; Sutton, Ann. (2016). Qu’a-t-on appris au sujet des énoncés composés de symboles graphiques en 20 ans d’études auprès d’enfants à développement typique?. Congrès international en orthophonie et en audiologie, Montreal, Canada.
  • Trudeau, N; Sutton, Ann. (2016). The complicated relationship between interpretation and construction of graphic symbol utterances in 4- to 9-year-olds. International Society for Augmentative and Alternative Communication, Toronto, Canada.
  • Sutton, A.; Trudeau, N., Morford, J. & Smith, M. (2014). Relationships among tasks involving graphic symbols and speech as input and as output. American Speech-Language-Hearing Association, Orlando, United States.
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