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NPJ Science of Learning|January 12, 2019
Montessori education: a review of the evidence baseChloë MarshallJournal of Psycholinguistic Research|September 18, 2013
Modality-dependent and -independent factors in the organisation of the signed language lexicon: insights from semantic and phonological fluency tasks in BSLChloë Marshall, Katherine Rowley, Joanna AtkinsonJournal of Autism and Developmental Disorders|June 27, 2012
Non-word repetition impairment in autism and specific language impairment: evidence for distinct underlying cognitive causesDavid Williams, Heather Payne, Chloë MarshallNPJ Science of Learning|July 9, 2026
Mapping the Montessori mathematics curriculum to Dehaene's four pillars of learningChloë Marshall, Louise Livingston, Jo Van HerwegenBrain and Language|November 26, 2015
Language lateralization of hearing native signers: A functional transcranial Doppler sonography (fTCD) study of speech and sign productionEva Gutierrez-Sigut, Richard Daws, Heather Payne, et al.Frontiers in Psychology|May 23, 2015
Deaf children's non-verbal working memory is impacted by their language experienceChloë Marshall, Anna Jones, Tanya Denmark, et al.Developmental Science|November 24, 2020
Linking language to sensory experience: Onomatopoeia in early language developmentYasamin Motamedi, Margherita Murgiano, Pamela Perniss, et al.Pageof 1