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Journal of Speech, Language, and Hearing Research : JSLHR|August 25, 2004
Do data from children with specific language impairment support the agreement/tense omission model?Julian M Pine, Kate L Joseph, Gina Conti-RamsdenJournal of Child Language|February 28, 2008
Tense over time: testing the agreement/tense omission model as an account of the pattern of tense-marking provision in early child EnglishJulian M Pine, Gina Conti-Ramsden, Kate L Joseph, et al.Journal of Child Language|April 24, 2002
Does error-free use of French negation constitute evidence for Very Early Parameter Setting?Kate L Joseph, Julian M PineJournal of Speech, Language, and Hearing Research : JSLHR|October 25, 2003
Processing and linguistic markers in young children with specific language impairment (SLI)Gina Conti-RamsdenDevelopmental Medicine and Child Neurology|July 29, 2003
Autism, primary pragmatic difficulties, and specific language impairment: can we distinguish them using psycholinguistic markers?Nicola Botting, Gina Conti-RamsdenJournal of Speech, Language, and Hearing Research : JSLHR|January 31, 2008
Language and independence in adolescents with and without a history of specific language impairment (SLI)Gina Conti-Ramsden, Kevin DurkinJournal of Speech, Language, and Hearing Research : JSLHR|April 10, 2004
Social difficulties and victimization in children with SLI at 11 years of ageGina Conti-Ramsden, Nicola BottingPlos One|January 10, 2013
Frequency of educational computer use as a longitudinal predictor of educational outcome in young people with specific language impairmentKevin Durkin, Gina Conti-RamsdenNeuropsychology Review|June 19, 2012
Language development and assessment in the preschool periodGina Conti-Ramsden, Kevin DurkinLanguage, Speech, and Hearing Services in Schools|July 25, 2012
Postschool educational and employment experiences of young people with specific language impairmentGina Conti-Ramsden, Kevin DurkinPageof 14