Showing results (31-40 of 121) with videos related to
Sort By:
Pageof 13
Journal of Child Psychology and Psychiatry, and Allied Disciplines|July 15, 2020
Developmental language disorders and risk of recidivism among young offendersMaxine Winstanley, Roger T Webb, Gina Conti-RamsdenInternational Journal of Language & Communication Disorders|February 29, 2012
The messages they send: e-mail use by adolescents with and without a history of specific language impairment (SLI)Gina Conti-Ramsden, Kevin Durkin, Allan J WalkerInternational Journal of Language & Communication Disorders|August 31, 2002
Children's grammatical categories of verb and noun: a comparative look at children with specific language impairment (SLI) and normal language (NL)Amy Skipp, Kirsten L Windfuhr, Gina Conti-RamsdenDevelopmental Medicine and Child Neurology|August 20, 2005
Short-term memory and vocabulary development in children with Down syndrome and children with specific language impairmentRachel F Hick, Nicola Botting, Gina Conti-RamsdenInternational Journal of Language & Communication Disorders|November 22, 2017
More or less likely to offend? Young adults with a history of identified developmental language disordersMaxine Winstanley, Roger T Webb, Gina Conti-RamsdenInternational Journal of Language & Communication Disorders|October 25, 2002
Lexical learning skills in young children with specific language impairment (SLI)Kirsten L Windfuhr, Brian Faragher, Gina Conti-RamsdenInternational Journal of Language & Communication Disorders|May 16, 2002
Different school placements following language unit attendance: which factors affect language outcome?Gina Conti-Ramsden, Nicola Botting, Emma Knox, et al.International Journal of Language & Communication Disorders|October 27, 2011
Changes in emotional health symptoms in adolescents with specific language impairmentRuth Wadman, Nicola Botting, Kevin Durkin, et al.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-RamsdenInternational Journal of Language & Communication Disorders|July 9, 2008
Specific language impairment and school outcomes. II: Educational context, student satisfaction, and post-compulsory progressKevin Durkin, Zoë Simkin, Emma Knox, et al.Pageof 13