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Language, Speech, and Hearing Services in Schools|March 1, 2022
Can Dynamic Assessment Identify Language Disorder in Multilingual Children? Clinical Applications From a Systematic ReviewEmily Hunt, Charn Nang, Suzanne Meldrum, et al.Language, Speech, and Hearing Services in Schools|May 26, 2018
A Multilinguistic Approach to Evaluating Student Spelling in Writing SamplesNancy Quick, Karen EricksonLanguage, Speech, and Hearing Services in Schools|January 5, 2006
Assessment of phonological representations in children with speech impairmentDean Sutherland, Gail T GillonLanguage, Speech, and Hearing Services in Schools|January 5, 2006
Facilitating phoneme awareness development in 3- and 4-year-old children with speech impairmentGall T GillonLanguage, Speech, and Hearing Services in Schools|January 5, 2006
Phonological awareness intervention and the acquisition of literacy skills in children from deprived social backgroundsAlex Nancollis, Barbara-Anne Lawrie, Barbara DoddLanguage, Speech, and Hearing Services in Schools|April 28, 2010
Extending use of the NRT to preschool-age children with and without specific language impairmentPatricia Deevy, Lisa Wisman Weil, Laurence B Leonard, et al.Language, Speech, and Hearing Services in Schools|April 28, 2010
Impact of chromosome 4p- syndrome on communication and expressive language skills: a preliminary investigationAlthea T MarshallLanguage, Speech, and Hearing Services in Schools|April 28, 2010
Index of productive syntax for children who speak African American EnglishJanna B Oetting, Brandi L Newkirk, Lekeitha R Hartfield, et al.Language, Speech, and Hearing Services in Schools|April 28, 2010
Influence of context on the production of complex sentences by typically developing childrenHarriet B Klein, Nelson Moses, Rachel Jean-BaptisteLanguage, Speech, and Hearing Services in Schools|June 6, 2009
The utility of school-age narrative microstructure indices: INMIS and the proportion of restricted utterancesLavae M HoffmanPageof 137