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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 6 of 6 1 Exploring Input Parameters in an Expressive Vocabulary Treatment With Late Talkers Alt, Mary; Mettler, Heidi M.; Erikson, Jessie A.... In: J Speech Lang Hear Res (2020) BASE Show details 2 Auditory bombardment and treatment (Plante et al., 2018) ... Plante, Elena; Tucci, Alexander; Nicholas, Katrina. - : Figshare, 2018 BASE Show details 3 Auditory bombardment and treatment (Plante et al., 2018) ... Plante, Elena; Tucci, Alexander; Nicholas, Katrina. - : Figshare, 2018 BASE Show details 4 Do Bilingual Children Have an Executive Function Advantage? Results From Inhibition, Shifting, and Updating Tasks Arizmendi, Genesis D.; Alt, Mary; Gray, Shelley. - : American Speech-Language-Hearing Association, 2018 BASE Show details 5 The Relationship Between Mathematics and Language (Alt et al., 2014) ... Alt, Mary; Arizmendi, Genesis D.; Beal, Carole R.. - : ASHA journals, 2014 BASE Show details 6 The Relationship Between Mathematics and Language (Alt et al., 2014) ... Alt, Mary; Arizmendi, Genesis D.; Beal, Carole R.. - : ASHA journals, 2014 Abstract: Purpose The present study examined the relationship between mathematics and language to better understand the nature of the deficit and the academic implications associated with specific language impairment (SLI) and academic implications for English language learners (ELLs). Method School-age children ( N = 61; 20 SLI, 20 ELL, 21 native monolingual English [NE]) were assessed using a norm-referenced mathematics instrument and 3 experimental computer-based mathematics games that varied in language demands. Group means were compared with analyses of variance. Results The ELL group was less accurate than the NE group only when tasks were language heavy. In contrast, the group with SLI was less accurate than the groups with NE and ELLs on language-heavy tasks and some language-light tasks. Specifically, the group with SLI was less accurate on tasks that involved comparing numerical symbols and using visual working memory for patterns. However, there were no group differences between children with SLI and peers ... Keyword: 170204 Linguistic Processes incl. Speech Production and Comprehension; FOS Psychology; Language URL: https://dx.doi.org/10.23641/asha.6170279 https://asha.figshare.com/articles/dataset/The_Relationship_Between_Mathematics_and_Language_Alt_et_al_2014_/6170279 BASE Hide details

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