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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 Page: 1 2 3 4 5 6 Hits 1 – 20 of 103 1 A sentence-combining intervention for struggling writers: response to intervention [<Journal>] Walter, Kirsty [Verfasser]; Dockrell, Julie [Verfasser]; Connelly, Vince [Verfasser] DNB Subject Category Language Show details 2 Capturing the Nature of the Spelling Errors in Developmental Language Disorder: A Scoping Review Broc, Lucie; Joye, Nelly; Dockrell, Julie... In: ISSN: 0161-1461 ; EISSN: 1558-9129 ; Language, Speech, and Hearing Services in Schools ; https://hal.archives-ouvertes.fr/hal-03327754 ; Language, Speech, and Hearing Services in Schools, American Speech-Language-Hearing Association, 2021, 52 (4), pp.1127-1140. &#x27E8;10.1044/2021_LSHSS-20-00086&#x27E9; (2021) BASE Show details 3 Measuring early child development across low and middle-income countries: A systematic review ... Munoz-Chereau, Bernardita; Ang, Lynn; Dockrell, Julie. - : SAGE Journals, 2021 BASE Show details 4 Universal strategies for the improvement of expressive language skills in the primary classroom: A systematic review ... Dobinson, Keeley L.; Dockrell, Julie E.. - : SAGE Journals, 2021 BASE Show details 5 Universal strategies for the improvement of expressive language skills in the primary classroom: A systematic review ... Dobinson, Keeley L.; Dockrell, Julie E.. - : SAGE Journals, 2021 BASE Show details 6 sj-pdf-1-fla-10.1177_0142723721989471 – Supplemental material for Universal strategies for the improvement of expressive language skills in the primary classroom: A systematic review ... Dobinson, Keeley L.; Dockrell, Julie E.. - : SAGE Journals, 2021 BASE Show details 7 sj-pdf-1-fla-10.1177_0142723721989471 – Supplemental material for Universal strategies for the improvement of expressive language skills in the primary classroom: A systematic review ... Dobinson, Keeley L.; Dockrell, Julie E.. - : SAGE Journals, 2021 BASE Show details 8 Conceções dos professores portugueses sobre multilinguismo e práticas educativas em salas de aula multilingues Martins, Margarida Alves; Sousa, Otília; Castro, São Luís. - : Ispa, 2020 BASE Show details 9 Conceções dos professores portugueses sobre multilinguismo e práticas educativas em salas de aula multilingues Mifsud, Charles; Sousa, Otília; Castro, São Luís. - : Instituto Superior de Psicologia Aplicada, 2020 BASE Show details 10 The Spelling Errors of French and English Children With Developmental Language Disorder at the End of Primary School Joye, Nelly; Dockrell, Julie E.; Marshall, Chloë R. In: Front Psychol (2020) BASE Show details 11 The Impact of Orthography on Text Production in Three Languages: Catalan, English, and Spanish Llaurado, Anna; Dockrell, Julie E. In: Front Psychol (2020) BASE Show details 12 Written verb use and diversity in children with Developmental Language Disorder: stepping stones to academic writing [<Journal>] Connelly, Vincent [Verfasser]; Stuart, Nichola J. [Verfasser]; Dockrell, Julie E. [Verfasser] DNB Subject Category Language Show details 13 Written verb use and diversity in children with Developmental Language Disorder: stepping stones to academic writing [<Journal>] Stuart, Nichola J. [Verfasser]; Dockrell, Julie E. [Verfasser]; Connelly, Vincent [Verfasser] DNB Subject Category Language Show details 14 What type of spelling errors do children and adolescents with Developmental Language Disorder produce? A review of the literature across European languages Broc, Lucie; Joye, Nelly; Dockrell, Julie... In: Child Language Symposium ; https://hal.archives-ouvertes.fr/hal-02100002 ; Child Language Symposium, Jul 2019, Sheffield, United Kingdom (2019) BASE Show details 15 Conceções dos professores portugueses sobre multilinguismo e práticas educativas em salas de aula multilingues Martins, Margarida Alves; Sousa, Otília; Castro, São Luís. - 2019 BASE Show details 16 Teachers observing classroom communication: An application of the Communicating Supporting Classroom Observation Tool for children aged 4–7 years ... Law, James; Tulip, Josie; Stringer, Helen. - : SAGE Journals, 2019 BASE Show details 17 Teachers observing classroom communication: An application of the Communicating Supporting Classroom Observation Tool for children aged 4–7 years ... Law, James; Tulip, Josie; Stringer, Helen. - : SAGE Journals, 2019 BASE Show details 18 Spelling with DLD: A cross-linguistic analysis of the spelling errors produced by French and English students at the end of primary school Joye, Nelly; Dockrell, Julie; Marshall, Chloë... In: 25th Annual Conference of SSR ; https://hal.archives-ouvertes.fr/hal-02054849 ; 25th Annual Conference of SSR, 2018, Brighton, United Kingdom (2018) BASE Show details 19 Spelling Performance in Children with Developmental Language Disorder: A Meta-Analysis across European Languages Joye, Nelly; Broc, Lucie; Olive, Thierry; Dockrell, Julie In: ISSN: 1088-8438 ; EISSN: 1532-799X ; Scientific Studies of Reading ; https://hal.archives-ouvertes.fr/hal-01950063 ; Scientific Studies of Reading, Taylor & Francis (Routledge), 2018, pp.1-32. &#x27E8;10.1080/10888438.2018.1491584&#x27E9; (2018) Abstract: International audience ; Spelling difficulties often occur in children with developmental language disorder (DLD), the extent and drivers of these difficulties are underspecified. Meta-analyses were conducted to address this gap. We identified child-based factors (age, language spoken, profile of difficulties) and task-based factors (text production or dictation) as potential moderators of the impact of DLD on spelling performance. Thirty-two studies were analyzed, including 984 children with DLD. Large differences between the spelling of children with DLD and their age-matched peers were found. The average mean effect size was −1.42, 95% confidence interval [−1.60, −1.24]. Heterogeneity was large. Effect size estimates were larger when participants had additional phonological or reading difficulties than when they did not. No differences were found between participants with DLD and their language-matched peers. The results are discussed with respect to the underlying processes that impact on spelling across languages. Specific recommendations for future studies are made. Keyword: [SCCO.LING]Cognitive science/Linguistics; [SCCO.PSYC]Cognitive science/Psychology; [SCCO]Cognitive science URL: https://hal.archives-ouvertes.fr/hal-01950063 https://doi.org/10.1080/10888438.2018.1491584 BASE Hide details 20 Phase 2 of CATALISE: a multinational and multidisciplinary Delphi consensus study of problems with language development: terminology Bellair, Jude; Grist, Mandy; Westerveld, Marleen. - : WILEY, 2017 BASE Show details Page: 1 2 3 4 5 6

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