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The use of corpus-based approaches in children’s knowledge about language
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22 |
Indirect language therapy for children with persistent language impairment in mainstream primary schools : outcomes from a cohort intervention
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23 |
How to empower teachers working with children with language impairments : why a ‘just-in-time’ model might work
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24 |
What do primary teachers need to understand, and how? Developing an applied linguistics curriculum for pre-service primary school teacher
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25 |
Foreign language teaching in the primary school : meeting the demands
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26 |
Words and pictures : towards a linguistic understanding of picture books and reading pedagogy
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28 |
Indirect language therapy for children with persistent language impairment in mainstream primary schools: Outcomes from a cohort intervention
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29 |
Social capital theory: a cross-cutting analytic for teacher/therapist work in integrating children's services?
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30 |
Developing a language support model for mainstream primary school teachers
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31 |
Developing a language support model for mainstream primary school teachers
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32 |
Intervention for mixed receptive-expressive language impairment: A review
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33 |
Social capital theory: A cross-cutting analytic for teacher/therapist work in integrating children's services?
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37 |
The mainstream primary classroom as a language-learning environment for children with severe and persistent language impairment - implications of recent language intervention research
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38 |
What do primary teachers need to understand, and how? Developing an applied linguistics curriculum for pre-service primary school teachers
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39 |
The mainstream primary classroom as a language-learning environment for children with severe and persistent language impairment - Implications of recent language intervention research
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40 |
Open dialogue peer review: a response to Tymms, Merrell & Coe
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