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Findings of Impaired Hearing in Patients With Nonfluent/Agrammatic Variant Primary Progressive Aphasia.
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Impaired Interoceptive Accuracy in Semantic Variant Primary Progressive Aphasia
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Behavioural and neuroanatomical correlates of auditory speech analysis in primary progressive aphasias
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Teaching NeuroImages: Nonfluent variant primary progressive aphasia A distinctive clinico-anatomical syndrome
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Processing emotion from abstract art in frontotemporal lobar degeneration
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In: Neuropsychologia , 81 pp. 245-254. (2016) (2016)
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Hearing and dementia.
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In: Journal of Neurology (2016) (2016)
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Binary reversals in primary progressive aphasia
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In: Cortex , 82 pp. 287-289. (2016) (2016)
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Narrative skills in deaf children who use spoken English: Dissociations between macro and microstructural devices
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In: Research in Developmental Disabilities , 59 pp. 268-282. (2016) (2016)
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Comparing the Verbal Self-Reports of Spelling Strategies Used by Children With and Without Dyslexia
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In: International Journal of Disability, Development and Education , 63 (1) pp. 27-44. (2015) (2015)
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Measurement issues: Assessing language skills in young children
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In: Child and Adolescent Mental Health , 20 (2) pp. 116-125. (2015) (2015)
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Abstract:
Background: Language and communication skills are central to children's ability to engage in social relationships and access learning experiences. This paper identifies issues which practitioners and researchers should consider when assessing language skills. A range of current language assessments is reviewed. Key findings: Current screening measures do not meet psychometric prerequisites to identify language problems. There are significant challenges in the interpretation of language assessments, where socioeconomic status, language status and dialect, hearing impairment and test characteristics impact results. Conclusions: Psychometrically sound assessments of language are an essential component of developing effective and efficient interventions. The language trajectories of preschool children vary substantially; current screening measures have significant limitations. Composite measures of language performance are better indicators of language problems and disorders than single measures of component skills.
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Keyword:
assessment; dynamic; Language; preschool; psychometrics
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URL: http://discovery.ucl.ac.uk/1492756/3/Marshall_Dockrell%20%20Marshall%20final%20revision.pdf http://discovery.ucl.ac.uk/1492756/
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Sign-Supported English: is it effective at teaching vocabulary to young children with English as an Additional Language?
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In: Int J Lang Commun Disord , 50 (5) pp. 616-628. (2015) (2015)
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Lexical organization in deaf children who use British Sign Language: Evidence from a semantic fluency task
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In: JOURNAL OF CHILD LANGUAGE , 40 (1) pp. 193-220. (2013) (2013)
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Phonological deficits in specific language impairment and developmental dyslexia: towards a multidimensional model.
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In: Brain , 136 (Pt 2) pp. 630-645. (2013) (2013)
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Neural Correlates of Sublexical Processing in Phonological Working Memory
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In: J COGNITIVE NEUROSCI , 23 (4) 961 - 977. (2011) (2011)
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Identifying specific language impairment in deaf children acquiring British Sign Language: Implications for theory and practice
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In: British Journal of Developmental Psychology , 28 (1) 33 - 49. (2010) (2010)
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Building an Assessment Use Argument for sign language: the BSL Nonsense Sign Repetition Test
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In: INTERNATIONAL JOURNAL OF BILINGUAL EDUCATION AND BILINGUALISM , 13 (2) pp. 243-258. (2010) (2010)
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The link between prosody and language skills in children with specific language impairment (SLI) and/or dyslexia
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In: INT J LANG COMM DIS , 44 (4) pp. 466-488. (2009) (2009)
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