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1
Methodologies and teacher stances: how do they interact in classrooms?
In: International journal of bilingual education and bilingualism. - Abingdon : Routledge, Taylor & Francis Group 14 (2011) 2, 225-241
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2
Perceptual cues used by listeners to discriminate fluent from nonfluent narrative discourse
In: Aphasiology. - London [u.a.] : Routledge, Taylor & Francis Group 25 (2011) 9, 998-1015
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3
The relationship of story grammar and executive function following TBI
In: Aphasiology. - London [u.a.] : Routledge, Taylor & Francis Group 25 (2011) 6-7, 826-835
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4
Measuring goodness of story narratives: implications for traumatic brain injury
In: Aphasiology. - London [u.a.] : Routledge, Taylor & Francis Group 25 (2011) 6-7, 748-760
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5
AphasiaBank: methods for studying discourse
In: Aphasiology. - London [u.a.] : Routledge, Taylor & Francis Group 25 (2011) 11, 1286-1307
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6
Segmentation and temporal structuring of events in early Spanish-Swedish bilinguals
In: International journal of bilingualism. - London [u.a.] : Sage Publ. 15 (2011) 1, 56-84
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7
What can iconic gestures tell us about the language system? A case of conduction aphasia
In: International journal of language & communication disorders. - Oxford : Wiley-Blackwell 46 (2011) 4, 423-436
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8
Action nouns between speech and writing: the case of Italian
In: Italian journal of linguistics. - Ospedaletto, (Pisa) : Pacini 23 (2011) 1, 39-57
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