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A Pilot Study on the Relationship between Primary-School Teachers’ Well-Being and the Acoustics of their Classrooms
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2 |
Latent Semantic Analysis Discriminates Children with Developmental Language Disorder (DLD) from Children with Typical Language Development
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3 |
Brain Measures of Toddlers’ Shape Recognition Predict Language and Cognitive Skills at 6–7 Years
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4 |
Listening Comprehension and Listening Effort in the Primary School Classroom
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5 |
Semantic Processing in Deaf and Hard-of-Hearing Children: Large N400 Mismatch Effects in Brain Responses, Despite Poor Semantic Ability
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6 |
Working memory and referential communication—multimodal aspects of interaction between children with sensorineural hearing impairment and normal hearing peers
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7 |
On the interaction of speakers’ voice quality, ambient noise and task complexity with children’s listening comprehension and cognition
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13 |
Reading strategies and cognitive skills in children with cochlear implants
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14 |
Picture-elicited written narratives, process and product, in 18 children with cochlear implants
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16 |
Cognitive development, reading and prosodic skills in children with cochlear implants
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19 |
Cognitive and linguistic skills in Swedish children with cochlear implants - measures of accuracy and latency as indicators of development
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20 |
Cognitive development in children with cochlear implants : relations to reading and communication
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