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Effects of a Complexity-Based Approach on Generalization of Past Tense –ed and Related Morphemes
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Why Dose Frequency Affects Spoken Vocabulary in Preschoolers With Down Syndrome
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Bilingual Children’s Performance on Three Nonword Repetition Tasks: The Role of Language Experience and Ability
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Consonant and syllable complexity of toddlers with Down syndrome and mixed-aetiology developmental delays
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Why Dose Frequency Affects Spoken Vocabulary in Preschoolers With Down Syndrome
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Input Sources of Third Person Singular –s Inconsistency in Children with and without Specific Language Impairment*
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Examples of Specific Prompts and Adult Responses During a Grammatical and Telegraphic Session (Bredin-Oja & Fey, 2014) ...
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Examples of Specific Prompts and Adult Responses During a Grammatical and Telegraphic Session (Bredin-Oja & Fey, 2014) ...
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Evaluating the Feasibility and Effects of the Complexity Account of Treatment Efficacy (CATE) for Joint Attention Intervention with Children with ASD
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Consonant and syllable complexity of toddlers with Down syndrome and mixed-aetiology developmental delays
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Studying the impact of intensity is important but complicated
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Phonological Awareness and Print Knowledge of Preschool Children with Cochlear Implants
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Children's Responses to Grammatically Complete and Incomplete Prompts to Imitate
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17 |
Interventions for Speech Sound Disorders in Children (CLI)
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In: ETSU Authors Bookshelf (2010)
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N400 responses of children with primary language disorder: intervention effects
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Abstract:
Event-related brain potentials were examined in 6 to 8-year-old children with primary language disorder before and after a 5-week narrative-based language intervention. Participants listened to sentences ending with semantically congruous or incongruous words. By comparison with typical controls, the children with primary language disorder exhibited no pretreatment differences in their N400 responses to congruous and incongruous sentence-final words. After intervention, the typical incongruous–congruous difference was observable owing to a dramatic reduction in the amplitude of the N400 response to congruous words. These characteristic changes in brain responses may reflect a positive effect of the language intervention on the lexical–semantic processing skills in children with language impairment.
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Keyword:
Article
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URL: https://doi.org/10.1097/WNR.0b013e32832e9c97 http://www.ncbi.nlm.nih.gov/pubmed/19543130 http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2891501
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20 |
Phonological Awareness Development of Preschool Children with Cochlear Implants
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