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Do children with Specific Language Impairment (SLI) present implicit learning (IL) deficits? Evidence from an Artificial Grammar Learning (AGL) paradigm
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Intelligibility as a clinical outcome measure following intervention with children with phonologically based speech-sound disorders
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Intelligibility as a clinical outcome measure following intervention with children with phonologically based speech-sound disorders
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Phonological and articulation treatment approaches in Portuguese children with speech and language impairments: a randomized controlled intervention study
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