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Journal of Speech, Language, and Hearing Research, ISSN 1092-4388, 2013, Volume 56, Issue 3, pp. 971 - 981
Purpose: In this study, the authors sought to determine whether a combination of English-language measures and a parent questionnaire on first-language... 
English-language learners | Language impairment | Narratives | Parent questionnaires | Tense morphology | Assessment | Child second language acquisition | Nonword repetition | Child bilingualism | child bilingualism | BILINGUAL-CHILDREN | narratives | AUDIOLOGY & SPEECH-LANGUAGE PATHOLOGY | nonword repetition | ACQUISITION | LEARNING ENGLISH | MARKERS | parent questionnaires | GRAMMATICAL MORPHOLOGY | child second language acquisition | ACCURACY | TENSE | assessment | LINGUISTICS | MEMORY | language impairment | PARENT | REHABILITATION | tense morphology | 2ND-LANGUAGE | Parent Attitudes | Peabody Picture Vocabulary Test | Correlation | English (Second Language) | Scores | Second Language Learning | Foreign Countries | English Language Learners | Alberta (Edmonton) | Mann Whitney U Test | Participant Characteristics | Questionnaires | Grade 1 | Receptive Language | Elementary School Students | Kindergarten | Language Classification | Grammar | Language Tests | Vocabulary Development | Morphology (Languages) | Ontario (Toronto) | Language Impairments | Morphemes | Standardized Tests | Bilingualism | Native Language | Vocabulary | Diagnosis, Differential | Multilingualism | Humans | Language Development | Child, Preschool | Male | Cognition | Language Therapy - methods | Language | Child Language | Language Development Disorders - diagnosis | Linguistics | Female | Surveys and Questionnaires | Child | Discrimination | Research | Crimes against | Second languages | Developmentally disabled children | English language | Language disorders | Children & youth | Index Medicus
Journal Article
2009, ISBN 1597562602, xiii, 353
Book
Journal Article
International Journal of Language & Communication Disorders, ISSN 1368-2822, 07/2017, Volume 52, Issue 4, pp. 528 - 539
BackgroundEvidence of the effectiveness of therapy for older children with (developmental) language disorder (DLD), and particularly those with receptive... 
developmental language disorder (DLD) | speech and language therapy (SLT) | receptive language | intervention | adolescents | evidence‐based practice (EBP) | evidence-based practice (EBP) | COMPREHENSION | AUDIOLOGY & SPEECH-LANGUAGE PATHOLOGY | SCHOOLS | PERSISTENT SLI | IMPAIRMENT | LINGUISTICS | DIFFICULTIES | RANDOMIZED CONTROL TRIAL | REHABILITATION | OUTCOMES | Special Schools | Intervention | Language Skills | Receptive Language | Age Differences | Speech Language Pathology | Foreign Countries | Control Groups | Expressive Language | Pretests Posttests | Experimental Groups | Gender Differences | Autism | Professional Personnel | Comparative Analysis | Developmental Delays | Pervasive Developmental Disorders | Language Impairments | Adolescents | Program Effectiveness | Age Factors | Humans | Male | Treatment Outcome | Educational Status | Autism Spectrum Disorder - psychology | Language Therapy - methods | Language Development Disorders - psychology | Time Factors | Child Language | Language Development Disorders - diagnosis | Language Development Disorders - rehabilitation | Adolescent | Female | Speech | Speech Therapy - methods | Program Evaluation | Education, Special - methods | Child | Schools | Autism Spectrum Disorder - diagnosis | Care and treatment | Speech therapists | Speech therapy for children | Children | Health aspects | Speech therapy | Language disorders | Language impairment | Medical diagnosis | Language therapy | Students | Receptive language | Language status | Speech/Language therapists | Speech disorders | Index Medicus
Journal Article
Journal Article
The Reading Teacher, ISSN 0034-0561, 11/2017, Volume 71, Issue 3, pp. 327 - 334
Students who are deaf or hard of hearing present unique opportunities and challenges for literacy instruction in mainstream classrooms. By addressing the... 
Receptive language < Oral language | 4‐Adolescence | Language learners | English as a second language | Instructional strategies | 3‐Early adolescence | Expressive language < Oral language | Discussion strategies < Strategies, methods, and materials | Struggling learners | Remediation < Struggling learners | English language learners | Achievement gap < Struggling learners | 2‐Childhood | Instructional strategies; methods and materials | English for speakers of other languages < Language learners | Instructional intervention < Struggling learners | teaching strategies < Strategies, methods, and materials | Language development < Oral language | English learners | Second‐language learning < Language learners | Second-language learning < Language learners | 3-Early adolescence | 4-Adolescence | 2-Childhood | methods and materials | methods | Expressive language < Oral language | SPEECH | HARD-OF-HEARING | Receptive language < Oral language | Language development < Oral language | GENERAL-EDUCATION SETTINGS | INTERVENTION | LANGUAGE | Second-language learning < Language learners | Instructional intervention < Struggling learners | English for speakers of other languages < Language learners | CHILDREN | EDUCATION & EDUCATIONAL RESEARCH | and materials | teaching strategies < Strategies | Remediation < Struggling learners | Achievement gap < Struggling learners | DEAF | VOCABULARY | Discussion strategies < Strategies | Deafness | Educational Strategies | Hearing Impairments | Inclusion | Classroom Techniques | Teaching Methods | Educational Principles | Literacy Education | Outcomes of Education | Study and teaching | Social aspects | Educational aspects | Literacy | Disabled students | Hearing disorders | Teachers | Spoken language | Students | Learning outcomes | Classrooms
Journal Article
Journal Article
Journal Article