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Evaluating Communicative Abilities of a Highly Unintelligible Preschooler
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Evaluating Communicative Abilities of a Highly Unintelligible Preschooler (2002)Evaluating Communicative Abilities of a H…Preschool Language Scale – 5 (2021)Preschool Language Scale – 5The Effect of Target-Selection Strategy on Phonological Learning (2001)The Effect of Target-Selectio…Multiple Oppositions: Case Studies of Variables in Phonological Intervention (2000)Multiple Oppositions: Case St…Intelligibility/Severity Measurements of Prekindergarten Children’s Speech (2000)Intelligibility/Severity Meas…What time may tell: Towards a new conceptualization of developmental dyslexia (1999)What time may tell: Towards a…The Phonological Abilities Test (1997)The Phonological Abilities Te…Children's Speech and Literacy Difficulties: A Psycholinguistic Framework (1997)Children's Speech and Literac…Phonological Treatment Efficacy and Developmental Norms (1996)Phonological Treatment Effica…Phonological Awareness and Literacy Development in Children With Expressive Phonological Impairments (1995)Phonological Awareness and Li…Language intervention : preschool through the elementary years (1995)Language intervention : presc…Diagnosis and Evaluation in Speech Pathology (1988)Diagnosis and Evaluation in S…Targeting Intelligible Speech: A Phonological Approach to Remediation (1982)Targeting Intelligible Speech…Phonological Disorders III (1982)Phonological Disorders IIIA Boy, a Dog, and a Frog (1979)A Boy, a Dog, and a FrogPhonological Disability in Children (1976)Phonological Disability in Ch…Rapid “Automatized” Naming of Pictured Objects, Colors, Letters and Numbers by Normal Children (1974)Rapid “Automatized” Naming of…Does awareness of speech as a sequence of phones arise spontaneously? (1979)The nature of phonological processing and its causal role in the acquisition of reading skills. (1987)Phonological Processing, Language, and Literacy: A Comparison of Children with Mild-to-moderate Sensorineural Hearing Loss and Those with Specific Language Impairment (2001)Infant discrimination of rapid auditory cues predicts later language impairment (2002)The language and literacy development of young dual language learners: A critical review (2014)Beneath the Surface of Developmental Dyslexia (2017)The teacher's word book of 30,000 words. (1945)Statistical principles in experimental design. (1962)Thomas, Springfield, Illinois (1965)Naming Speed and Reading: The Contribution of the Cognitive Neurosciences (1991)Subtypes of reading disability: Variability around a phonological core. (1998)Naming-Speed Processes, Timing, and Reading (2000)Facilitating Phoneme Awareness Development in 3- and 4-Year-Old Children With Speech Impairment (2005)Children with phonological problems: a survey of clinical practice (2008)Evidence-Based Practice for Children With Speech Sound Disorders: Part 1 Narrative Review (2011)The acquisition of /r/ and /l/ by Japanese learners of English: Evidence that speech production can precede speech perception (1982)Transcription in Research and Practice: From Standardization of Technique to Interpretive Positionings (1999)Phonological development: a normative study of British English‐speaking children (2003)The development of goal plans of action in the narration of a picture story (1992)Identifiers of Predominantly Spanish-Speaking Children With Language Impairment (1998)Pretend play, creativity, and emotion regulation in children. (2011)Family History of Children with Developmental Language Disorders (1986)Cross-Cultural Attitudes Toward Speech Disorders (1992)Language Sample Collection and Analysis (1992)GENETIC BASIS OF SPECIFIC LANGUAGE IMPAIRMENT: EVIDENCE FROM A TWIN STUDY (1995)Maternal Education and Measures of Early Speech and Language (1999)Early Child Care and Children’s Development Prior to School Entry: Results from the NICHD Study of Early Child Care (2002)Lost in Translation: Methodological Considerations in Cross-Cultural Research (2007)The Effectiveness of Parent-Implemented Language Interventions: A Meta-Analysis (2011)Withdrawn and Sociable Behavior of Children With Language Impairment (1999)Emergent Literacy Intervention for Vulnerable Preschoolers (2003)Language Intervention Practices for School-Age Children With Spoken Language Disorders: A Systematic Review (2007)Phonological representations, reading development and dyslexia: towards a cross-linguistic theoretical framework (2000)Children with speech and language disability: caseload characteristics (2004)Extensions to the Speech Disorders Classification System (SDCS) (2010)
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References

  • 2021Preschool Language Scale – 5961 cited
  • 1974Rapid “Automatized” Naming of Pictured Objects, Colors, Letters and Numbers by Normal Children771 cited
  • 1976Phonological Disability in Children686 cited
  • 1982Phonological Disorders III601 cited
  • 1995Phonological Awareness and Literacy Development in Children With Expressive Phonological Impairments445 cited
  • 1997Children's Speech and Literacy Difficulties: A Psycholinguistic Framework300 cited
  • 1982Targeting Intelligible Speech: A Phonological Approach to Remediation199 cited
  • 1995Language intervention : preschool through the elementary years193 cited
  • 1979A Boy, a Dog, and a Frog143 cited
  • 1988Diagnosis and Evaluation in Speech Pathology139 cited
  • 1997The Phonological Abilities Test132 cited
  • 2001The Effect of Target-Selection Strategy on Phonological Learning114 cited
  • 1999What time may tell: Towards a new conceptualization of developmental dyslexia114 cited
  • 2000Intelligibility/Severity Measurements of Prekindergarten Children’s Speech111 cited
  • 1996Phonological Treatment Efficacy and Developmental Norms97 cited
  • 2000

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Multiple Oppositions: Case Studies of Variables in Phonological Intervention
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