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Tracking Children From Poverty at Risk for Specific Language Impairment: A 3-Year Longitudinal Study

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References

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2000Effectiveness of teaching story grammar knowledge to pre-school children with language impairment. An exploratory study

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2020Narrative Intervention: Principles to Practice133 cited

2002Identification of early risk factors for language impairment132 cited

2005Language Impairment, Parent—Child Shared Reading, and Phonological Awareness117 cited

2005Story Presentation Effects on Children’s Retell Content117 cited

2006African American Preschoolers' Language, Emergent Literacy Skills, and Use of African American English: A Complex Relation114 cited

2011Communication skills in a population of primary school‐aged children raised in an area of pronounced social disadvantage103 cited

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2013Bi-directional dynamics underlie the complexity of talk in teacher–child play-based conversations in classrooms serving at-risk pupils101 cited

2000The New Peabody Picture Vocabulary Test—III:100 cited

2008Relationships Between Teachers and Preschoolers Who Are At Risk: Contribution of Children's Language Skills, Temperamentally Based Attributes, and Gender99 cited

2013Socio‐economic status and language acquisition: children's performance on the new Reynell Developmental Language Scales98 cited

2001Early Literacy Skills in African‐American Children: Research Considerations94 cited

2017Dynamic Assessment of Narratives: Efficient, Accurate Identification of Language Impairment in Bilingual Students92 cited

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2011Risk for Poor Performance on a Language Screening Measure for Bilingual Preschoolers and Kindergarteners89 cited