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‘It depends on who I'm with’: How young people with developmental language disorder describe their experiences of language and communication in school
16 references·0 citing·50 second hop
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References

  • 2006Using thematic analysis in psychology193,725 cited
  • 2019Reflecting on reflexive thematic analysis19,565 cited
  • 2021Conceptual and design thinking for thematic analysis.4,474 cited
  • 2001Fourteen-Year Follow-up of Speech/Language-Impaired and Control Children: Psychiatric Outcome515 cited
  • 2010Twenty-Year Follow-Up of Children With and Without Speech-Language Impairments: Family, Educational, Occupational, and Quality of Life Outcomes386 cited
  • 2006Children’s experiences of disability: pointers to a social model of childhood disability260 cited
  • 2009Child Language Teaching and Therapy256 cited
  • 2008Specific language impairment and school outcomes. I: Identifying and explaining variability at the end of compulsory education224 cited
  • 2010Young people with specific language impairment: A review of social and emotional functioning in adolescence177 cited
  • 2010My Speech Problem, Your Listening Problem, and My Frustration: The Experience of Living With Childhood Speech Impairment102 cited
  • 2009Children with speech, language and communication needs: their perceptions of their quality of life97 cited
  • 2012Postschool Educational and Employment Experiences of Young People With Specific Language Impairment90 cited
  • 2019Early Risk Factors and Emotional Difficulties in Children at Risk of Developmental Language Disorder: A Population Cohort Study89 cited

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2011
Listening to children and young people with speech, language and communication needs
87 cited
  • 2008Specific language impairment and school outcomes. II: Educational context, student satisfaction, and post‐compulsory progress80 cited
  • 2012“When he's around his brothers … he's not so quiet”: The private and public worlds of school-aged children with speech sound disorder77 cited
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