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The contributions of immediate retrieval and spaced retrieval to word learning in preschoolers with developmental language disorder ...
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The contributions of immediate retrieval and spaced retrieval to word learning in preschoolers with developmental language disorder ...
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A multi-study examination of the role of repeated spaced retrieval in the word learning of children with developmental language disorder ...
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Additional file 2 of A multi-study examination of the role of repeated spaced retrieval in the word learning of children with developmental language disorder ...
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Additional file 2 of A multi-study examination of the role of repeated spaced retrieval in the word learning of children with developmental language disorder ...
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A multi-study examination of the role of repeated spaced retrieval in the word learning of children with developmental language disorder ...
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The Neural Underpinnings of Processing Newly Taught Semantic Information: The Role of Retrieval Practice
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In: J Speech Lang Hear Res (2021)
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A multi-study examination of the role of repeated spaced retrieval in the word learning of children with developmental language disorder
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In: J Neurodev Disord (2021)
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2019 ASHA Research Symposium: Laurence B. Leonard, Repeated Retrieval Facilitates Word Learning and Recall in Children With Specific Language Impairment ...
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2019 ASHA Research Symposium: Laurence B. Leonard, Repeated Retrieval Facilitates Word Learning and Recall in Children With Specific Language Impairment ...
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2019 ASHA Research Symposium: Laurence B. Leonard, Repeated Retrieval Facilitates Word Learning and Recall in Children With Specific Language Impairment ...
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After Initial Retrieval Practice, More Retrieval Produces Better Retention Than More Study in the Word Learning of Children With Developmental Language Disorder
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In: J Speech Lang Hear Res (2020)
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Adjective Learning in Young Typically Developing Children and Children With Developmental Language Disorder: A Retrieval-Based Approach
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In: J Speech Lang Hear Res (2019)
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Sensitivity to Morphosyntactic Information in 3-Year-Old Children With Typical Language Development: A Feasibility Study
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Identifying Risk for Specific Language Impairment with Narrow and Global Measures of Grammar
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Input Sources of Third Person Singular –s Inconsistency in Children with and without Specific Language Impairment*
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Abstract:
We tested four predictions based on the assumption that optional infinitives can be attributed to properties of the input whereby children inappropriately extract nonfinite subject-verb sequences (e.g. the girl run) from larger input utterances (e.g. Does the girl run? Let’s watch the girl run). Thirty children with specific language impairment (SLI) and 30 typically developing children heard novel and familiar verbs that appeared exclusively either in utterances containing nonfinite subject-verb sequences or in simple sentences with the verb inflected for third person singular –s. Subsequent testing showed strong input effects, especially for the SLI group. The results provide support for input-based factors as significant contributors not only to the optional infinitive period in typical development, but also to the especially protracted optional infinitive period seen in SLI.
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URL: https://doi.org/10.1017/S0305000914000397 http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4430448/ http://www.ncbi.nlm.nih.gov/pubmed/25076070
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Clinical Markers in Italian-Speaking Children with and without Specific Language Impairment: A Study of Nonword and Real Word Repetition as Predictors of Grammatical Ability
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In: Int J Lang Commun Disord (2013)
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