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Triple Alignment: Congruency of Perceived Preschool Classroom Social Networks Among Teachers, Children, and Researchers
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In: Front Psychol (2020)
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Improving reading comprehension in the primary grades:Mediated effects of a language-focused classroom intervention
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The preschool classroom linguistic environment: Children’s first-person experiences
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Child language and parent discipline mediate the relation between family income and false belief understanding
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Improving language-focused comprehension instruction in primary-grade classrooms:impacts of the Let’s Know! experimental curriculum
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Separating Semantic and Phonological Short-term Memory in Aphasic Patients Using a Novel Concurrent Probe Paradigm
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Anticipating the Unknown: Applications of Expectation Theory to Rhythm in Barber's Sonata for Piano
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Math Fluency Is Etiologically Distinct From Untimed Math Performance, Decoding Fluency, and Untimed Reading Performance: Evidence From a Twin Study
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Rapid serial naming and reading ability: the role of lexical access
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Genetic Covariation Underlying Reading, Language and Related Measures in a Sample Selected for Specific Language Impairment
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