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Phonological working memory impairments in children with specific language impairment: Where does the problem lie?

Journal of communication disorders, 2011-03, Vol.44 (2), p.173-185

Alt, Mary

2011

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Visual Fast Mapping in School-Aged Children with Specific Language Impairment

Topics in language disorders, 2013-10, Vol.33 (4), p.328

Alt, Mary

2013

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The structure of working memory in young children and its relation to intelligence

Journal of memory and language, 2017-02, Vol.92, p.183-201

2017

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Developing mental orthographic representations in refugee spellers with low literacy: how much input is too much?

Journal of research in reading, 2018-08, Vol.41 (3), p.455-474

2018

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Working Memory Predicts New Word Learning over and above Existing Vocabulary and Nonverbal IQ

Journal of speech, language, and hearing research, 2022-03, Vol.65 (3), p.1044-1069

2022

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Novel Word Learning in Children Who Are Bilingual: Comparison to Monolingual Peers

Journal of speech, language, and hearing research, 2019-07, Vol.62 (7), p.2332-2360

2019

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Learning novel words: Detail and vulnerability of initial representations for children with specific language impairment and typically developing peers

Journal of communication disorders, 2012-03, Vol.45 (2), p.84-97

2012

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Use of internal consistency coefficients for estimating reliability of experimental task scores

Psychonomic bulletin & review, 2016-06, Vol.23 (3), p.750-763

2016

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Vocabulary Acquisition and Usage for Late Talkers: The Feasibility of a Caregiver-Implemented Telehealth Model

Journal of speech, language, and hearing research, 2023-01, Vol.66 (1), p.257-275

2023

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The effect of time on word learning: An examination of decay of the memory trace and vocal rehearsal in children with and without specific language impairment

Journal of communication disorders, 2011-11, Vol.44 (6), p.640-654

2011

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Phonological Working Memory and Sentence Production in School-Age Children with Typical Language, Dyslexia, and Comorbid Dyslexia and Developmental Language Disorder

Journal of child language, 2024-01, Vol.51 (1), p.56-90

2024

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Do Bilingual Children Have an Executive Function Advantage? Results from Inhibition, Shifting, and Updating Tasks

Language, speech & hearing services in schools, 2018-07, Vol.49 (3), p.356

2018

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The Structure of Word Learning in Young School-Age Children

Journal of speech, language, and hearing research, 2020-05, Vol.63 (5), p.1446-1466

2020

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Phonological working memory and central executive function differ in children with typical development and dyslexia

Dyslexia (Chichester, England), 2022-02, Vol.28 (1), p.20-39

2022

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Cross-situational statistically based word learning intervention for late-talking toddlers

Journal of communication disorders, 2014-11, Vol.52, p.207-220

2014

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Using principles of learning to inform language therapy design for children with specific language impairment

International journal of language & communication disorders, 2012-09, Vol.47 (5), p.487-498

2012

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Effects of Steady-State Noise on Verbal Working Memory in Young Adults

Journal of speech, language, and hearing research, 2015-12, Vol.58 (6), p.1793-1804

2015

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REM sleep in naps differentially relates to memory consolidation in typical preschoolers and children with Down syndrome

Proceedings of the National Academy of Sciences - PNAS, 2018-11, Vol.115 (46), p.11844-11849

2018

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Children with Dyslexia Benefit from Orthographic Facilitation during Spoken Word Learning

Journal of speech, language, and hearing research, 2018-08, Vol.61 (8), p.2002-2014

2018

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Exploring Input Parameters in an Expressive Vocabulary Treatment with Late Talkers

Journal of speech, language, and hearing research, 2020-01, Vol.63 (1), p.216-233

2020

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Harnessing automatic speech recognition to realise Sustainable Development Goals 3, 9, and 17 through interdisciplinary partnerships for children with communication disability

International journal of speech language pathology, 2023-01, Vol.25 (1), p.125-129

2023

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Theoretical Principles to Guide the Teaching of Adjectives to Children Who Struggle with Word Learning: Synthesis of Experimental and Naturalistic Research with Principles of Learning Theory

Language, speech & hearing services in schools, 2016-07, Vol.47 (3), p.181

2016

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Phonological vulnerability for school-aged Spanish-English-speaking bilingual children

International journal of bilingual education and bilingualism, 2021, Vol.24 (5), p.736-756

2021

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A lifespan perspective on semantic processing of concrete concepts: does a sensory/motor model have the potential to bridge the gap?

Cognitive, affective, & behavioral neuroscience, 2011-12, Vol.11 (4), p.551-572

2011

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Use of Internal Consistency Coefficients for Estimating Reliability of Experimental Tasks Scores

Psychonomic bulletin & review, 2016-06, Vol.23 (3), p.750-763

2016

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Phonological working memory impairments in children with specific language impairment: Where does the problem lie?

Visual Fast Mapping in School-Aged Children with Specific Language Impairment

The structure of working memory in young children and its relation to intelligence

Developing mental orthographic representations in refugee spellers with low literacy: how much input is too much?

Working Memory Predicts New Word Learning over and above Existing Vocabulary and Nonverbal IQ

Novel Word Learning in Children Who Are Bilingual: Comparison to Monolingual Peers

Learning novel words: Detail and vulnerability of initial representations for children with specific language impairment and typically developing peers

Use of internal consistency coefficients for estimating reliability of experimental task scores

Vocabulary Acquisition and Usage for Late Talkers: The Feasibility of a Caregiver-Implemented Telehealth Model

The effect of time on word learning: An examination of decay of the memory trace and vocal rehearsal in children with and without specific language impairment

Phonological Working Memory and Sentence Production in School-Age Children with Typical Language, Dyslexia, and Comorbid Dyslexia and Developmental Language Disorder

Do Bilingual Children Have an Executive Function Advantage? Results from Inhibition, Shifting, and Updating Tasks

The Structure of Word Learning in Young School-Age Children

Phonological working memory and central executive function differ in children with typical development and dyslexia

Cross-situational statistically based word learning intervention for late-talking toddlers

Using principles of learning to inform language therapy design for children with specific language impairment

Effects of Steady-State Noise on Verbal Working Memory in Young Adults

REM sleep in naps differentially relates to memory consolidation in typical preschoolers and children with Down syndrome

Children with Dyslexia Benefit from Orthographic Facilitation during Spoken Word Learning

Exploring Input Parameters in an Expressive Vocabulary Treatment with Late Talkers

Harnessing automatic speech recognition to realise Sustainable Development Goals 3, 9, and 17 through interdisciplinary partnerships for children with communication disability

Theoretical Principles to Guide the Teaching of Adjectives to Children Who Struggle with Word Learning: Synthesis of Experimental and Naturalistic Research with Principles of Learning Theory

Phonological vulnerability for school-aged Spanish-English-speaking bilingual children

A lifespan perspective on semantic processing of concrete concepts: does a sensory/motor model have the potential to bridge the gap?

Use of Internal Consistency Coefficients for Estimating Reliability of Experimental Tasks Scores

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