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Working, Declarative, and Procedural Memory in Children with Developmental Language Disorder

Journal of speech, language, and hearing research, 2020-12, Vol.63 (12), p.4162-4178

2020

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Complex Language Use in Children with Hearing Loss: A Scoping Review

Journal of speech, language, and hearing research, 2023-02, Vol.66 (2), p.688-719

2023

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Educators' perceptions of the impact of reading difficulties for young people

Australian journal of learning difficulties, 2020-01, Vol.25 (1), p.51-64

2020

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Hidden Reading Difficulties: Identifying Children Who Are Poor Comprehenders

Learning disability quarterly, 2022-08, Vol.45 (3), p.225-236

2022

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Higher-Level Language Strategy-Based Intervention for Poor Comprehenders: A pilot single case experimental design

Child language teaching and therapy, 2022-06, Vol.38 (2), p.151-165

2022

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Targeting phonological recoding to support orthographic learning: effectiveness of WordDriver delivered via telehealth

Australian journal of learning difficulties, 2023-01, Vol.28 (1), p.1-26

2023

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The evaluation of word‐learning abilities in people with developmental language disorder: a scoping review

International journal of language & communication disorders, 2019-09, Vol.54 (5), p.742-755

2019

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Does the Talkable programme improve caregiver knowledge and confidence in assisting their child's language learning? A pilot study

Australasian journal of early childhood, 2021-06, Vol.46 (2), p.150-162

2021

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Word learning and verbal working memory in children with developmental language disorder

Autism & Developmental Language Impairments, 2021, Vol.6, p.239694152110041-23969415211004109

2021

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The Efficacy of an Explicit Intervention Approach to Improve Past Tense Marking for Early School-Age Children with Developmental Language Disorder

Journal of speech, language, and hearing research, 2021-01, Vol.64 (1), p.91-104

2021

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‘They make it easier to learn and cope’: The views of adolescents with speech, language and communication needs on attending a flexible learning programme

Child language teaching and therapy, 2023-10, Vol.39 (3), p.234-247

2023

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Profiles of Oral and Reading Comprehension in Poor Comprehenders

Reading & writing quarterly, 2022-11, Vol.38 (6), p.526-543

2022

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Explicit Grammar Intervention in Young School-Aged Children with Developmental Language Disorder: An Efficacy Study Using Single-Case Experimental Design

Language, speech & hearing services in schools, 2020-04, Vol.51 (2), p.298-316

2020

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A randomized controlled trial of an oral inferential comprehension intervention for young children with developmental language disorder

Child language teaching and therapy, 2019-02, Vol.35 (1), p.39-54

2019

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WordDriver‐1: evaluating the efficacy of an app‐supported decoding intervention for children with reading impairment

International journal of language & communication disorders, 2019-03, Vol.54 (2), p.189-202

2019

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Evaluating two different dose frequencies and cumulative intervention intensities to improve past tense production for early school‐aged children with developmental language disorder

International journal of language & communication disorders, 2021-11, Vol.56 (6), p.1278-1295

2021

Volltextzugriff (PDF)

Combining implicit and explicit intervention approaches to target grammar in young children with Developmental Language Disorder

Child language teaching and therapy, 2018-06, Vol.34 (2), p.171-189

2018

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A profile of the language and cognitive skills contributing to oral inferential comprehension in young children with developmental language disorder

International journal of language & communication disorders, 2018-11, Vol.53 (6), p.1139-1149

2018

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Piloting ‘Clever Kids’: A randomized‐controlled trial assessing feasibility, efficacy, and acceptability of a socioemotional well‐being programme for children with dyslexia

British journal of educational psychology, 2021-09, Vol.91 (3), p.950-971

2021

Volltextzugriff (PDF)

Interventions for dyslexia in Brazil: a scoping review discussed within the perspective of international best practice

Australian journal of learning difficulties, 2020-01, Vol.25 (1), p.1-30

2020

Volltextzugriff (PDF)

The relationship between phonological short-term memory, receptive vocabulary, and fast mapping in children with specific language impairment

International journal of language & communication disorders, 2016-01, Vol.51 (1), p.61-73

2016

Volltextzugriff (PDF)

The Engage with Developmental Language Disorder (E‐DLD) project: Cohort profile

International journal of language & communication disorders, 2023-05, Vol.58 (3), p.929-943

2023

Volltextzugriff (PDF)

Oral and written communication skills of adolescents with prenatal alcohol exposure (PAE) compared with those with no/low PAE: A systematic review

International journal of language & communication disorders, 2021-07, Vol.56 (4), p.694-718

2021

Volltextzugriff (PDF)

Evaluating the efficacy of a small-group oral narrative intervention programme for pre-primary children with narrative difficulties in a mainstream school setting

Australian journal of learning difficulties, 2019-01, Vol.24 (1), p.1-20

2019

Volltextzugriff (PDF)

The Effectiveness of Two Grammar Treatment Procedures for Children with SLI: A Randomized Clinical Trial

Language, speech & hearing services in schools, 2015-10, Vol.46 (4), p.312

2015

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Working, Declarative, and Procedural Memory in Children with Developmental Language Disorder

Complex Language Use in Children with Hearing Loss: A Scoping Review

Educators' perceptions of the impact of reading difficulties for young people

Hidden Reading Difficulties: Identifying Children Who Are Poor Comprehenders

Higher-Level Language Strategy-Based Intervention for Poor Comprehenders: A pilot single case experimental design

Targeting phonological recoding to support orthographic learning: effectiveness of WordDriver delivered via telehealth

The evaluation of word‐learning abilities in people with developmental language disorder: a scoping review

Does the Talkable programme improve caregiver knowledge and confidence in assisting their child's language learning? A pilot study

Word learning and verbal working memory in children with developmental language disorder

The Efficacy of an Explicit Intervention Approach to Improve Past Tense Marking for Early School-Age Children with Developmental Language Disorder

‘They make it easier to learn and cope’: The views of adolescents with speech, language and communication needs on attending a flexible learning programme

Profiles of Oral and Reading Comprehension in Poor Comprehenders

Explicit Grammar Intervention in Young School-Aged Children with Developmental Language Disorder: An Efficacy Study Using Single-Case Experimental Design

A randomized controlled trial of an oral inferential comprehension intervention for young children with developmental language disorder

WordDriver‐1: evaluating the efficacy of an app‐supported decoding intervention for children with reading impairment

Evaluating two different dose frequencies and cumulative intervention intensities to improve past tense production for early school‐aged children with developmental language disorder

Combining implicit and explicit intervention approaches to target grammar in young children with Developmental Language Disorder

A profile of the language and cognitive skills contributing to oral inferential comprehension in young children with developmental language disorder

Piloting ‘Clever Kids’: A randomized‐controlled trial assessing feasibility, efficacy, and acceptability of a socioemotional well‐being programme for children with dyslexia

Interventions for dyslexia in Brazil: a scoping review discussed within the perspective of international best practice

The relationship between phonological short-term memory, receptive vocabulary, and fast mapping in children with specific language impairment

The Engage with Developmental Language Disorder (E‐DLD) project: Cohort profile

Oral and written communication skills of adolescents with prenatal alcohol exposure (PAE) compared with those with no/low PAE: A systematic review

Evaluating the efficacy of a small-group oral narrative intervention programme for pre-primary children with narrative difficulties in a mainstream school setting

The Effectiveness of Two Grammar Treatment Procedures for Children with SLI: A Randomized Clinical Trial

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