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Connective Ending Awareness of Early School-Aged Children at Risk for Specific Language Impairment |
Ji Hye Park, Young Tae Kim, Seok Jeong Yeon |
Commun Sci Disord. 2018;23(4):879-889. Published online 2018 December 31 DOI: https://doi.org/10.12963/csd.18547 |
Literacy skills in primary school-aged children with pragmatic language impairment: a comparison with children with specific language impairment Short-term and working memory skills in primary school-aged children with specific language impairment and children with pragmatic language impairment: phonological, linguistic and visuo-spatial aspects Teaching grammar to school-aged children with specific language impairment using Shape Coding Parent–Child Interaction Therapy (PCIT) in school-aged children with specific language impairment Can connective use differentiate between children with and without specific language impairment? Executive and intellectual functioning in school-aged children with specific language impairment Conversational problems in school-age children with specific language impairment The speech processing deficits in Mandarin-speaking school-aged children with specific language impairment Life habits of school-aged children with specific language impairment as perceived by their parents and by school professionals Grammaticality sensitivity in children with early focal brain injury and children with specific language impairment |
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