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Semantic/Phonological Error Characteristics and Reading Fluency for School-Aged Children with Language Learning Disabilities in 3rd to 4th Grades
Si-Hwa Chae, Mibae Kim
Commun Sci Disord. 2019;24(2):387-401.   Published online 2019 June 30    DOI: https://doi.org/10.12963/csd.19598

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Reading Disabilities Among Hebrew-speaking Children in Upper Elementary Grades: The Role of Phonological and Nonphonological Language Skills
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Phonological complexity in school-aged children who stutter and exhibit a language disorder
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Beginning Reading and Phonological Awareness for Students with Learning Disabilities
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Using Video Self- and Peer Modeling to Facilitate Reading Fluency in Children With Learning Disabilities
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The Effects of a Fluency Intervention Program on the Fluency and Comprehension Outcomes of Middle-School Students with Severe Reading Deficits
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Accurately Predicting Future Reading Difficulty for Bilingual Latino Children at Risk for Language Impairment
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Oral Reading Fluency Development for Children with Emotional Disturbance or Learning Disabilities
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Enhancing the Reading Fluency and Comprehension of Children With Reading Disabilities in an Orthographically Transparent Language
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A descriptive study of speech, language, and hearing characteristics of school-aged stutterers
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This metadata service is kindly provided by CrossRef from May 29, 2014. Commun Sci Disord has participated in CrossRef Text and Data Mining service since March 1, 2015.