CrossRef Text and Data Mining

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Sustained Attention of Children with and without Specific Language Impairment and the Relations with Quick Incidental Learning Using Eye-Tracker

Somang Yoon, Dongsun Yim

Commun Sci Disord. 2019;24(4):852-867. Published online 2019 December 31 DOI: https://doi.org/10.12963/csd.19631

Effects of general processing capacity and sustained selective attention on temporal processing performance of children with specific language impairment

REBECCA A. HANSON, JAMES W. MONTGOMERY

Applied Psycholinguistics. 2002;23(1):75-93

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Comparing Playful and Nonplayful Incidental Attention to Form

Nancy Bell

Language Learning. 2011;62(1):236-265

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Investigating Student Sustained Attention in a Guided Inquiry Lecture Course Using an Eye Tracker

David Rosengrant, Doug Hearrington, Jennifer O’Brien

Educational Psychology Review. 2020;33(1):11-26

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Relations between home numeracy experiences and basic calculation skills of children with and without specific language impairment

Tijs Kleemans, Eliane Segers, Ludo Verhoeven

Early Childhood Research Quarterly. 2013;28(2):415-423

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Spoken word recognition in children with and without specific language impairment

Chris Dollaghan

Applied Psycholinguistics. 1998;19(2):193-207

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

Mary Alt, Christina Meyers, Alexandra Ancharski

International Journal of Language & Communication Disorders. 2012;47(5):487-498

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Can connective use differentiate between children with and without specific language impairment?

Elena Tribushinina, Elena Dubinkina, Ted Sanders

First Language. 2015;35(1):3-26

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Procedural and declarative memory in children with and without specific language impairment

Jarrad Lum, Celin Gelgec, Gina Conti-Ramsden

International Journal of Language & Communication Disorders. 2009;1-1

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Narrative abilities, memory and attention in children with a specific language impairment

Iris Duinmeijer, Jan de Jong, Annette Scheper

International Journal of Language & Communication Disorders. 2012;47(5):542-555

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Observing iconic gestures enhances word learning in typically developing children and children with specific language impairment

SUSANNE VOGT, CHRISTINA KAUSCHKE

Journal of Child Language. 2017;44(6):1458-1484

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