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Research article

First published 2013-2

Reading Intervention Using Interactive Metronome in Children With Language and Reading Impairment

Michaela Ritter, Karen A. Colson, Jungjun Park

Communication Disorders Quarterly

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Research article

First published 2008-11

Development of Oral Reading Fluency in Children With Speech or Language Impairments

Cynthia S. Puranik, Yaacov Petscher, Stephanie Al Otaiba [...]

Journal of Learning Disabilities

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Research article

First published 2016-6

Specific language impairment (SLI) and reading development in early school years

Pia Isoaho, Timo Kauppila, Kaisa Launonen

Child Language Teaching and Therapy

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Research article

First published 2016-7

Language Impairments in Children With ADHD and in Children With Reading Disorder

Wenche Andersen Helland, Maj-Britt Posserud, Turid Helland [...]

Journal of Attention Disorders

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Research article

First published 2019-1

Specific Language Impairment and Reading Disability: Categorical Distinction or Continuum?

George C. Spanoudis, Timothy C. Papadopoulos, Spyroula Spyrou

Journal of Learning Disabilities

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Research article

First published 2023-2

Language development of Chinese-speaking hearing-impaired children: The roles of home literacy resources and shared book reading

Yi-Chih Chan

Child Language Teaching and Therapy

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Research article

First published 1991-6

Repeated maternal book reading with two children: language-normal and language-impaired

Mary Ann Evans, Fred Schmidt

First Language

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Research article

First published 2006-10

Evidence of reading difficulty in subgroups of children with specific language impairment

Zoë Simkin, Gina Conti-Ramsden

Child Language Teaching and Therapy

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Research article

First published 2005-7

Language Impairment,Parent—Child Shared Reading,and Phonological Awareness

Laura M. Justice, Joan Kaderavek, Ryan Bowles [...]

Topics in Early Childhood Special Education

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Research article

First published 2006-2

Language Impairment and Reading Disability: Connections and Complexities Introduction to the Special Issue

Elaine R. Silliman, Cheryl M. Scott

Learning Disabilities Research & Practice

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