Word learning by preschoolers with specific language impairment: Effect of phonological or semantic cues

Journal of Speech, Language, and Hearing Research

Volumn 48, Issue 6, 2005, Pages 1452-1467

  Gray, Shelley ^a  

^a ARIZONA STATE UNIVERSITY   (United States)

Author keywords

Language disorders; Language treatment; Preschool children; Vocabulary expansion

Indexed keywords

ARTICLE; COMPREHENSION; CONTROLLED STUDY; DRAWING; FEMALE; FLUENCY DISORDER; HUMAN; HUMAN EXPERIMENT; LANGUAGE DISABILITY; LEARNING; LINGUISTICS; MALE; MEMORY; NORMAL HUMAN; PHONETICS; PRESCHOOL CHILD; PSYCHOMETRY; RECOGNITION; SEMANTICS; SPEECH;

ANALYSIS OF VARIANCE; CASE-CONTROL STUDIES; CHILD, PRESCHOOL; CUES; FEMALE; HUMANS; LANGUAGE DISORDERS; MALE; MEMORY; PHONETICS; SEMANTICS; SPEECH PRODUCTION MEASUREMENT; STATISTICS, NONPARAMETRIC; VERBAL LEARNING; VOCABULARY;

EID: 33644832894     PISSN: 10924388     EISSN: None     Source Type: Journal    
DOI: 10.1044/1092-4388(2005/101)     Document Type: Article

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