Variability in the language input to children enhances learning in a treatment context

American Journal of Speech-Language Pathology

Volumn 23, Issue 4, 2014, Pages 530-545

  Plante, Elena ^a   Ogilvie, Trianna ^a   Vance, Rebecca ^a   Aguilar, Jessica M ^a   Dailey, Natalie S ^a   Meyers, Christina ^a   Lieser, Anne Marie ^a   Burton, Rebecca ^a  

^a UNIVERSITY OF ARIZONA   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

CONTROLLED STUDY; ETHNOLOGY; FEMALE; HISPANIC; HUMAN; LANGUAGE; LANGUAGE DEVELOPMENT; LANGUAGE DEVELOPMENT DISORDERS; MALE; MULTILINGUALISM; PHONETICS; PRESCHOOL CHILD; PROCEDURES; RANDOMIZED CONTROLLED TRIAL; SEMANTICS; SPEECH DISORDERS; SPEECH THERAPY;

CHILD, PRESCHOOL; FEMALE; HISPANIC AMERICANS; HUMANS; LANGUAGE; LANGUAGE DEVELOPMENT; LANGUAGE DEVELOPMENT DISORDERS; LANGUAGE THERAPY; MALE; MULTILINGUALISM; PHONETICS; SEMANTICS; SPEECH DISORDERS; SPEECH THERAPY;

EID: 84909966945     PISSN: 10580360     EISSN: 15589110     Source Type: Journal    
DOI: 10.1044/2014_AJSLP-13-0038     Document Type: Article

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