Citations (13)
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Katherine R. Gordon, Karla K. McGregor & Timothy Arbisi-Kelm. (2021) Optimising word learning in post-secondary students with Developmental Language Disorder: The roles of retrieval difficulty and retrieval success during training. International Journal of Speech-Language Pathology 23:4, pages 405-418.
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Naomi Li’el, Cori Williams & Robert Kane. (2019) Identifying developmental language disorder in bilingual children from diverse linguistic backgrounds. International Journal of Speech-Language Pathology 21:6, pages 613-622.
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Karla McGregor, Tim Arbisi-Kelm & Nichole Eden. (2017) The encoding of word forms into memory may be challenging for college students with developmental language impairment. International Journal of Speech-Language Pathology 19:1, pages 43-57.
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Articles from other publishers (10)
Dawna Duff. (2023) Vocabulary Instruction to Support Reading: A Clinician's Guide to Evidence-Based Practice. Perspectives of the ASHA Special Interest Groups 8:6, pages 1186-1204.
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Katherine R. Gordon, Holly L. Storkel, Stephanie L. Lowry & Mollee J. Sultani. (2023) A Word-Learning Intervention Pilot Study Utilizing Principles of Retrieval- and Criterion-Based Learning for Children With Developmental Language Disorder. American Journal of Speech-Language Pathology, pages 1-22.
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Katherine R. Gordon, Stephanie L. Lowry, Nancy B. Ohlmann & Denis Fitzpatrick. (2022) Word Learning by Preschool-Age Children: Differences in Encoding, Re-Encoding, and Consolidation Across Learners During Slow Mapping. Journal of Speech, Language, and Hearing Research 65:5, pages 1956-1977.
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Katherine R. Gordon, Holly L. Storkel, Stephanie L. Lowry & Nancy B. Ohlmann. (2021) Word Learning by Preschool-Age Children With Developmental Language Disorder: Impaired Encoding and Robust Consolidation During Slow Mapping. Journal of Speech, Language, and Hearing Research 64:11, pages 4250-4270.
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Holly L. Storkel, Rouzana Komesidou, Mollee J. Pezold, Adrienne R. Pitt, Kandace K. Fleming & Rebecca Swinburne Romine. (2019) The Impact of Dose and Dose Frequency on Word Learning by Kindergarten Children With Developmental Language Disorder During Interactive Book Reading. Language, Speech, and Hearing Services in Schools 50:4, pages 518-539.
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Haley A. Vlach. (2019) Learning to Remember Words: Memory Constraints as Double‐Edged Sword Mechanisms of Language Development. Child Development Perspectives 13:3, pages 159-165.
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Peter T. Richtsmeier & Amanda K. Good. (2018) Frequencies in Perception and Production Differentially Affect Child Speech. Journal of Speech, Language, and Hearing Research 61:12, pages 2854-2868.
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Andrea L. Pittman, Elizabeth C. Stewart, Amanda P. Willman & Ian S. Odgear. (2017) Word Recognition and Learning: Effects of Hearing Loss and Amplification Feature. Trends in Hearing 21, pages 233121651770959.
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Holly L. Storkel, Rouzana Komesidou, Kandace K. Fleming & Rebecca Swinburne Romine. (2017) Interactive Book Reading to Accelerate Word Learning by Kindergarten Children With Specific Language Impairment: Identifying Adequate Progress and Successful Learning Patterns. Language, Speech, and Hearing Services in Schools 48:2, pages 108-124.
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Rouzana Komesidou & Holly L. Storkel. (2015) Learning and Remembering New Words: Clinical Illustrations From Children With Specific Language Impairment. Perspectives on Language Learning and Education 22:4, pages 138-146.
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