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Lesly Wade-Woolley, Clare Wood, Jessica Chan & Sarah Weidman. (2022) Prosodic Competence as the Missing Component of Reading Processes Across Languages: Theory, Evidence and Future Research. Scientific Studies of Reading 26:2, pages 165-181.
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Natalia Jordán, Fernando Cuetos & Paz Suárez-Coalla. (2019) Prosody in the reading of children with specific language impairment / La prosodia en la lectura de niños con trastorno específico del lenguaje. Journal for the Study of Education and Development 42:1, pages 87-127.
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Åsa From, Simon Sundström & Christina Samuelsson. (2016) Differences in phonologic and prosodic abilities in children with phonological language impairment and phonological-grammatical language impairment assessed with non-word repetition. Logopedics Phoniatrics Vocology 41:2, pages 66-76.
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Margaret Lochrin, Joanne Arciuli & Mridula Sharma. (2015) Assessing the Relationship Between Prosody and Reading Outcomes in Children Using the PEPS-C. Scientific Studies of Reading 19:1, pages 72-85.
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Christina Kauschke, Lena Renner & Ulrike Domahs. (2013) Prosodic constraints on inflected words: An area of difficulty for German-speaking children with specific language impairment?. Clinical Linguistics & Phonetics 27:8, pages 574-593.
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Ulrike Domahs, Karin Lohmann, Nicole Moritz & Christina Kauschke. (2013) The acquisition of prosodic constraints on derivational morphology in typically developing children and children with SLI. Clinical Linguistics & Phonetics 27:8, pages 555-573.
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Franck Ramus & Merav Ahissar. (2012) Developmental dyslexia: The difficulties of interpreting poor performance, and the importance of normal performance. Cognitive Neuropsychology 29:1-2, pages 104-122.
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Chloe
R. Marshall, Franck Ramus & Heather van der Lely. (2010) Do children with dyslexia and/or specific language impairment compensate for place assimilation? Insight into phonological grammar and representations. Cognitive Neuropsychology 27:7, pages 563-586.
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Elise de Bree & Annemarie Kerkhoff. (2010)
Bempen or Bemben: Differences Between Children At-Risk of Dyslexia and Children With SLI on a Morpho-Phonological Task. Scientific Studies of Reading 14:1, pages 85-109.
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