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Items where Subject is "P Language and Literature > P Philology. Linguistics"

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Number of items at this level: 275.

A

AlKadhi, Aseel (2015). Assessing early sociocognitive and language skills in young Saudi children. (Unpublished Doctoral thesis, City University London)

Alsford, E., Ralephata, A., Bolderson, S., Curtin, M., Parish, E., Klaber, V., Griffin, S., Nash, L., Cullen, R., Musoke, B., Bhalla, S., Walker, L., Duffer, L., O' Sullivan, S., Knowland, V., Cozens, S., McLaren, L., Camilleri, B., Halil, S., Furze, R., Leung, W., O' Gorman, C., Carver, V., Young, D. and Pring, T. (2016). The wrong side of the tracks: Starting school in a socially disadvantaged London borough. Child Language Teaching and Therapy, doi: 10.1177/0265659016654954

Anns, S. (2016). The role of declarative memory in the acquisition of conceptual semantic knowledge in Autism Spectrum Disorder. (Unpublished Doctoral thesis, City, University of London)

Atanga, L., Ellece, S. E., Litosseliti, L. and Sunderland, J. (2012). Gender and language in sub-Saharan African contexts: Issues and challenges. Gender and Language, 6(1), pp. 1-20. doi: 10.1558/genl.v6i1.1

Aumont-Boucand, V., Millard, S. and Packman, A. (2014). Early intervention for stuttering: similarities and differences between two programs. SIG4 Perspectives on Fluency and Fluency Disorders, 24(1), pp. 8-19. doi: 10.1044/ffd24.1.8

B

Bailey, T. M. and Pothos, E. M. (2008). AGL StimSelect: Software for automated selection of stimuli for artificial grammar learning. Behavior Research Methods, 40(1), pp. 164-176. doi: 10.3758/BRM.40.1.164

Barnard, R. A., Jones, J. C. and Cruice, M. ORCID: 0000-0001-7344-2262 (2018). Communication between therapists and nurses working in inpatient interprofessional teams: Systematic review and meta-ethnography. Disability and Rehabilitation, doi: 10.1080/09638288.2018.1526335

Baronchelli, A., Caglioti, E., Loreto, V. and Steels, L. (2006). Complex systems approach to language games. Paper presented at the Second European Conference on Complex Systems ECCS'06, 25-29 Sep 2006, Oxford, UK.

Baronchelli, A., Chater, N., Pastor-Satorras, R. and Christiansen, M. H. (2012). The Biological Origin of Linguistic Diversity. PLoS ONE, 7(10), doi: 10.1371/journal.pone.0048029

Baronchelli, A., Felici, M., Loreto, V., Caglioti, E. and Steels, L. (2006). Sharp transition towards shared vocabularies in multi-agent systems. Journal of Statistical Mechanics: Theory and Experiment new, 2006(6), doi: 10.1088/1742-5468/2006/06/P06014

Baronchelli, A., Loreto, V. and Puglisi, A. (2015). Individual biases, cultural evolution, and the statistical nature of language universals: the case of colour naming systems. PLoS ONE, 10(5), doi: 10.1371/journal.pone.0125019

Behn, N. (2016). Communication and quality of life outcomes in people with acquired brain injury following project-based treatment. (Unpublished Doctoral thesis, City University London)

Behn, N., Cruice, M., Marshall, J. and Togher, L. (2016). A feasibility study investigating the use of project-based treatment to improve communication skills and quality-of-life (QoL) in people with ABI. Brain Injury, 30(5-6), p. 500. doi: 10.3109/02699052.2016.1162060

Behn, N. ORCID: 0000-0001-9356-9957, Hilari, K. ORCID: 0000-0003-2091-4849, Marshall, J. ORCID: 0000-0002-6589-221X, Simpson, A. ORCID: 0000-0003-3286-9846, Northcott, S. ORCID: 0000-0001-8229-5452, Thomas, S., Flood, C. ORCID: 0000-0001-5170-7792, Goldsmith, K. and McVicker, S. (2018). SUpporting well-being through PEeR-Befriending (SUPERB) trial: an exploration of fidelity in peer-befriending for people with aphasia. Aphasiology, 32(Sup1), pp. 21-23. doi: 10.1080/02687038.2018.1489120

Berquez, A., Hertsberg, N., Hollister, J., Zebrowski, P. and Millard, S. (2015). What do children who stutter and their parents expect from therapy and are their hopes aligned?. Procedia - Social and Behavioral Sciences, 193, pp. 25-36. doi: 10.1016/j.sbspro.2015.03.241

Boonen, N., Kloots, H., Verhoeven, J. ORCID: 0000-0002-0738-8517 and Gillis, S. (2018). Can listeners hear the difference between children with normal hearing and children with a hearing impairment?. Clinical Linguistics & Phonetics,

Botting, N. (2004). Children's Communication Checklist (CCC) scores in 11-year-old children with communication impairments. International Journal of Language and Communication Disorders, 39(2), pp. 215-227. doi: 10.1080/13682820310001617001

Botting, N. (2010). "It's not (just) what you do, but the way that you do it": factors that determine narrative ability in atypical language learners. Developmental Medicine & Child Neurology, 52(10), pp. 886-887. doi: 10.1111/j.1469-8749.2010.03651.x

Botting, N. and Adams, C. (2005). Semantic and inferencing abilities in children with communication disorders. International Journal of Language & Communication Disorders, 40(1), pp. 49-66. doi: 10.1080/13682820410001723390

Botting, N. and Conti-Ramsden, G. (2008). The role of language, social cognition, and social skill in the functional social outcomes of young adolescents with and without a history of SLI. British Journal of Developmental Psychology, 26, pp. 281-300. doi: 10.1348/026151007X235891

Botting, N., Durkin, K., Toseeb, U., Pickles, A.R. and Conti-Ramsden, G. (2016). Emotional health, support, and self-efficacy in young adults with a history of language impairment. British Journal of Developmental Psychology, doi: 10.1111/bjdp.12148

Botting, N., Gaynor, M., Tucker, K. L. and Orchard-Lisle, G. (2016). The importance of natural change in planning school-based intervention for children with Developmental Language Impairment (DLI). Child Language Teaching and Therapy, 32(2), pp. 159-177. doi: 10.1177/0265659015595444

Botting, N. and Hasson, N. (2012). Dynamic Assessment of Sentence Structure (DASS): design and evaluation of a novel procedure for the assessment of syntax in children with language impairments. International Journal of Language and Communication Disorders, 47(3), pp. 285-299. doi: 10.1111/j.1460-6984.2011.00108.x

Botting, N., Jones, A., Marshall, C., Denmark, T., Atkinson, J. and Morgan, G. (2017). Non-verbal executive function is mediated by language: A study of deaf and hearing children. Child Development, 88(5), pp. 1689-1700. doi: 10.1111/cdev.12659

Botting, N., Psarou, P., Caplin, T. and Nevin, L. (2013). Short-Term Memory Skills in Children With Specific Language Impairment The Effect of Verbal and Nonverbal Task Content. Topics in Language Disorders, 33(4), pp. 313-327. doi: 10.1097/01.TLD.0000437940.01237.51

Botting, N., Riches, N., Gaynor, M. and Morgan, G. (2010). Gesture production and comprehension in children with specific language impairment. British Journal of Developmental Psychology, 28(1), pp. 51-69. doi: 10.1348/026151009X482642

Botting, N., Simkin, Z. and Conti-Ramsden, G. (2006). Associated reading skills in children with a history of Specific Language Impairment (SLI). Reading and Writing, 19(1), pp. 77-98. doi: 10.1007/s11145-005-4322-4

Botting, N., Toseeb, U., Pickles, A.R., Durkin, K. and Conti-Ramsden, G. (2016). Depression and anxiety change from adolescence to adulthood in individuals with and without language impairment. PLoS ONE, 11(7), e0156678. doi: 10.1371/journal.pone.0156678

Burdon, P., Dipper, L. and Cocks, N. (2016). Exploration of older and younger British adults' performance on The Awareness of Social Inference Test (TASIT). International Journal of Language and Communication Disorders, 51(5), pp. 589-593. doi: 10.1111/1460-6984.12233

C

Cairns, D., Marshall, J., Cairns, P. and Dipper, L. (2007). Event Processing through naming: Investigating event focus in two people with aphasia. Language and Cognitive Processes, 22(2), pp. 201-233. doi: 10.1080/01690960500489644

Camilleri, B. and Botting, N. (2013). Beyond static assessment of children's receptive vocabulary: the dynamic assessment of word learning (DAWL). International Journal of Language & Communication Disorders, 48(5), pp. 565-581. doi: 10.1111/1460-6984.12033

Camilleri, B., Hasson, N. and Dodd, B. (2014). Dynamic Assessment of bilingual children’s language at the point of referral. Educational & Child Psychology, 31(2), pp. 57-72.

Camilleri, B. and Law, J. (2013). Dynamic assessment of word learning skills of preschool children with primary language impairment. International Journal of Speech-Language Pathology, doi: 10.3109/17549507.2013.847497

Castelló, X., Baronchelli, A. and Loreto, V. (2009). Consensus and ordering in language dynamics. European Physical Journal B (The), 71(4), pp. 557-564. doi: 10.1140/epjb/e2009-00284-2

Caute, A., Cruice, M., Friede, A., Galliers, J. R., Dickinson, T., Green, R. and Woolf, C. (2016). Rekindling the love of books - a pilot project exploring whether e-readers help people to read again after a stroke. Aphasiology, 30(2-3), pp. 290-319. doi: 10.1080/02687038.2015.1052729

Caute, A., Pring, T., Cocks, N., Cruice, M., Best, W. and Marshall, J. (2013). Enhancing communication through gesture and naming therapy. Journal of Speech, Language and Hearing Research, 56(1), pp. 337-351. doi: 10.1044/1092-4388(2012/11-0232)

Caute, A. and Woolf, C. (2016). Using Voice Recognition Software to improve communicative writing and social participation in an individual with severe acquired dysgraphia: an experimental single case therapy study. Aphasiology, 30(2-3), pp. 245-268. doi: 10.1080/02687038.2015.1041095

Chiat, S., Armon-Lotem, S., Marinis, T., Polisenska, K., Roy, P. and Seeff-Gabriel, B. (2013). The potential of sentence imitation tasks for assessment of language abilities in sequential bilingual children. In: Mueller-Gathercole, V. (Ed.), Issues in the Assessment of Bilinguals. (pp. 56-89). UK: Mulitlingual Matters. ISBN 9781783090082

Chiat, S. and Roy, P. (2008). Early phonological and sociocognitive skills as predictors of later language and social communication outcomes. Journal of Child Psychology and Psychiatry, 49(6), pp. 635-645. doi: 10.1111/j.1469-7610.2008.01881.x

Chiat, S. and Roy, P. (2013). Early predictors of language and social communication impairments at ages 9-11 years: A follow-up study of early-referred children. Journal of Speech, Language and Hearing Research, 56, pp. 1824-1836. doi: 10.1044/1092-4388(2013/12-0249)

Chiat, S. and Roy, P. (2007). The preschool repetition test: An evaluation of performance in typically developing and clinically referred children. Journal of Speech, Language, and Hearing Research, 50(2), pp. 429-443. doi: 10.1044/1092-4388(2007/030)

Cocks, N., Harding, C. and Pritchard, M. (2014). The benefits of a 5-day dysphagia intensive placement. International Journal of Speech-Language Pathology, 16(5), pp. 476-485. doi: 10.3109/17549507.2013.826283

Cocks, N., Morgan, G. and Kita, S. (2011). Iconic gesture and speech integration in younger and older adults. Gesture, 11(1), pp. 24-39. doi: 10.1075/gest.11.1.02C0C

Conti-Ramsden, G. and Botting, N. (2008). Emotional health in adolescents with and without a history of specific language impairment (SLI). Journal of Child Psychology and Psychiatry, 49(5), pp. 516-525. doi: 10.1111/j.1469-7610.2007.01858.x

Conti-Ramsden, G., Botting, N. and Durkin, K. (2008). Parental perspectives during the transition to adulthood of adolescents with a history of specific language impairment (SLI).. Journal of Speech, Language, and Hearing Research, 51(1), doi: 10.1044/1092-4388(2008/006)

Conti-Ramsden, G., Durkin, K., Mok, P.L.H., Toseeb, U. and Botting, N. (2016). Health, employment and relationships: Correlates of personal wellbeing in young adults with and without a history of childhood language impairment. Social Science & Medicine, 160, pp. 20-28. doi: 10.1016/j.socscimed.2016.05.014

Conti-Ramsden, G., Durkin, K., Toseeb, U., Botting, N. and Pickles, A.R. (2017). Education and employment outcomes of young adults with a history of developmental language disorder. International Journal of Language and Communication Disorders, doi: 10.1111/1460-6984.12338

Conti-Ramsden, G., Mok, P., Durkin, K., Pickles, A., Toseeb, U. and Botting, N. ORCID: 0000-0003-1082-9501 (2018). Do emotional difficulties and peer problems hew together from childhood to adolescence? The case of children with a history of developmental language disorder (DLD). European Child and Adolescent Psychiatry: official journal of the European Society for Child and Adolescent Psychiatry,

Croft, S., Marshall, J., Pring, T. and Hardwick, M. (2011). Therapy for naming difficulties in bilingual aphasia: which language benefits?. International Journal of Language and Communication Disorders, 46(1), pp. 48-62. doi: 10.3109/13682822.2010.484845

Cruice, M. (2008). The contribution and impact of the International Classification of Functioning, Disability and Health on quality of life in communication disorders. International Journal of Speech-Language Pathology, 10(1-2), pp. 38-49. doi: 10.1080/17549500701790520

Cruice, M. ORCID: 0000-0001-7344-2262, Blom Johansson, M., Isaksen, J. and Horton, S. (2018). Reporting interventions in communication partner training: a critical review and narrative synthesis of the literature. Aphasiology, doi: 10.1080/02687038.2018.1482406

Cruice, M., Isaksen, J., Randrup-Jensen, L., Viberg, M. E. and Ten Kate, O. (2016). Practitioners’ perspectives on quality of life in aphasia rehabilitation in Denmark. Folia Phoniatrica et Logopaedica, 67(3), pp. 131-144. doi: 10.1159/000437384

Cruice, M., Morton, R. and Davidson, B. (2016). An investigation of social activities of neurologically healthy older adults and relevance of the Social Activities Checklist (SOCACT-2). Journal of Clinical Practice in Speech-Language Pathology, 4(3),

Cruice, M., Pritchard, M. and Dipper, L. (2014). Verb use in aphasic and non-aphasic personal discourse: What is normal?. Journal of Neurolinguistics, 28, pp. 31-47. doi: 10.1016/j.jneuroling.2013.12.002

D

Dall'Asta, L. and Baronchelli, A. (2006). Microscopic activity patterns in the naming game. Journal of Physics A: Mathematical and General, 39(48), pp. 14851-14867. doi: 10.1088/0305-4470/39/48/002

De Clerk, I., Pettinato, M., Verhoeven, J. and Gillis, S. (2017). Is prosodic production driven by lexical development ? Longitudinal evidence from babble and words. Journal of Child Language, 44(5), pp. 1248-1273. doi: 10.1017/S0305000916000532

De Witte, E., Wilssens, I., De Surgeloose, D., Dua, G., Moens, M., Verhoeven, J., Manto, M. and Marien, P. (2017). Apraxia of speech and cerebellar mutism syndrome: a case study. Cerebellum & Ataxias, 4(2), doi: 10.1186/s40673-016-0059-x

Dipper, L., Cocks, N., Rowe, M. and Morgan, G. (2011). What can co-speech gestures in aphasia tell us about the relationship between language and gesture?: A single case study of a participant with Conduction Aphasia. Gesture, 11(2), pp. 123-147.

Dipper, L., Pritchard, M., Morgan, G. and Cocks, N. (2015). The language-gesture connection: Evidence from aphasia. Clinical Linguistics & Phonetics, 29(8-10), pp. 748-763. doi: 10.3109/02699206.2015.1036462

Dohmen, A. (2012). An investigation of nonverbal imitation and language in children with specific language delay. (Unpublished Doctoral thesis, City University London)

Dohmen, A., Chiat, S. and Roy, P. (2013). Nonverbal imitation skills in children with specific language delay. Research in Developmental Disabilities, 34(10), pp. 3288-3300. doi: 10.1016/j.ridd.2013.06.004

Durkin, K., Toseeb, U., Botting, N., Pickles, A.R. and Conti-Ramsden, G. (2017). Social Confidence in Early Adulthood among Young People with and without a History of Language Impairment. Journal of Speech, Language, and Hearing Research, 60, pp. 1635-1647. doi: 10.1044/2017_JSLHR-L-16-0256

Durkin, K., Toseeb, U., Pickles, A.R., Botting, N. and Conti-Ramsden, G. (2016). Learning to drive in young adults with language impairment. Transportation Research Part F: Traffic Psychology and Behaviour, doi: 10.1016/j.trf.2016.07.015

E

Eaton, E., Marshall, J. and Pring, T. (2010). "Like déjà vu all over again": Patterns of perseveration in two people with jargon aphasia. Aphasiology, 24(9), pp. 1017-1031. doi: 10.1080/02687030903249343

Eaton, E., Marshall, J. and Pring, T. (2011). Mechanisms of change in the evolution of jargon aphasia. Aphasiology, 25(12), pp. 1543-1561. doi: 10.1080/02687038.2011.624584

Endress, A. and Bonatti, L. L. (2016). Words, rules, and mechanisms of language acquisition. Wiley Interdisciplinary Reviews: Cognitive Science, 7(1), pp. 19-35. doi: 10.1002/wcs.1376

Endress, A. and Katzir, R. (2016). Linguistics, cognitive psychology, and the now-or-never bottleneck. Behavioral and Brain Sciences, 39, e71. doi: 10.1017/S0140525X15000953

Endress, A. and Kovacs, A. (2014). Hierarchical Processing in Seven-Month-Old Infants. Infancy, 19(4), pp. 409-425. doi: 10.1111/infa.12052

Enns, C. J. and Herman, R. (2011). Adapting the Assessing British Sign Language Development: Receptive Skills Test into American sign language. Journal of Deaf Studies and Deaf Education, 16(3), pp. 362-374. doi: 10.1093/deafed/enr004

F

Fotiadou, D., Northcott, S., Chatzidaki, A. and Hilari, K. (2014). Aphasia blog talk: How does stroke and aphasia affect a person’s social relationships?. Aphasiology, doi: 10.1080/02687038.2014.928664

G

Gallagher, A. L. and Chiat, S. (2009). Evaluation of speech and language therapy interventions for pre-school children with specific language impairment: a comparison of outcomes following specialist intensive, nursery-based and no intervention. International Journal of Language & Communication Disorders, 44(5), pp. 616-638. doi: 10.1080/13682820802276658

Galliers, J. R., Wilson, S., Muscroft, S., Marshall, J., Roper, A., Cocks, N. and Pring, T. (2011). Accessibility of 3D Game Environments for People with Aphasia: An Exploratory Study. Paper presented at the 13th International ACM SIGACCESS Conference on Computers and Accessibility, 24 - 26 Oct 2011, Dundee, Scotland.

Galliers, J. R., Wilson, S., Roper, A., Cocks, N., Marshall, J. and Pring, T. (2012). Words are not enough: Empowering people with aphasia in the design process. Paper presented at the The 12th Participatory Design Conference, 12 - 16 Aug 2012, Roskilde, Denmark.

Garraffa, M., Guasti, M. T., Marinis, T. and Morgan, G. ORCID: 0000-0002-9495-1274 (2018). Editorial: Language Acquisition in Diverse Linguistic, Social and Cognitive Circumstances. Frontiers in Psychology, 9, doi: 10.3389/fpsyg.2018.01807

Govender, R., Lee, M. T., Drinnan, M., Twinn, C., Davies, T. and Hilari, K. (2016). Psychometric Evaluation of the Swallowing Outcomes after Laryngectomy (SOAL) Patient-reported Questionnaire. Head and Neck, 38(S1), E1639-E1645. doi: 10.1002/hed.24291

Grainger, C., Williams, D. M. and Lind, S. E. (2013). Online Action Monitoring and Memory for Self-Performed Actions in Autism Spectrum Disorder. Journal of Autism and Developmental Disorders, doi: 10.1007/s10803-013-1987-4

Grellmann, B., Neate, T., Roper, A. ORCID: 0000-0001-6950-6294, Wilson, S. ORCID: 0000-0001-6445-654X and Marshall, J. ORCID: 0000-0002-6589-221X (2018). Investigating Mobile Accessibility Guidance for People with Aphasia. Paper presented at the The 20th International ACM SIGACCESS Conference on Computers and Accessibility, 22-24 Oct 2018, Galway, Ireland.

Guerard, K., Saint-Aubin, J., Poirier, M. and Demetriou, C. (2012). Assessing the Influence of Letter Position in Reading Normal and Transposed Texts Using a Letter Detection Task. Canadian Journal of Experimental Psychology, 66(4), pp. 227-238. doi: 10.1037/a0028494

H

Haman, E., Łuniewska, M., Hansen, P., Simonsen, H. G., Chiat, S., Bjekić, J., Blaziene, A., Chyl, K., Dabasinskiene, I., Engel de Abreu, P., Gagarina, N., Gavarro, A., Hakansson, G., Harel, E., Holm, E., Kapalkova, S., Kunnari, S., Levorato, C., Lindgren, J., Mieszkowska, K., Montes Salarich, L., Potgieter, A., Ribu, I., Ringblom, N., Rinker, T., Roch, M., Slancova, D., Southwood, F., Tedeschi, R., Tuncer, A. M., Unal-Logacev, O., Vuksanović, J. and Armon-Lotem, S. (2017). Noun and verb knowledge in monolingual preschool children across 17 languages: Data from cross-linguistic lexical tasks (LITMUS-CLT). Clinical Linguistics & Phonetics, 31(11-12), pp. 818-843. doi: 10.1080/02699206.2017.1308553

Harding, C. (2015). The unmet needs of infants, children and young people with dysphagia. (Unpublished Doctoral thesis, City University London)

Harding, C., Frank, L., Van Someren, V., Hilari, K. and Botting, N. (2014). How does non-nutritive sucking support infant feeding?. Infant Behavior and Development, 37(4), pp. 457-464. doi: 10.1016/j.infbeh.2014.05.002

Harding, C., Wade, C. and Harrison, K. (2013). Communication between children and carers during mealtimes. Journal of Research in Special Educational Needs, 13(4), pp. 242-250. doi: 10.1111/j.1471-3802.2012.01261.x

Harris, M., Terlektsi, E. and Kyle, F. E. (2017). Concurrent and longitudinal predictors of reading for deaf and hearing children in primary school. Journal of Deaf Studies and Deaf Education, 22(2), pp. 233-242. doi: 10.1093/deafed/enw101

Harris, M., Terlektsi, E. and Kyle, F. E. (2017). Literacy outcomes for Deaf and Hard of Hearing primary school children: A cohort comparison study. Journal of Speech, Language, and Hearing Research, 60(3), pp. 701-711. doi: 10.1044/2016_JSLHR-H-15-0403

Hasson, N. (2011). Dynamic Assessment and Informed Intervention for Children with Language Impairment. (Unpublished Doctoral thesis, City University London)

Hasson, N. and Botting, N. (2010). Dynamic assessment of children with language impairments: A pilot study. Child Language Teaching and Therapy, 26(3), pp. 249-272. doi: 10.1177/0265659009349982

Hasson, N., Camilleri, B., Jones, C., Smith, J. and Dodd, B. (2013). Discriminating disorder from difference using dynamic assessment with bilingual children. Child Language Teaching and Therapy, 29(1), pp. 57-75. doi: 10.1177/0265659012459526

Hasson, N. and Dodd, B. (2014). Planning intervention using dynamic assessments: A case study. Child Language Teaching and Therapy, 30(3), pp. 353-366. doi: 10.1177/0265659014521642

Haug, T., Herman, R. and Woll, B. (2015). Constructing an online test framework, using the example of a sign language receptive skills test. Deafness and Education International, 17(1), pp. 3-7. doi: 10.1179/1557069X14Y.0000000035

Haug, T. and Mann, W. (2008). Adapting Tests of Sign Language Assessment for Other Sign Languages—A Review of Linguistic, Cultural, and Psychometric Problems. The Journal of Deaf Studies and Deaf Education, 13(1), pp. 138-147. doi: 10.1093/deafed/enm027

Henry, L. (2010). The episodic buffer in children with intellectual disabilities: An exploratory study. Research in Developmental Disabilities, 31(6), pp. 1609-1614. doi: 10.1016/j.ridd.2010.04.025

Henry, L. and Botting, N. (2016). Working memory and developmental language impairments. Child Language Teaching and Therapy, doi: 10.1177/0265659016655378

Henry, L., Crane, L., Nash, G., Hobson, Z., Kirke-Smith, M. and Wilcock, R. (2017). Verbal, visual, and intermediary support for child witnesses with autism during investigative interviews. Journal of Autism and Developmental Disorders, doi: 10.1007/s10803-017-3142-0

Henry, L., Messer, D. J. and Nash, G. (2012). Executive functioning in children with specific language impairment. Journal Of Child Psychology And Psychiatry, 53(1), pp. 37-45. doi: 10.1111/j.1469-7610.2011.02430.x

Henry, L., Messer, D. J. and Nash, G. (2012). Phonological and visual short-term memory in children with specific language impairment. Journal of Cognitive Education and Psychology, 11(1), pp. 45-56. doi: 10.1891/1945-8959.11.1.45

Henry, L., Messer, D. J. and Nash, G. (2013). Testing for Near and Far Transfer Effects with a Short, Face-to-Face Adaptive Working Memory Training Intervention in Typical Children. Infant and Child Development, 23(1), pp. 84-103. doi: 10.1002/icd.1816

Herman, R., Alton, S. and Pring, T. (2011). Developing communication skills in deaf primary school pupils: Introducing and evaluating the smiLE approach. Child Language Teaching and Therapy, 27(3), pp. 255-267. doi: 10.1177/0265659010381695

Herman, R. and Mann, W. (2010). Sign language assessment: Where are we now?. British Association of Teachers of the Deaf Newsletter, 2010(Jan), pp. 22-23.

Herman, R., Rowley, K., Mason, K. and Morgan, G. (2014). Deficits in narrative abilities in child British Sign Language users with specific language impairment. International Journal of Language & Communication Disorders, doi: 10.1111/1460-6984.12078

Herman, R. and Roy, P. (2006). Evidence from the wider use of the BSL Receptive Skills Test. Deafness and Education International, 8(1), pp. 33-47. doi: 10.1002/dei.33

Herman, R., Roy, P. and Kyle, F. E. (2013). Dyslexia and deaf children. British Association of Teachers of the Deaf Newsletter, 2013(May), pp. 47-48.

Herman, R., Roy, P. and Kyle, F. E. (2014). Reading, Dyslexia and Oral Deaf Children: From Research to Practice. London, UK: Nuffield Foundation; City University London.

Herman, R., Shergold, Z. and Roy, P. (2012). Deafness in a hearing workplace. Bulletin of the Royal College of Speech & Language Therapists(March), pp. 12-14.

Herman, R. and Thomas, J. (2012). From communication to language. British Association of Teachers of the Deaf Newsletter, 2012(March), pp. 6-7.

Herman, R., Woolfe, T., Roy, P. and Woll, B. (2010). Early vocabulary development in deaf native signers: a British Sign Language adaptation of the communicative development inventories. The Journal Of Child Psychology And Psychiatry And Allied Disciplines, 51(3), pp. 322-331. doi: 10.1111/j.1469-7610.2009.02151.x

Hick, R. F., Botting, N. and Conti-Ramsden, G. (2005). Cognitive abilities in children with specific language impairment: consideration of visuo-spatial skills. International Journal of Language & Communication Disorders, 40(2), pp. 137-149. doi: 10.1080/13682820400011507

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