SRCLD 2021 SRCLD Presentations

2015 Submitted Oral Presentations
Go to Search Page
 
Page: 1
Can Vocabulary Lessons Increase The Amount Of Complex Syntax That At-Risk Children Hear? Tentative Answers From Within An Implementation Science Framework
Amanda Owen Van Horne - University of Iowa
Maura Curran - University of Iowa
Jessica Hall - University of Iowa
Sarah Gillespie - University of Iowa

Input Packaging and the Acquisition of Copula is
Matthew Rispoli - University of Illinois
Theodora Papastratikos - University of Illinois
Colleen Stern - University of Illinois
Pamela Hadley - University of Illinois

Language Ability Groups in Bilinguals: Changes in Group Membership Depending on the Assessment Method
Maria Kapantzoglou - Portland State University
M. Adelaida Restrepo - Arizona State University
Marilyn S. Thompson - Arizona State University

Lexical-phonological representations and speed of processing in word recognition and word production in children with Specific Language Impairment
Julia Evans - University of Texas, Dallas
Ron Gillam - Utah State University
James Montgomery - Ohio University

Parent Input Subject Diversity Accelerates Children’s Early Sentence Growth
Pamela Hadley - University of Illinois at Urbana-Champaign
Matthew Rispoli - University of Illinois at Urbana-Champaign
Janet Holt - Southern Illinois University - Edwardsville
Theodora Papastratakos - University of Illinois at Urbana-Champaign
Ning Hsu - University of Illinois at Urbana-Champaign

Patterns of Relationships among Attention, Working Memory and Language in Children with and without Specific Language Impairment
Ronald Gillam - Utah State University
Julia Evans - University of Texas at Dallas
James Montgomery - Ohio University

Preliminary Clinical Trials in Language Intervention: An Interactive Book Reading Example
Holly Storkel - University of Kansas
Rouzana Komesidou - University of Kansas
Krista Voelmle - University of Kansas

Page: 1