2019 Submitted Oral Presentations

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Page: 1 ¡Cuanto más, mejor!: A Technology-Based Intervention for Families with Young Dual Language Learners in Low-Income Homes Mary Claire Wofford - Florida State University Carla Wood - Florida State University Bursting into Tears: Differences in the Temporal Structure of Infants’ Cry and Speech-like Vocalizations in an Early Intervention Classroom Stephanie Custode - University of Miami Samantha Mitsven - University of Miami Lynn Perry - University of Miami Regina Fasano - University of Miami Guangyu Zeng - University of Miami Jenna Futterer - University of Miami Daniel Messinger - University of Miami Do you like me? Differences in learning social cues in adolescents with Developmental Language Disorder (DLD) Claire L Forrest - University of Bath Katherine Button - University of Bath Sarah L Halligan - University of Bath Jenny L Gibson - University of Cambridge Michelle C St Clair - University of Bath Maternal Responsivity is Associated with Development of Communication Repairs in Children with Fragile X Syndrome Heather Fielding-Gebhardt - University of Kansas- Child Language Doctoral Program, Schiefelbusch Institute for Life Span Studies at the University of Kansas Steven Warren - University of Kansas- Department of Speech-Language Hearing: Sciences and Disorders, Schiefelbusch Institute for Life Span Studies at the University of Kansas Nancy Brady - University of Kansas- Department of Speech-Language Hearing: Sciences and Disorders, Schiefelbusch Institute for Life Span Studies at the University of Kansas Novel Gesture Production and Longitudinal Language Outcomes in Children with Developmental Language Disorder Laiah Factor - The University of Texas at Dallas Lisa Goffman - The University of Texas at Dallas Phonological Processing Profiles of 9-year-old Children with Williams Syndrome and Relations to Word Reading Ability Caroline Greiner de Magalhães - University of Louisville C. Holley Pitts - University of Louisville Carolyn B. Mervis - University of Louisville The Dimensionality of Language in Toddlers with Severe Communication and Developmental Delays Gal Kaldes - Georgia State University MaryAnn Romski - Georgia State University Rose Sevcik - Georgia State University The Role of Peer Input on Language Development in an Inclusive Oral Language Classroom Lynn Perry - University of Miami Samantha Mitsven - University of Miami Stephanie Custode - University of Miami Daniel Messinger - University of Miami Word Learning in Children with and without Developmental Language Disorder: Learning Rates and Long-Term Retention Abilities Katherine Gordon - Boys Town National Research Hospital Stephanie Uglow - Boys Town National Research Hospital Nancy Ohlmann - Boys Town National Research Hospital Page: 1