SLPs' perceptions of language learning myths about children who are DHH von McDaniel, Jena, Krimm, Hannah, Schuele, C Melanie

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A pilot study assessing listening comprehension and reading comprehension in children with down syndrome: Construct validity from a multi-method perspective von Prahl, Alison, Schuele, C. Melanie

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Complex syntax input: A single case investigation of increasing preschool teachers’ complement clauses in play interactions von Teller, Laurel, Schuele, C Melanie

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Linguistic Contributions to Word-Level Spelling Accuracy in Elementary School Children With and Without Specific Language Impairment von Werfel, Krystal L, Melanie Schuele, C, Reed, Paul

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Perspectives on the rhythm-grammar link and its implications for typical and atypical language development von Gordon, Reyna L., Jacobs, Magdalene S., Schuele, C. Melanie, McAuley, J. Devin

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Phonological awareness intervention using a standard treatment protocol for individuals with Down syndrome von Hessling Prahl, Alison, Jones, Ragan, Melanie Schuele, C, Camarata, Stephen

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Tense Marking in the Kindergarten Population: Testing the Bimodal Distribution Hypothesis von Weiler, Brian, Schuele, C Melanie

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Speech-Language Pathologists' Endorsement of Speech, Language, and Literacy Myths Reveals Persistent Research-Practice Gap von McDaniel, Jena, Krimm, Hannah, Schuele, C. Melanie

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Using Motor Tempi to Understand Rhythm and Grammatical Skills in Developmental Language Disorder and Typical Language Development von Ladányi, Enikő, Novakovic, Michaela, Boorom, Olivia A., Aaron, Allison S., Scartozzi, Alyssa C., Gustavson, Daniel E., Nitin, Rachana, Bamikole, Peter O., Vaughan, Chloe, Fromboluti, Elisa Kim, Schuele, C. Melanie, Camarata, Stephen M., McAuley, J. Devin, Gordon, Reyna L.

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Individualized Narrative Intervention for School-Age Children With Specific Language Impairment von Hessling, Alison, Schuele, C Melanie

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Six-year-olds’ comprehension of object-gapped relative clause sentences: Investigating the contribution of NP number mismatch von Morton, Ian, Melanie Schuele, C.

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Adequacy and accessibility von Schuele, C Melanie

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Reading and Listening Comprehension in Individuals With Down Syndrome and Word Reading-Matched Typically Developing Children von Prahl, Alison, Schuele, C Melanie

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When Will He Talk? An Evidence-Based Tutorial for Measuring Progress Toward Use of Spoken Words in Preverbal Children With Autism Spectrum Disorder von McDaniel, Jena, Schuele, C Melanie

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Conceptions and Misconceptions: What Do School-Based Speech-Language Pathologists Think About Dyslexia? von Krimm, Hannah, McDaniel, Jena, Schuele, C Melanie

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Historical Perspectives on Literacy in Early Childhood von van Kleeck, Anne, Schuele, C. Melanie

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Preschoolers’ imitation of sentential complement sentences: Does the nature of the matrix clause matter? von Morton, Ian, Schuele, C. Melanie

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Speech-Language Pathologists’ Orthographic Knowledge von Krimm, Hannah, Schuele, C. Melanie

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Complex syntax acquisition: A longitudinal case study of a child with specific language impairment von Schuele, C. Melanie, Dykes, Julianna C.

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Synchrony of Maternal Auditory and Visual Cues About Unknown Words to Children With and Without Cochlear Implants von Lund, Emily, Schuele, C Melanie

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