The Spoken Language, Written Language, and Executive Functions of Female Adolescents with High Risk Factors
Author:
Affiliation:
1. Division of Speech and Hearing Sciences, Department of Health Sciences, University of North Carolina at Chapel Hill, NC, USA
Funder
School of Medicine, University of North Carolina at Chapel Hill
University of North Carolina at Chapel Hill’s School of Medicine DEI Mini Grant
Publisher
Informa UK Limited
Subject
Linguistics and Language,Developmental and Educational Psychology,Education
Link
https://www.tandfonline.com/doi/pdf/10.1080/02702711.2023.2294733
Reference51 articles.
1. American Speech-Language-Hearing Association. (2001). Role and responsibilities of speech-language pathologists with respect to reading and writing in children and adolescents . https://www.asha.org/policy/ps2001-00104.
2. American Speech-Language-Hearing Association. (n.d.). Language in brief. htstps://www.asha.org/practice-portal/clinical-topics/spoken-language-disorders/language-in-brief/.
3. It’s In the Cards: Serving Students With Spoken and Written Language Challenges
4. Socioeconomic status and early reading achievement: How working memory and cognitive flexibility mediate the relation in low‐achieving and typically developing K to first grade students
5. Relationships of Attention and Executive Functions to Oral Language, Reading, and Writing Skills and Systems in Middle Childhood and Early Adolescence
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