CrossRef Text and Data Mining
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Homonym Comprehension and Definition of School-Aged Children with Language Learning Disabilities in First to Third Grades
Hyo-Seong Park, Hyun-Jin Chang, Jin-Dong Kim
Audiology and Speech Research. 2021;17(1):103-111.   Published online 2020 December 16    DOI: http://doi.org/10.21848/asr.200067

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Homonym Comprehension and Definition of School-Aged Children with Language Learning Disabilities in First to Third Grades
Audiology and Speech Research. 2021;17(1):103-111   
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Predictors of reading comprehension ability in primary school-aged children who have pragmatic language impairment
Research in Developmental Disabilities. 2015;41-42:13-21   
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Patterns of language and discourse comprehension skills in school-aged children with autism spectrum disorders
Scandinavian Journal of Psychology. 2010;51(6):534-539   
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Monitoring of Reading Comprehension Across the First, Second, and Third Language: Domain‐General or Language‐Specific?
Language Learning. 2020;70(3):886-922   
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Accurate reading comprehension rate as an indicator of broad reading in students in first, second, and third grades
Journal of School Psychology. 2015;53(5):393-407   
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A Cooperative Assessment Strategy for Evaluating School-Aged Children with Language Impairments
Journal of Learning Disabilities. 1988;21(9):551-555   
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Lexical and referential influences on on-line spoken language comprehension: A comparison of adults and primary-school-age children
First Language. 2007;27(1):29-52   
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Reading Comprehension Failure in Children
Learning About Learning Disabilities. 1991;283-307   
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Extending Responsiveness to Intervention to Mathematics at First and Third Grades
Learning Disabilities Research & Practice. 2007;22(1):13-24   
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Language learning strategies used by bilingual school-aged children
System. 1999;27(3):375-388   
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