Submissions from 2023
Goldilocks and the home mathematics environment: Parents' rate activities ‘too easy,’ ‘just right,’ or ‘too hard’ across early development, Patrick Ehrman, Alexa Ellis, and David J. Purpura
Sources of Misinterpretation in the Input and Their Implications for Language Intervention With English-Speaking Children, Laurence B. Leonard, Patricia Deevy, Shelley L. Bredin-Oja, and Mariel L. Schroeder
The study of children with developmental language disorder beyond English: a tutorial, Laurence B. Leonard and Mariel L. Schroeder
Use them or lose them: Are manipulatives needed to assess numeracy and geometry performance in preschool?, Connor D. O'Rear, Erica L. Zippert, Patrick Ehrman, Lauren Westerberg, Christopher J. Lonigan, and David J. Purpura
Submissions from 2022
The contributions of immediate retrieval and spaced retrieval to word learning in preschoolers with developmental language disorder, Laurence B. Leonard, Patricia Deevy, Eilseen Haebig, Jeffrey D. Karpicke, and Christine Weber
Submissions from 2021
Moving towards accurate and early prediction of language delay with network science and machine learning approaches, Arielle Borovsky, Donna Thal, and Laurence B. Leonard
Variability in Preschool CLASS Scores and Children’s School Readiness, Jennifer Finders
Simulating the Acquisition of Verb Inflection in Typically Developing Children and Children With Developmental Language Disorder in English and Spanish, Daniel Freudenthal, Michael Ramscar, Laurence B. Leonard, and Julian M. Pine
A multi-study examination of the role of repeated spaced retrieval in the word learning of children with developmental language disorder, Laurence B. Leonard, Sharon L. Christ, Patricia Deevy, Jeffrey D. Karpicke, Christine Weber, Eileen Haebig, Justin Kueser, Sofía Souto, and Windi Krok
Submissions from 2020
Retrieval Practice and Word Learning in Children With Specific Language Impairment and Their Typically Developing Peers, Laurence B. Leonard and Patricia Deevy
Submissions from 2017
Neural patterns elicited by sentence processing uniquely characterize typical development, SLI recovery, and SLI persistence, Eileen Haebig, Kristine Weber, Laurence B. Leonard, Patricia Deevy, and J. Bruce Tomblin
Reciprocal relations between syntax and tense/agreement morphology in children’s interpretation of input: A look at children with specific language impairment, Laurence B. Leonard
Submissions from 2011
Input distribution influences degree of auxiliary use by children with specific language impairment, Laurence B. Leonard and Patricia Deevy
Submissions from 2003
The use and productivity of verb morphology in specific language impairment: an examination of Swedish, Kristina Hansson and Laurence B. Leonard