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Mora or syllable? Which unit do Japanese use in naming visually presented stimuli?
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- 27 April 2004, pp. 1-27
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Dative prepositions in children with specific language impairment
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- 01 October 2004, pp. 467-480
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Cross-language transfer of phonological awareness in low-income Spanish and English bilingual preschool children
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- 23 June 2004, pp. 323-347
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Constrained sentence production in probable Alzheimer disease
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- 17 May 2004, pp. 145-173
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Spontaneous measures of morphosyntax in children with specific language impairment
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- 27 April 2004, pp. 29-41
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The effect of enhanced lexical retrieval on second language writing: A classroom experiment
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- 17 May 2004, pp. 175-200
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Production and comprehension of graphic symbol utterances expressing complex propositions by adults who use augmentative and alternative communication systems
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- 23 June 2004, pp. 349-371
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Perceptual restoration in children versus adults
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- 01 October 2004, pp. 481-493
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Do children acquire dense neighborhoods? An investigation of similarity neighborhoods in lexical acquisition
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- 17 May 2004, pp. 201-221
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Effects of input manipulations on the word learning abilities of children with and without specific language impairment
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- 27 April 2004, pp. 43-65
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The impact of phonemic and lexical distance on the phonological analysis of words and pseudowords in a diglossic context
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- 01 October 2004, pp. 495-512
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Effects of the age of second language learning on the duration of first and second language sentences: The role of suppression
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- 23 June 2004, pp. 373-396
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Growth and predictive relations of vocabulary and inflectional morphology in children with and without familial risk for dyslexia
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- 23 June 2004, pp. 397-411
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The relevance of specific language impairment in understanding the role of transfer in second language acquisition
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- 27 April 2004, pp. 67-82
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Morphological awareness: Just “more phonological”? The roles of morphological and phonological awareness in reading development
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- 17 May 2004, pp. 223-238
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Long-term association between articulation quality and phoneme sensitivity: A study from age 3 to age 8
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- 01 October 2004, pp. 513-541
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Crossing borders: Recognition of Spanish words by English-speaking children with and without language impairment
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- 01 October 2004, pp. 543-564
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The case of case: Children's knowledge and use of upper- and lowercase letters
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- 23 June 2004, pp. 413-428
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Psycholinguistic evidence for split intransitivity in Spanish second language acquisition
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- 17 May 2004, pp. 239-267
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Telling stories of experiences: Narrative development of young Chinese children
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- 27 April 2004, pp. 83-104
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