38 results on '"Sahlén, Birgitta"'
Search Results
2. Word definition skills in elementary school children – The contribution of bilingualism, cognitive factors, and social factors
3. Best ear hearing level, time factors and language outcome in Swedish children with mild and moderate hearing loss with hearing aids
4. Predictors of narrative text quality in students with hearing loss
5. Description and prediction of reading decoding skills in Swedish children with Developmental Language Disorder
6. Perceived listening effort in children with hearing loss: listening to a dysphonic voice in quiet and in noise
7. Effects of intervention on self-efficacy and text quality in elementary school students’ narrative writing
8. Children’s development of semantic verbal fluency during summer vacation versus during formal schooling
9. Implementation and evaluation of a teacher intervention program on classroom communication
10. Passage comprehension performance in children with cochlear implants and/or hearing aids: the effects of voice quality and multi-talker babble noise in relation to executive function
11. Improving narrative writing skills through observational learning: a study of Swedish 5th-grade students
12. The influence of voice quality and multi-talker babble noise on sentence processing and recall performance in school children using cochlear implant and/or hearing aids
13. A virtual speaker in noisy classroom conditions: supporting or disrupting children’s listening comprehension?
14. Writing intervention in university students with normal hearing and in those with hearing impairment: can observational learning improve argumentative text writing?
15. Is children’s listening effort in background noise influenced by the speaker’s voice quality?
16. The influence of voice quality on sentence processing and recall performance in school-age children with normal hearing
17. The effect of voice quality and competing speakers in a passage comprehension task: perceived effort in relation to cognitive functioning and performance in children with normal hearing
18. The effect of voice quality and competing speakers in a passage comprehension task: performance in relation to cognitive functioning in children with normal hearing
19. Are children with stronger cognitive capacity more or less disturbed by classroom noise and dysphonic teachers?
20. Segmental and suprasegmental properties in nonword repetition – An explorative study of the associations with nonword decoding in children with normal hearing and children with bilateral cochlear implants
21. Does the speaker's voice quality influence children's performance on a language comprehension test?
22. The slower the better? Does the speaker's speech rate influence children's performance on a language comprehension test?
23. Development of cognitive and reading skills in deaf children with CIs
24. Production and perception of metrical patterns in Swedish children with language impairment
25. Speech recognition, working memory and conversation in children with cochlear implants
26. Cognitive development in children with cochlear implants: Relations to reading and communication
27. A methodological contribution to the assessment of nonword repetition—a comparison between children with specific language impairment and hearing-impaired children with hearing aids or cochlear implants
28. Process and product in writing—a methodological contribution to the assessment of written narratives in 8–12-year-old Swedish children using ScriptLog
29. Non‐word repetition and non‐word discrimination in Swedish preschool children
30. Is age at implant the only factor that counts? The influence of working memory on lexical and grammatical development in children with cochlear implants
31. A preliminary version of a computerized naming test for preschool children with language impairment
32. Beyond phonological processing ? other language and cognitive deficits related to dyslexia
33. Jumping to conclusions: children with LI need a theory of mind to understand idioms
34. Can severe language disorders be identified before age 3;6?
35. Children with severe language disorder six years later: A follow-up study from language preschool to grade 4 and 5
36. Linguistic and dynamic modes of description of developmental language disorders
37. Patterns of vulnerability of language in children with severe developmental language disorders
38. A multidisciplinary assessment of children with severe language disorder
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