【限时资源，期刊全文】Child Language Teaching and Therapy 《儿童语言教育和治疗》2019年论文集-14篇论文（侵删）
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本期推送的是SSCI权威期刊——Child Language Teaching and Therapy 《儿童语言教育和治疗》2019年论文集，即第35卷1-3期共14篇论文，其中目录可在正文中查看，全文可以点击文末附件列表下载，下载链接
Child Language Teaching and Therapy 《儿童语言教育和治疗》2019年论文集-14篇（侵删）
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| 卷号 | 期号 | 论文号 | 论文题目 |
| Vol. 35 | Issue 1 | Article 01 | The case for morphophonological intervention: Evidence from a Greek-speaking child with speech difficulties |
| Vol. 35 | Issue 1 | Article 02 | Stern, gwiazda or star: Screening receptive vocabulary skills across languages in monolingual and bilingual German–Polish or German–Turkish children using a tablet application |
| Vol. 35 | Issue 1 | Article 03 | A randomized controlled trial of an oral inferential comprehension intervention for young children with developmental language disorder |
| Vol. 35 | Issue 1 | Article 04 | Variability of input in preposition learning by preschoolers with developmental language disorder and typically-developing language |
| Vol. 35 | Issue 1 | Article 05 | Overcoming reading comprehension difficulties through a prosodic reading intervention: A single-case study |
| Vol. 35 | Issue 2 | Article 06 | Specialist provision for language disorder: Staff and service user views of a preschool language unit |
| Vol. 35 | Issue 2 | Article 07 | Parent-implemented language intervention delivered by therapy assistants for two-year-olds at risk of language difficulties: A case series |
| Vol. 35 | Issue 2 | Article 08 | Understanding the effectiveness of student speech-language pathologists and student teachers co-working during inter-professional school placements |
| Vol. 35 | Issue 2 | Article 09 | Exploring participation and impairment-based outcomes for Target Word™: A parent-implemented intervention for preschoolers identified as late-to-talk |
| Vol. 35 | Issue 2 | Article 10 | Parental strategies used in communication with their deaf infants |
| Vol. 35 | Issue 3 | Article 11 | An exploratory study of verbal interaction between children with different profiles of DLD and their classroom teachers in educational dialogues |
| Vol. 35 | Issue 3 | Article 12 | Teachers observing classroom communication: An application of the Communicating Supporting Classroom Observation Tool for children aged 4–7 years |
| Vol. 35 | Issue 3 | Article 13 | Feasibility and evaluation of Talk Boost KS2: A school-based programme for oral language skills in children with low-average communication skills in Key Stage 2 |
| Vol. 35 | Issue 3 | Article 14 | ‘Another tool in my toolbox’: Training school teaching assistants to use dynamic temporal and tactile cueing with children with childhood apraxia of speech |
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