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writing
Vocabulary Use Across Genres: Implications for Students with Complex Communication Needs, Clendon, S. A., Sturm J M., and Cali K. S. , Language, Speech & Hearing Services in Schools , Volume 44, Issue 1, p.61-72, (2013) Abstract
Terminology and notation in written representations of conversations with augmentative and alternative communication, von Tetzchner, S., and Basil C. , AAC: Augmentative & Alternative Communication, Sep, Volume 27, Issue 3, p.141-9, (2011) Abstract
The Vocabulary of Beginning Writers: Implications for Children with Complex Communication Needs, Clendon, S. A., and Erickson K. A. , Augmentative & Alternative Communication, Volume 24, Issue 4, p.281-293, (2008) Abstract
Initial insights into phoneme awareness intervention for children with complex communication needs, Clendon, S. A., Gillon G T., and Yoder D. E. , International Journal of Disability, Development and Education, Volume 52, Issue 1, p.7-31, (2007) Abstract
Home literacy environment: characteristics of children with cerebral palsy, Peeters, M, Verhoeven L., van Balkom H., and de Moor J , International Journal of Language and Communication Disorders, Volume 44, Issue 6, Number bil, p.917-940, (2009) Abstract
Reading and spelling in children with severe speech and physical impairments: a comparative study, Smith, M. M., Dahlgren Sandberg A., and Larsson M. , International Journal of Language and Communication Disorders, Volume 44, Issue 6, p.864-882, (2009) Abstract
Memory Ability of Children with Complex Communication Needs, Larsson, M., and Dahlgren Sandberg A. , AAC Augmentative and Alternative Communication, Volume 24, Issue 2, p.139-148, (2008) Abstract