The effect of personal narrative intervention on late talkers’ personal narrative generation skills
The purpose of the present study was to address the extent to which narrative intervention improved late talkers’ ability to generate personal narratives and the extent to which the effect of narrative intervention was maintained after three weeks of no intervention. Three late-talking preschool chi...
Gardado en:
| Principais autores: | , |
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| Formato: | Artigo |
| Idioma: | Inglês |
| Publicado: |
Taylor & Francis Group
2020-01-01
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| Series: | Cogent Education |
| Assuntos: | |
| Acceso en liña: | http://dx.doi.org/10.1080/2331186X.2020.1758288 |
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