Rachael Power, Catherine L Taylor, and Marilyn A Nippold

Comprehending literally-true versus literally-false proverbs
Child Language Teaching and Therapy 2001 17: 1-18. [Abstract] [PDF] [References]  

Penelope Nash, Jackie Stengelhofen, Louise Toombs, Jane Brown, and Beryl Kellow

National survey of children aged 8-18 years with persisting communication problems associated with cleft palate
Child Language Teaching and Therapy 2001 17: 19-34. [Abstract] [PDF] [References]  

Diane Frome Loeb and Nicole Armstrong

Case studies on the efficacy of expansions and subject-verb-object models in early language intervention
Child Language Teaching and Therapy 2001 17: 35-53. [Abstract] [PDF] [References]  

Rebecca L Shea and Ann A Tyler

The effectiveness of a prosodic intervention on children’s metrical patterns
Child Language Teaching and Therapy 2001 17: 55-76. [Abstract] [PDF] [References]  

B. R. Smith

Book Review: Teaching children with pragmatic difficulties of communication: classroom approaches
Child Language Teaching and Therapy 2001 17: 77-81. [PDF] [References]  

Lyn Layton

Book Review: Teaching the literacy hour in an inclusive classroom: supporting pupils with learning difficulties in a mainstream environment
Child Language Teaching and Therapy 2001 17: 81-82. [PDF] [References]  

Lyn Layton

Book Review: Implementing the literacy hour for pupils with learning difficulties
Child Language Teaching and Therapy 2001 17: 83-84. [PDF]  

Ann Locke

Book Review: Later language development: the school-age and adolescent years
Child Language Teaching and Therapy 2001 17: 84-86. [PDF]  

Merle Mahon

Book Review: South Asian children and adolescents in Britain: ethno-cultural issues
Child Language Teaching and Therapy 2001 17: 86-88. [PDF]  

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