Ulrika Nettelbladt, Kristina Hansson, and Claes Nilholm

Why ask questions? Contextual effects on grammatical structure in the language production of children with specific language impairment
Child Language Teaching and Therapy 2001 17: 89-106. [Abstract] [PDF] [References]  

Yvonne Wren, Sue Roulstone, Jill Parkhouse, and Brian Hall

A model for a mainstream school-based speech and language therapy service
Child Language Teaching and Therapy 2001 17: 107-126. [Abstract] [PDF] [References]  

Gaenor Dixon, Beverly Joffe, and R. John Bench

The efficacy of Visualising and Verbalising: are we asking too much?
Child Language Teaching and Therapy 2001 17: 127-141. [Abstract] [PDF] [References]  

Melanie Nind, Mary Kellett, and Vicky Hopkins

Teachers’ talk styles: communicating with learners with severe and complex learning difficulties
Child Language Teaching and Therapy 2001 17: 143-159. [Abstract] [PDF] [References]  

Mike Clarke

Book Review: Introduction to augmentative and alternative communication, second edition
Child Language Teaching and Therapy 2001 17: 161-164. [PDF]  

Sally Newman

Book Review: Children’s pragmatic communication difficulties
Child Language Teaching and Therapy 2001 17: 164-167. [PDF] [References]  

Adrian Blackledge

Book Review: The care and education of young bilinguals
Child Language Teaching and Therapy 2001 17: 167-168. [PDF]  

Sarah M. Smith

Book Review:Dyslexia: parents in need
Child Language Teaching and Therapy 2001 17: 168-170. [PDF]  

Rachel Rees

Book Review: The social world of children learning to talk
Child Language Teaching and Therapy 2001 17: 170-171. [PDF]  

Liz Nathan

Book Review: How children learn the meanings of words
Child Language Teaching and Therapy 2001 17: 171-172. [PDF]  

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