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Cognitive Engagement and Story Comprehension in Typically Developing Children and Children With ADHD From Preschool Through Elementary School

机译：从幼儿到小学的典型发育儿童和儿童多动症的认知参与和故事理解

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Elizabeth P. Lorch; Richard Milich; Clarese C. Astrin; Kristen S. Berthiaume;
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年度 2015
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1. Cognitive engagement and story comprehension in typically developing children and children with ADHD from preschool through elementary school [J] . Lorch EP, Milich R, Astrin CC, Developmental psychology . 2006,第6期

机译：从学龄前到小学的典型发展中儿童和多动症儿童的认知参与和故事理解
2. Effect of preschool working memory, language, and narrative abilities on inferential comprehension at school-age in children with spina bifida myelomeningocele and typically developing children [J] . PikeM., SwankP., TaylorH., Journal of the International Neuropsychological Society: JINS . 2013,第4期

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3. Comparing growth in linguistic comprehension and reading comprehension in school‐aged children with autism versus typically developing children [J] . Grimm Ryan P., Solari Emily J., McIntyre Nancy S., Autism research: official journal of the International Society for Autism Research . 2018,第4期

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4. (1555) ART THERAPY GROUPS IN THE SCHOOL SETTING: EFFECTS IN THE REDUCTION OF AGGRESSIVENESS FOR PRESCHOOL TO UPPER ELEMENTARY CHILDREN [C] . M.L. Alonso Borso di Carminati, A. Conchado Peiro International Technology, Education and Development Conference . 2017

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5. The Effect of Prosody on Preschool Children's Emotional, Cognitive, and Behavioral-eye and Behavioral-body Engagement during Story Time [D] . Rowe, Trevor 2016

机译：韵律对故事时间中学龄前儿童情感，认知，行为眼和行为身体参与的影响
6. Effect of Preschool Working Memory Language and Narrative Abilities on Inferential Comprehension at School-Age in Children with Spina Bifida Myelomeningocele and Typically Developing Children [O] . Meredith Pike, Paul Swank, Heather Taylor, -1

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7. Effect of Preschool Working Memory, Language, and Narrative Abilities on Inferential Comprehension at School-Age in Children with Spina Bifida Myelomeningocele and Typically Developing Children [O] . Meredith Pike, Paul Swank, Heather Taylor, 2013

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Cognitive Engagement and Story Comprehension in Typically Developing Children and Children With ADHD From Preschool Through Elementary School

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