2025. Bilingual acquisition during school years: predictors of achievement in the societal and heritage language. Frontiers in Language Sciences 3
Obanos-Gil, María Puy & Izaskun Villarreal
2025. Collaborative Writing and Written Languaging: Effects on Accuracy. In Investigating Attention to Form and Individual Differences:Research with EFL Children [Second Language Learning and Teaching, ], ► pp. 185 ff.
2025. Functional Reading Activities to Motivate and Empower for Young Adults With Intellectual or Developmental Disabilities: A Randomized Pilot Trial. American Journal of Speech-Language Pathology 34:5 ► pp. 2704 ff.
Silva, María Luisa, Nina Crespo Allende & Jeannette Sepúlveda Toro
2025. Subordinación y variación dialectal: diferencias y semejanzas entre niños chilenos y argentinos. Forma y Función 38:2
Prahl, Alison
2024. The Effects of Functional Reading Activities to Motivate and Empower for Autistic Young Adults: A Single-Case Design Study. American Journal of Speech-Language Pathology 33:6 ► pp. 2805 ff.
Deng, Ziyun, Paola Uccelli & Catherine Snow
2022. Diversity of Advanced Sentence Structures (DASS) in writing predicts argumentative writing quality and receptive academic language skills of fifth-to-eighth grade students. Assessing Writing 53 ► pp. 100649 ff.
Harju-Autti, Raisa, Marita Mäkinen & Kaisu Rättyä
2022. ‘Things should be explained so that the students understand them’: adolescent immigrant students’ perspectives on learning the language of schooling in Finland. International Journal of Bilingual Education and Bilingualism 25:8 ► pp. 2949 ff.
Pu, Liping, Renquan Heng & Cong Cao
2022. The effects of genre on the syntactic complexity of argumentative and expository writing by Chinese EFL learners. Frontiers in Psychology 13
Randjelovic, Branislav, Jelena Stevanovic & Emilija Lazarevic
2022. How do fifth graders understand the language of mathematics textbooks?. Zbornik Instituta za pedagoska istrazivanja 54:1 ► pp. 5 ff.
2021. Individual differences in narrative production in late childhood: Associations with age and fiction reading experience. First Language 41:2 ► pp. 179 ff.
2021. ¿Para qué ironizamos? Reflexiones de adolescentes de 12 y 15 años sobre las funciones de la ironía verbal. EuroAmerican Journal of Applied Linguistics and Languages 8:1 ► pp. 1 ff.
Costa, Ana Luísa
2019. A contribution to the implicit/explicit debate on grammar learning: the case of contrast connectors. Crossroads. A Journal of English Studies :24(1) ► pp. 45 ff.
Vaz, Larisa & Sudhin Karuppali
2019. Estimating the Pragmatic Language Abilities in Indian Adolescents between 10 and 16 Years of Age: Using Contextually Flooded Visual Scenes. Communication Sciences & Disorders 24:3 ► pp. 656 ff.
Murphy, Aoife, Sue Franklin, Annemarie Breen, Molly Hanlon, Aoife McNamara, Aine Bogue & Emily James
2017. A whole class teaching approach to improve the vocabulary skills of adolescents attending mainstream secondary school, in areas of socioeconomic disadvantage. Child Language Teaching and Therapy 33:2 ► pp. 129 ff.
Aparici, Melina, Elisa Rosado & Joan Perera
2016. Later Development of Relative Clauses Across Discourse Genres and Modalities of Production. In Written and Spoken Language Development across the Lifespan [Literacy Studies, 11], ► pp. 201 ff.
Bel, Aurora & Milagros Albert
2016. The Development of Referential Choice in Spanish Narratives Among School-Age Children and Adolescents. In Written and Spoken Language Development across the Lifespan [Literacy Studies, 11], ► pp. 251 ff.
Meneses, Alejandra & Maili Ow
2016. Syntactic development in Chilean students’ narrative and expository discourse throughout schooling: different measures of syntactic complexity /Desarrollo sintáctico en narraciones y exposiciones orales de estudiantes chilenos a través de la escolaridad: diferentes mediciones de complejidad sintáctica. Estudios de Psicología 37:1 ► pp. 135 ff.
Westerveld, Marleen F. & Kath Vidler
2016. Spoken language samples of Australian children in conversation, narration and exposition. International Journal of Speech-Language Pathology 18:3 ► pp. 288 ff.
Rosado, Elisa, Melina Aparici & Joan Perera
2014. Adapting to the circumstances: on discourse competence in L2 Spanish / De la competencia discursiva en español L2 o de cómo adaptarse a las circunstancias. Cultura y Educación 26:1 ► pp. 71 ff.
Bryan, Karen & Juliette Gregory
2013. Perceptions of staff on embedding speech and language therapy within a youth offending team. Child Language Teaching and Therapy 29:3 ► pp. 359 ff.
Mason, Linda H., Megan Dunn Davison, Carol Scheffner Hammer, Carol A. Miller & J. James Glutting
2013. Knowledge, writing, and language outcomes for a reading comprehension and writing intervention. Reading and Writing 26:7 ► pp. 1133 ff.
de Silveira, Cybèle & Tilmann Habermas
2011. Narrative Means to Manage Responsibility in Life Narratives Across Adolescence. The Journal of Genetic Psychology 172:1 ► pp. 1 ff.
Berman, Ruth A. & Bracha Nir-Sagiv
2007. Comparing Narrative and Expository Text Construction Across Adolescence: A Developmental Paradox. Discourse Processes 43:2 ► pp. 79 ff.
Berman, Ruth A. & Bracha Nir-sagiv
2007. Comparing Narrative and Expository Text Construction Across Adolescence: A Developmental Paradox. Discourse Processes 43:2 ► pp. 79 ff.
This list is based on CrossRef data as of 6 december 2025. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers.
Any errors therein should be reported to them.
