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The efficacy of self-generated written stimuli in teaching morphologic structures to school-aged children with expressive language disorders /by Sara Ingels.

Author	Ingels, Sara,author.
Title	The efficacy of self-generated written stimuli in teaching morphologic structures to school-aged children with expressive language disorders /by Sara Ingels.
Publication Date	2016
Physical Description	86 pages :illustrations (some color) ;28 cm
Dissertation Note	Thesis (M.A.) - California State University, Fresno, 2016.
Bibliography Note	Includes bibliographical references.
Phy Form Avail Note	Also available online.
Subject	Specific language impairment in children.; Language disorders in children --Treatment.
Corporate Name Added Entry	California State University, Fresno. College of Health and Human Services.
College/School	Department of Communicative Disorders and Deaf Studies.

The efficacy of self-generated written stimuli in teaching morphologic structures to school-aged children with expressive language disorders /by Sara Ingels.

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The efficacy of self-generated written stimuli in teaching...

The efficacy of self-generated written stimuli in teaching...