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dc.contributor.authorHungerford, Suzanne
dc.contributor.authorDouglas, Priscilla
dc.contributor.authorSelvarajah, Elizabeth
dc.date.accessioned2018-04-04T18:25:34Z
dc.date.available2018-04-04T18:25:34Z
dc.date.issued2012
dc.identifier.urihttp://hdl.handle.net/1951/69879
dc.descriptionPresented at the meeting of the American Speech Language Hearing Association, Atlanta. November 2012.en_US
dc.description.abstractThe purpose of this study was to determine if executive functions, including working memory, are predictors of spoken language processing skills (or listening skills ) in the classroom, as measured by the Children's Auditory Performance Scale (CHAPS). Contribution of executive skills to classroom listening has important implications for assessment and remediation.en_US
dc.language.isoenen_US
dc.subjectexecutive functionen_US
dc.subjectworking memoryen_US
dc.subjectlistening skillsen_US
dc.subjectclassroom skillsen_US
dc.subjectlearningen_US
dc.titleExecutive Functions as Predictors of Classroom Listening Skillsen_US
dc.typePresentationen_US


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