The Impact of Dose and Dose Frequency on Word Learning by Kindergarten Children With Developmental Language Disorder During Interactive Book Reading.

Lang Speech Hear Serv Sch · 2019 · PMC7210430 · PMID 31600474

Europe PMC DOI

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approached significanceno p-value reported

The only other relationship that even approached significance was between the percentage of children who defined a word correctly at the last treatment session and the number of words in the exposure sentence in the book text, r (60) = −.24, p = .06, r 2 = .06.

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