These tools will no longer be maintained as of December 31, 2024. Archived website can be found here. PubMed4Hh GitHub repository can be found here. Contact NLM Customer Service if you have questions.


BIOMARKERS

Molecular Biopsy of Human Tumors

- a resource for Precision Medicine *

179 related articles for article (PubMed ID: 19925311)

  • 1. Iconicity in the development of picture skills: typical development and implications for individuals with severe intellectual disabilities.
    Stephenson J
    Augment Altern Commun; 2009; 25(3):187-201. PubMed ID: 19925311
    [TBL] [Abstract][Full Text] [Related]  

  • 2. Effects of synthetic speech output in the learning of graphic symbols of varied iconicity.
    Koul R; Schlosser R
    Disabil Rehabil; 2004 Nov 4-18; 26(21-22):1278-85. PubMed ID: 15513726
    [TBL] [Abstract][Full Text] [Related]  

  • 3. Exploring visual-graphic symbol acquisition by pre-school age children with developmental and language delays.
    Barton A; Sevcik RA; Romski MA
    Augment Altern Commun; 2006 Mar; 22(1):10-20. PubMed ID: 17114155
    [TBL] [Abstract][Full Text] [Related]  

  • 4. Recognition of iconicity doesn't come for free.
    Namy LL
    Dev Sci; 2008 Nov; 11(6):841-6. PubMed ID: 19046152
    [TBL] [Abstract][Full Text] [Related]  

  • 5. The iconicity and ease of learning of picture communication symbols: a study with Afrikaans-speaking children.
    Basson M; Alant E
    S Afr J Commun Disord; 2005; 52():4-12. PubMed ID: 17902397
    [TBL] [Abstract][Full Text] [Related]  

  • 6. Preschool-aged children have difficulty constructing and interpreting simple utterances composed of graphic symbols.
    Sutton A; Trudeau N; Morford J; Rios M; Poirier MA
    J Child Lang; 2010 Jan; 37(1):1-26. PubMed ID: 19323859
    [TBL] [Abstract][Full Text] [Related]  

  • 7. Influence of iconicity and phonological similarity on sign learning by mentally retarded children.
    Griffith PL; Robinson JH
    Am J Ment Defic; 1980 Nov; 85(3):291-8. PubMed ID: 7446599
    [TBL] [Abstract][Full Text] [Related]  

  • 8. The effect of color on the recognition and use of line drawings by children with severe intellectual disabilities.
    Stephenson J
    Augment Altern Commun; 2007 Mar; 23(1):44-55. PubMed ID: 17364487
    [TBL] [Abstract][Full Text] [Related]  

  • 9. Picture-book reading as an intervention to teach the use of line drawings for communication with students with severe intellectual disabilities.
    Stephenson J
    Augment Altern Commun; 2009; 25(3):202-14. PubMed ID: 19925312
    [TBL] [Abstract][Full Text] [Related]  

  • 10. Impact of parents' involvement and engagement in a learning readiness programme for children with severe and profound intellectual disability and complex needs in India.
    Kurani D; Nerurka A; Miranda L; Jawadwala F; Prabhulkar D
    J Intellect Disabil; 2009 Dec; 13(4):269-89. PubMed ID: 20048348
    [TBL] [Abstract][Full Text] [Related]  

  • 11. The state of research and practice in augmentative and alternative communication for children with developmental/intellectual disabilities.
    Wilkinson KM; Hennig S
    Ment Retard Dev Disabil Res Rev; 2007; 13(1):58-69. PubMed ID: 17326111
    [TBL] [Abstract][Full Text] [Related]  

  • 12. Comprehension: an overlooked component in augmented language development.
    Sevcik RA
    Disabil Rehabil; 2006 Feb; 28(3):159-67. PubMed ID: 16443579
    [TBL] [Abstract][Full Text] [Related]  

  • 13. Recognition and use of line drawings by children with severe intellectual disabilities: the effects of color and outline shape.
    Stephenson J
    Augment Altern Commun; 2009 Mar; 25(1):55-67. PubMed ID: 19280422
    [TBL] [Abstract][Full Text] [Related]  

  • 14. Strategies in construction and interpretation of graphic-symbol sequences by individuals who use AAC systems.
    Trudeau N; Sutton A; Morford JP; Côté-Giroux P; Pauzé AM; Vallée V
    Augment Altern Commun; 2010 Dec; 26(4):299-312. PubMed ID: 21091304
    [TBL] [Abstract][Full Text] [Related]  

  • 15. Comparison of graphic symbol learning in individuals with aphasia and right hemisphere brain damage.
    Koul RK; Lloyd LL
    Brain Lang; 1998 May; 62(3):398-421. PubMed ID: 9593616
    [TBL] [Abstract][Full Text] [Related]  

  • 16. The role of intentionality and iconicity in children's developing comprehension and production of cartographic symbols.
    Myers LJ; Liben LS
    Child Dev; 2008; 79(3):668-84. PubMed ID: 18489420
    [TBL] [Abstract][Full Text] [Related]  

  • 17. Collaborative learning: comparison of outcomes for typically developing children and children with intellectual disabilities.
    Wishart JG; Willis DS; Cebula KR; Pitcairn TK
    Am J Ment Retard; 2007 Sep; 112(5):361-74. PubMed ID: 17676960
    [TBL] [Abstract][Full Text] [Related]  

  • 18. Effect of translucency on transparency and symbol learning for children with and without cerebral palsy.
    Huang CH; Chen MC
    Res Dev Disabil; 2011; 32(5):1829-36. PubMed ID: 21531118
    [TBL] [Abstract][Full Text] [Related]  

  • 19. Mapping the meanings of novel visual symbols by youth with moderate or severe mental retardation.
    Romski MA; Sevcik RA; Robinson BF; Mervis CB; Bertrand J
    Am J Ment Retard; 1996 Jan; 100(4):391-402. PubMed ID: 8718993
    [TBL] [Abstract][Full Text] [Related]  

  • 20. An investigation of developmental changes in interpretation and construction of graphic AAC symbol sequences through systematic combination of input and output modalities.
    Trudeau N; Sutton A; Morford JP
    Augment Altern Commun; 2014 Sep; 30(3):187-99. PubMed ID: 25109228
    [TBL] [Abstract][Full Text] [Related]  

    [Next]    [New Search]
    of 9.