Publication not explained

This publication has not yet been explained in plain language by the author(s). However, you can still read the publication.

If you are one of the authors, claim this publication so you can create a plain langauage summary to help more people find, understand and use it.

Featured Image

Read the Original

This page is a summary of: Knowledge of Mathematical Equivalence in Children With Specific Language Impairment: Insights From Gesture and Speech, Language Speech and Hearing Services in Schools, January 2011, American Speech-Language-Hearing Association (ASHA), DOI: 10.1044/0161-1461(2010/09-0070).
You can read the full text:



The following have contributed to this page