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Author

Sheila M. Gough Kenyon

Observed institution: University of Roehampton
ORCID: 0000-0002-6110-233X
Observed ORCID: 0000-0002-6110-233X
OpenAlex ID: A5006428992
Explaining Reading Comprehension in Children With Developmental Language Disorder: The Importance of Elaborative Inferencing
2018 · Sheila M. Gough Kenyon, Olympia Palikara, et al. · Journal of Speech Language and Hearing Research · 26
Consistency of Parental and Self-Reported Adolescent Wellbeing: Evidence From Developmental Language Disorder
2021 · Sheila M. Gough Kenyon, Olympia Palikara, et al. · Frontiers in Psychology · 22
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Expectations of the transition to secondary school in children with developmental language disorder and low language ability
2019 · Sheila M. Gough Kenyon, Rebecca M. Lucas, et al. · British Journal of Educational Psychology · 10
Predictors of school concern across the transition to secondary school with developmental language disorder and low language ability: A longitudinal developmental cascade analysis
2022 · Sheila M. Gough Kenyon, Olympia Palikara, et al. · International Journal of Language & Communication Disorders · 8
The Transition from Primary School to Secondary School for Children with Developmental Language Disorder: Expectations versus experiences.
2019 · Sheila M. Gough Kenyon, Olympia Palikara, et al.
Concerns about the Move to Secondary School: Evidence from Children with Developmental Language Disorder
2018 · Sheila M. Gough Kenyon, Olympia Palikara, et al.
Does Developmental Language Disorder or low language ability affect the relative importance of cohesive and elaborative inferencing in reading comprehension
2018 · Sheila M. Gough Kenyon, Rebecca Lucas, et al.
Works count: 7
Citation count: 66
H-index: 4
I10-index: 3
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