Assessment of bilingual children for identification of language impairment: Current findings and implications for practice

International Journal of Bilingual Education and Bilingualism

Volumn 11, Issue 1, 2008, Pages 1-29

  Bedore, Lisa M ^a   Peña, Elizabeth D ^a  

^a UNIVERSITY OF TEXAS AT AUSTIN   (United States)

Author keywords

Assessment; Bilingual; Language impairment

Indexed keywords

EID: 40049087521     PISSN: 13670050     EISSN: None     Source Type: Journal    
DOI: 10.2167/beb392.0     Document Type: Article

References (166)

1. Abbott, S.P., Reed, E., Abbott, R.D. and Berninger, V.W. (1997) Year-long balanced reading/writing tutorial: A design experiment used for dynamic assessment. Learning Disability Quarterly 20 (3), 249-263.
2. Ambert, A.N. (1986) Identifying language disorders in Spanish-speakers. In A.C. Willig and H.F. Greenberg (eds) Bilingualism and Learning Disability: Policy and Practice for Teachers and Administrators (pp. 15-33). New York: American Library Publishing.
3. Anderson, R. (1994) Cultural and linguistic diversity and language impairment in preschool children. Seminars in Speech and Language 15 (2), 115-123.
4. Anderson, R. (1999) Impact of first language loss on grammar in a bilingual child. Communication Disorders Quarterly 21, 4-16.
5. Antinucci, F. and Miller, R. (1976) How children talk about what happened. Journal of Child Language 3, 167-189.
6. Bedore, L.M. (2001) Assessing morphosyntax in Spanish-speaking children. Seminars in Speech and Language 22 (1), 65-77.
7. Bedore, L.M. and Leonard, L.B. (2001) Grammatical morphology deficits in Spanish-speaking children with specific language impairment. Journal of Speech, Language, and Hearing Research 44, 905-924.
8. Bedore, L.M. and Leonard, L.B. (2005) Verb inflections and noun phrase morphology in the spontaneous speech of Spanish-speaking children with specific language impairment. Applied Psycholinguistics 26 (2), 195-225.
9. Bedore, L.M., Peña, E.D., García, M. and Cortez, C. (2005) Conceptual versus Monolingual Scoring: When does it make a difference? Speech, Language, Hearing Services in Schools 36, 188-200.
10. Bedore, L.M., Fiestas, C., Peña, E.D. and Nagy, V. (2006) Cross-language comparisons of maze use in Spanish and English in functionally monolingual and bilingual children. Bilingualism: Language and Cognition 9 (3), 233-247.
11. Berman, R.A. and Slobin, D.I. (1994) Relating Events in Narrative: A Crosslinguistic Developmental Study. Hillsdale, NJ: Lawrence Erlbaum Associates.
12. Bloom, P. (2000) How Children Learn the Meanings of Words. Cambridge, MA: MIT.
13. Bloom, L., Lifter, K. and Hafitz, J. (1980) Semantics of verbs and the development of verb inflection in child language. Language 56, 386-412.
14. Bortolini, U., Caselli, M.C. and Leonard, L.B. (1997) Grammatical deficits in Italian-speaking children with specific language impairment. Journal of Speech, Language, and Hearing Research 40, 809-820.
15. Bortolini, U., Caselli, M.C., Deevy, P. and Leonard, L.B. (2002) Specific language impairment in Italian: the first steps in the search for a clinical marker. International Journal of Language & Communication Disorders 37 (2), 77-94.
16. Bosch, L. and Serra, M. (1997) Grammatical morphology deficits of Spanish-speaking children with specific language impairment. In A. Baker, M. Beers, G. Bol, J. dejong and G. Leemans (eds) Child Language Disorders in a Cross-linguistic Perspective: Proceedings of the Fourth Symposium of the European Group on Child Language Disorders (pp. 33-45). Amsterdam: Institute for General Linguistics at the University of Amsterdam.
17. Bottari, P., Cipriani, P. and Chilosi, A.M. (1994) Protosyntactic devices in the acquisition of Italian free morphology. Language Acquisition 3 (4), 327-369.
18. Botting, N. and Conti-Ramsden, G. (2001) Non-word repetition and language development in children with specific language impairment (SLI). International Journal of Language & Communication Disorders 36 (4), 421-432.
19. Brackenbury, T. and Pye, C. (2005) Semantic deficits in children with language impairments: Issues for clinical assessment. Speech, Language, Hearing Services in Schools 36 (1), 5-16.
20. Bronckart, J.P and Sinclair, H. (1973) Tense, time, and aspect. Cognition 2, 107-130.
21. Broomfield, J. and Dodd, B. (2004) Children with speech and language disability: Caseload characteristics. International Journal of Language & Communication Disorders 39 (3), 303-324.
22. Brown, R. (1973) A First Language: The Early Stages. Cambridge: Harvard University Press.
23. Brownell, R. (2000) Expressive One Word Picture Vocabulary Test-2000 Edition. Novato, CA: Academic Therapy Publications.
24. Caselli, M.C. (1993) Toward mastery of Italian morphology: A cross-sectional study. Journal of Child Language 20, 377-393.
25. Caselli, M.C, Bates, E., Casadio, P., Fenson, J., Fenson, L., Sanderl, L., Weir, J. (1995) A cross-linguistic study of early lexical development. Cognitive Development 10 (2), 159-199.
26. Caselli, M.C., Casadio, P. and Bates, E. (1999) A comparison of the transition from first words to grammar in English and Italian. Journal of Child Language 26, 69-112.
27. Clahsen, H., Aveledo, F. and Roca, I. (2002) The development of regular and irregular verb inflection in Spanish child language. Journal of Child Language 29, 591-622.
28. Clancy, P. (1985) The acquisition of Japanese. In D.I. Slobin (ed.) Crosslinguistic Study of Language Acquisition (Vol. 1: The data, pp. 373-524). Hillsdale, NJ: Lawrence Erlbaum.
29. Coggins, T.E. (1979) Relational meaning encoded in the two-word utterance of State 1 Down's syndrome children. Journal of Speech and Hearing Research 22 (1), 166-178.
30. Conti-Ramsden, G. (2003) Processing and linguistic markers in young children with specific language impairment (SLI). Journal of Speech, Language, and Hearing Research 46 (5), 1029-1037.
31. Crutchley, A., Conti-Ramsden, G. and Botting, N. (1997) Bilingual children with specific language impairment and standardized assessments: Preliminary findings from a study of children in language units. International Journal of Bilingualism 1 (2), 117-134.
32. Crystal, D. (1998) Sense: The final frontier. Child Language Teaching and Therapy 14, 1-27.
33. Damico, J.S. and Oller, J.W., Jr. (1983) The diagnosis of language disorders in bilingual children: Surface-oriented and pragmatic criteria. Journal of Speech and Hearing Disorders 48, 385-394.
34. Dart, S.N. (1992) Narative style in the two languages of a bilingual child. Journal of Child Language 19, 367-387.
35. Dawson, J., Stout, C. and Eyer, J. (2003) Structured Photographic Expressive Language Test (3rd edn). DeKalb, IL: Janelle Publications.
36. de Villiers, J. and de Villiers, P. (1973) A cross-sectional study of the acquisition of grammatical morphemes in child speech. Journal of Psycholinguistic Research 2, 267-268.
37. Deponio, P., Landon, J., Mullin, K. and Reid, G. (2000) An audit of the processes involved in identifying and assessing bilingual learners suspected of being dyslexic: A Scottish study. Dyslexia 6 (1), 29-41.
38. Dollaghan, C.A. (2004) Evidence-based practice in communication disorders: What do we know, and when do we know it? Journal of Communication Disorders 37 (5), 391-400.
39. Duchan, J.F. and Erickson, J.G. (1976) Normal and retarded children's understanding of semantic relations in different verbal contexts. Journal of Speech and Hearing Research 19 (4), 767-776.
40. Dunn, L. and Dunn, L. (1997) Peabody Picture Vocabulary Test - Third Edition. Circle Pines, MN: American Guidance Service.
41. Dunn, L., Padilla, R., Lugo, S. and Dunn, L. (1986) Test de Vocabulario en Imagenes Peabody. Circle Pines, NM: American Guidance Service.
42. Dunn, L.M. (1987) Bilingual Hispanic children on the U.S. Mainland: A Review of Research on their Cognitive, Linguistic, and Scholastic Development. Circle Pines, MN: American Guidance Service.
43. Echeverría, M.S. (1979) Longitud del enunciado infantil: Factores ambientales e individuales [Children's mean length of utterance: Environmental and individual factors]. In Estudios Generales I. Actas del 5o. Seminario de Investigación y Enseñanza de la Linguística y Universidad Técnica del Estado (pp. 56-68). Santiago, Chile.
44. Ellis Weismer, S. and Evans, J.L. (2002) The role of processing limitations in early identification of specific language impairment. Topics in Language Disorders 22 (3), 15-29.
45. Emslie, H. and Stevenson, R. (1981) Pre-school children's use of the articles in definite and indefinite referring expressions. Journal of Child Language 8, 813-828.
46. Fenson, L., Dale, P.S., Reznick, J.S., Thai, D., Bates, E., Hartung, J.P. (1993) MacArthur Communicative Development Inventories: User's Guide and Technical Manual. Baltimore: Paul H. Brookes Publishing Co.
47. Fiestas, C.E. and Peña, E.D. (2004) Narrative discourse in bilingual children: Language and task effects. Language, Speech and Hearing Services in Schools 35 (2), 155-168.
48. Gathercole, V.C.M. (1999) The early acquisition of Spanish verbal morphology: Across-the-board or piecemeal knowledge? The International Journal of Bilingualism 3, 133-182.
49. Gathercole, V.C.M., Thomas, E.M. and Evans, D. (2000) What's in a noun? Welsh-, English-, and Spanish-speaking children see it differently. First Language 20 (58), 55.
50. Gathercole, V.C.M. and Whitfield, L.C. (2001) Function as a criterion for the extension of new words. Journal of Child Language 28 (1), 87-125.
51. Gawlitzek-Maiwald, I. and Tracy, R. (1996) Bilingual bootstrapping. Linguistics 34, 901-926.
52. Genesee, F., Paradis, J. and Crago, M. (2004) Dual Language Development and Disorders: A Handbook on Bilingualism and Second Language Learning. Baltimore, MD: Brookes.
53. German, D.J. and Simon, E. (1991) Analysis of children's word-finding skills in discourse. Journal of Speech and Hearing Research 34 (2), 309-316.
54. Geva, E. (2000) Issues in the assessment of reading disabilities in L2 children-beliefs and research evidence. Dyslexia 6 (1), 13-28.
55. Gillam, R.B., Cowan, N. and Marler, J.A. (1998) Information processing by school-age children with specific language impairment: Evidence from a modality effect paradigm. Journal of Speech Language and Hearing Research 41 (4), 913-926.
56. Gillam, R.B. and Pearson, N. (2004) Test of Narrative Language. Austin, TX: PRO-ED Inc.
57. Goldstein, B. (ed.) (2004) Bilingual Language Development and Disorders in Spanish-English Speakers. Baltimore, MD: Brookes.
58. Goswami, U. (2000) Phonological representations, reading development and dyslexia: Towards a cross-linguistic theoretical framework. Dyslexia 6 (2), 133-151.
59. Gray, S., Plante, E., Vance, R. and Henrichsen, M. (1999) The diagnostic accuracy of four vocabulary tests administered to preschool-age children. Language, Speech, and Hearing Services in Schools 30 (2), 196-206.
60. Håkansson, G., Salameh, E-K. and Nettelbladt, U. (2003) Measuring language development in bilingual children: Swedish-Arabic children with and without language impairment. Linguistics 41 (2), 255.
61. Hansson, K. and Bruce, B. (2002) Verbs of placement in Swedish children with SLI. International Journal of Language & Communication Disorders 37 (4), 401-414.
62. Hansson, K. and Leonard, L. (2003) The use and productivity of verb morphology in specific language impairment: an examination of Swedish. Linguistics 41 (2), 351-379.
63. Hansson, K., Nettelbladt, U. and Salameh, E-K. (1999) Verb morphology and word order in Swedish-speaking children with specific language impairment. Paper presented at the Paper presented at the biennial meeting of the Society for Research in Child Development, Albuquerque, NM.
64. Hansson, K., Nettelbladt, U. and Leonard, L. (2003) Indefinite articles and definite forms in Swedish children with specific language impairment. First Language 23 (69), 343-362.
65. Hernández Pina, F. (1984) Teorías psicosociolingü ísticas y su aplicación a la adquisición del español como lengua materna [Psychosociolinguistic Theory and its Application to the Acquisition of Spanish as a First Language]. Madrid, Spain: Siglo XXI de España.
66. Hick, R.F., Joseph, K.L., Conti-Ramsden, G., Serratrice, L. and Faragher, B. (2002) Vocabulary profiles of children with specific language impairment. Child Language Teaching & Therapy 18 (2), 165-180.
67. Holowka, S., Brosseau-Lapré, F. and Petitto, L.A. (2002) Semantic and conceptual knowledge underlying bilingual babies' first signs and words. Language Learning 52, 205-262.
68. Jackson-Maldonado, D., Thai, D., Marchman, V.A., Bates, E. and Gutierrez-Clellen, V. (1993) Early lexical development in Spanish-speaking infants and toddlers. Journal of Child Language 20 (3), 523-549.
69. Jacobson, P.F. and Schwartz, R.G. (2002) Morphology in incipient bilingual Spanishspeaking preschool children with specific language impairment. Applied Psycholinguistik 23 (1), 23-41.
70. Jacobson, PF. and Schwartz, R.G. (2005) English past tense use in bilingual children with language impairment. American Journal of Speech Language Pathology 14 (4), 313-323.
71. Jakubowicz, C. (2003) Computational complexity and the acquisition of functional categories by French-speaking children with SLI. Linguistics 41 (2), 175-211.
72. Johnson, C.M. (1996) Desarollo morfosemántico del verbo español: marcaje de tiempo y aspecto en Mexico y Madrid [Morphosemantic development of Spanish verbs: Tense and aspect marking in Mexico and Madrid]. In M.P Pereira (ed.) Estudios sobre la adquisición del Castellano, Catalán, Eusquera y Gallego (pp. 97-114). Santiago, Spain: Universidad de Santiago de Compostela.
73. Klee, T., Stokes, S.F., Wong, A., Fletcher, P. and Gavin, W.J. (2004) Utterance length and linguistic diversity in Cantonese-speaking children with and without language impairment. Journal of Speech, Language, and Hearing Research 47, 1396-1410.
74. Kritikos, E. (2003) Speech-language pathologists beliefs about language assessment of bilingual/bicultural individuals. American Journal of Speech-Language Pathology 12 (1), 73-91.
75. Lahey, M. and Edwards, J. (1999) Naming errors of children with specific language impairment. Journal of Speech Language and Hearing Research 42 (1), 195-205.
76. Law, J. (2000) Factors affecting language development in West African children: A pilot study using a qualitative methodology. Child: Care, Health, and Development 26 (4), 289-308.
77. LeNormand, M-T., Leonard, L.B. and McGregor, K.K. (1993) A cross-linguistic study of article use by children with specific language impairment. European Journal of Disorders of Communication 28 (2), 153-163.
78. Leonard, L.B. (1988) Lexical development and processing in specific language impairment. In R.L. Schiefelbusch and L.L. Lloyd (eds) Language Perspectives: Acquisitions, Retardation, and Intervention (2nd edn, pp. 69-87). Austin, TX: PRO-ED.
79. Leonard, L.B. (1998) Children with Specific Language Impairment. Cambridge, MA: Bradford Books.
80. Leonard, L.B., Camarata, S., Rowan, L.E. and Chapman, K. (1982) The communicative functions of lexical usage by language impaired children. Applied Psycholinguistics 3 (2), 109-125.
81. Leonard, L.B., Eyer, J.A., Bedore, L.M. and Grela, B.G. (1997) Three accounts of the grammatical morpheme difficulties of English-speaking children with specific language impairment. Journal of Speech, Language, and Hearing Research 40 (4), 741-753.
82. Lin, P., Schwanenflugel, P.J. and Wisenbaker, J.M. (1990) Category typicality, cultural familiarity, and the development of category knowledge. Developmental Psychology 26, 805-813.
83. Lindholm, K.J. (1980) Bilingual children: Some interpretations of cognitive and linguistic development. In K.E. Nelson (ed.) Children's Language (Vol. 2, pp. 215-266). New York: Gardner Press.
84. López Ornat, S. (1997) What lies between a pre-grammatical and a grammatical representation? Evidence on nominal and verb form-function mapping in Spanish from 1;7 to 2;1. In A. Peréz-Leroux and W. Glass (eds) Contemporary Perspectives on the Acquisition of Spanish Volume 1: Developing Grammars (pp. 3-20). Somerville, MA: Cascadilla Press.
85. MacWhinney, B. (2005) A unified model of language acquisition. In J. Kroll and A. DeGroot (eds) Handbook of Bilingualism (pp. 49-67). Oxford: Oxford University Press.
86. Maital, S.L., Dromi, E., Sagi, A. and Bornstein, M.H. (2000) The Hebrew Communicative Development Inventory: Language specific properties and cross-linguistic generalizations. Journal of Child Language 27 (1), 43-67.
87. Marchman, V.A., Martínez-Sussmann, C. and Dale, P.S. (2004) The language-specific nature of grammatical development: Evidence from bilingual language learners. Developmental Science 7, 212-224.
88. Mattes, L.J. (1985) Spanish Language Assessment Procedures. Oceanside, CA: Academic Communication Associates.
89. McGregor, K.K. (1997) The nature of word-finding errors of preschoolers with and without word-finding deficits. Journal of Speech, Language, and Hearing Research 40, 1232-1244.
90. McGregor, K.K. and Windsor, J. (1996) Effects of priming on the naming accuracy of preschoolers with word-finding deficits. Journal of Speech and Hearing Research 39, 1048-1058.
91. Miller, J.F. (1981) Assessing Language Production in Children. Boston: Allyn and Bacon.
92. Miller Guron, L. and Lundberg, I. (2003) Identifying dyslexia in multilingual students: can phonological awareness be assessed in the majority language? Journal of Research in Reading 26 (1), 69-82.
93. Montgomery, J.W. (2000) Verbal working memory and sentence comprehension in children with specific language impairment. Journal of Speech Language and Hearing Research 43 (2), 293-308.
94. Montgomery, J.W. (2002) Examining the nature of lexical processing in children with specific language impairment: Temporal processing or processing capacity deficit? Applied Psycholinguistics 23 (3), 447-470.
95. Nelson, K. and Nelson, A.P (1990) Category production in response to script and category cues by kindergarten and second-grade children. Journal of Applied Psychology 11, 431-446.
96. Oetting, J.B. and Horohov, J. (1997) Past-tense morphology by children with and without specific language impairment. Journal of Speech, Language, and Hearing Research 40, 62-74.
97. Oetting, J.B. and Rice, M.L. (1993) Plural acquisition in children with specific language impairment. Journal of Speech and Hearing Research 36, 1236-1248.
98. Oetting, J.B., Rice, M.L. and Swank, L.K. (1995) Quick incidental learning (QUIL) of words by school-age children with and without SLI. Journal of Speech and Hearing Research 38 (2), 434-445.
99. Oller, D.K. and Eilers, R.E. (eds) (2002) Language and Literacy in Bilingual Children. Buffalo, NY: Multilingual Matters.
100. Paradis, J. and Crago, M. (2000) Tense and temporality: A comparison between children learning a second language and children with SLI. Journal of Speech, Language and Hearing Research 43, 834-847.
101. Paradis, J. and Crago, M. (2001) The morphosyntax of specific language impairment in French: An extended optional default account. Language Acquisition 9 (4), 269-300.
102. Paradis, J. and Genesee, F. (1997) On continuity and the emergence of functional categories in bilingual first-language acquisition. Language Acquisition 62, 91-124.
103. Paradis, J., Nicoladis, E. and Genesee, F. (2000) Early emergence of structural constraints on code-mixing: Evidence from French-English bilingual children. Bilingualism: Language and Cognition 3 (3), 245-261.
104. Paradis, J., Crago, M., Genesee, F. and Rice, M.L. (2003) French-English bilingual children with SLI: How do they compare with their monolingual peers? Journal of Speech, Language and Hearing Research 46, 113-127.
105. Paradis, J., Crago, M. and Genesee, F. (2005-06) Domain-general versus domain-specific accounts of specific language impairment: Evidence from bilingual children's acquisition of object pronouns. Language Acquisition 13 (1), 33-62.
106. Patterson, J.L. (1998) Expressive vocabulary development and word combinations of Spanish-English bilingual toddlers. American Journal of Speech Language Pathology 7 (4), 46-56.
107. Patterson, J.L. (2000) Observed and reported expressive vocabulary and word combinations in bilingual toddlers. Journal of Speech, Language and Hearing Research 43 (1), 121-128.
108. Pearson, B.Z. and Fernández, S.C. (1994) Patterns of interaction in the lexical growth in two languages of bilingual infants and toddlers. Language Learning 44 (4), 617-653.
109. Pearson, B.Z., Fenandez, S.C., Lewedeg, V. and Oller, D.K. (1997) The relation of input factors to lexical learning by bilingual infants. Applied Psycholinguistics 18, 41-58.
110. Pearson, B.Z., Fernández, S. and Oiler, D.K. (1993) Lexical development in bilingual infants and toddlers: Comparison to monolingual norms. Language and Learning 43 (1), 93-120.
111. Pearson, B.Z., Fernandez, S.C. and Oller, D.K. (1995) Cross-language synonyms in the lexicons of bilingual infants: One language or two? Journal of Child Language 22 (2), 345-368.
112. Peña, E.D., Quinn, R. and Iglesias, A. (1992) The application of dynamic methods to language assessment: A non-biased procedure. Journal of Special Education 26 (3), 269-280.
113. Peña, E.D., Iglesias, A. and Lidz, C.S. (2001) Reducing test bias through dynamic assessment of children's word learning ability. American Journal of Speech Language Pathology 10, 138-154.
114. Peña, E.D., Bedore, L.M. and Zlatic-Giunta, R. (2002) Category generation performance of young bilingual children: The influence of condition, category, and language. Journal of Speech, Language, and Hearing Research 41, 938-947.
115. Peña, E.D., Bedore, L.M. and Rappazzo, C. (2003) Comparison of Spanish, English, and bilingual children's performance across semantic tasks. Language, Speech & Hearing Services in the Schools 34 (1), 5-16.
116. Penner, Z., Schulz, P. and Wymann, K. (2003) Learning the meaning of verbs: What distinguishes language-impaired from normally developing children? Linguistics 41 (2), 289-319.
117. Perona, K., Plante, E. and Vance, R. (2005) Diagnostic accuracy of the Structured Photographic Expressive Language Test: Third Edition (SPELT-3). Language, Speech, and Hearing Services in Schools 36, 103-115.
118. Plante, E. (2004) Evidence based practice in communication sciences and disorders. Journal of Communication Disorders 37 (5), 389-390.
119. Plante, E. and Vance, R. (1994) Selection of preschool language tests: A data-based approach. Language, Speech, and Hearing Services in Schools 25, 15-24.
120. Plunkett, K. and Marchman, V. (1991) U-shaped learning and frequency effects in a multi-layered perception: Implications for child language acquisition. Cognition 38, 43-102.
121. Restrepo, M.A. and Gutierrez-Clellen, V. (2001) Article use in Spanish-speaking children with specific language impairment. Journal of Child Language 28 (2), 433-452.
122. Restrepo, M.A. and Kruth, K. (2000) Grammatical characteristics of a Spanish-English bilingual child with specific language impairment. Communication Disorders Quarterly 21 (2), 66-76.
123. Restrepo, M.A. and Silverman, S.W. (2001) Validity of the Spanish Preschool Language Scale-3 for use with bilingual children. American Journal of Speech-Language Pathology 10, 382-393.
124. Rice, M.L. and Wexler, K. (1996) Toward tense as a clinical marker of specific language impairment in English-speaking children. Journal of Speech & Hearing Research 39 (6), 1239-1257.
125. Rice, M.L. and Wexler, K. (2001) Rice/Wexler Test of Early Grammatical Impairment. San Antonio, TX: Harcourt Assessment.
126. Rice, M.L., Noll, K. and Grimm, H. (1997) An extended optional infinitive stage in German-speaking children with specific language impairment. Language Acquisition 6 (4), 255-295.
127. Rice, M.L., Wexler, K., Marquis, J. and Hershberger, S. (2000) Acquisition of irregular past tense by children with specific language impairment. Journal of Speech Language and Hearing Research 43 (5), 1126-1145.
128. Rubino, R. and Pine, J. (1998) Subject-verb agreement in Brazilian Portuguese: What low error rates hide. Journal of Child Language 25 (1), 35-59.
129. Salameh, E.-K., Nettelbladt, U., Hakansson, G. and Gullberg, B. (2002) Language impairment in Swedish bilingual children: a comparison between bilingual and monolingual children in Malmo. Acta Paediatrica 91, 229-234.
130. Salameh, E.-K., Hakansson, G. and Nettelbladt, U. (2004) Developmental perspectives on bilingual Swedish-Arabic children with and without language impairment: A longitudinal study. International Journal of Language & Communication Disorders 39 (1), 65-91.
131. Schiff-Meyers, N.B. (1992) Considering arrested language development and language loss in the assessment of second language learners. Language, Speech & Hearing Services in the Schools 23 (1), 28-33.
132. Schlyter, S. (1996) Bilingual children's stories: French passé composé/imparfait and their correspondences in Swedish. Linguistics 34, 1059-1085.
133. Sebastián, E., Soto, P. and Gathercole, V.C. (2004) La morfología verbal temprana en español (Early verbal forms in Spanish). Anuario de Psicología 35 (2), 203-220.
134. Semel, E., Wiig, E.H. and Secord, W.A. (1997) Clinical Evaluation of Language Fundamentals-3 Spanish. San Antonio: Harcourt.
135. Semel, E., Wiig, E.H. and Secord, W.A. (2003) Clinical Evaluation of Language Fundamentals®-Fourth Edition. San Antonio: Harcourt.
136. Shirai, Y. (1998) The emergence of tense-aspect morphology in Japanese: Universal predisposition? First Language 18 (54), 281-309.
137. Silliman, E.R., Huntley Bahr, R., Brea, M.R., Hnath-Chisolm, T and Mahecha, N.R. (2001) Spanish and English proficiency in the linguistic encoding of mental states in narrative retellings. Linguistics and Education 12 (4), 1-37.
138. Slobin, D.I. (1985) Crosslinguistic evidence for the language-making capacity. In D.I. Slobin (ed.) The Crosslinguistic Study of Language Acquisition: Vol. 2. Theoretical Issues (pp. 1157-1256). Hillsdale, NJ: Lawrence Erlbaum Associates.
139. Slobin, D.I. (2004) The many ways to search for a frog. In S. Stromquist and L. Verhoeven (eds) Relating Events in Narrative (Vol. 2, pp. 219-258). Mahwah: NJ: Lawrence Erlbaum.
140. Spaulding, T.J., Plante, E. and Farinella, K.A. (2006) Eligibility criteria for language impairment: Is the low end of normal always appropriate? Language, Speech, and Hearing Services in Schools 37 (1), 61-72.
141. Standards for Educational and Psychological Testing (1999) Washington, D.C.: American Educational Research Association, American Psychological Association, National Council on Measurement in Education.
142. Stokes, S.F. and Fletcher, P. (2003) Aspectual forms in Cantonese speaking children with specific language impairment. Linguistics 41 (2), 381-405.
143. Stow, C. and Dodd, B. (2003) Providing equitable service to bilingual children in the UK: A review. International Journal of Language and Communication Disorders 38 (4), 351-377.
144. Taylor, O.T. and Payne, K.T. (1983) Culturally valid testing: A proactive approach. Topics in Language Disorders 3, 8-17.
145. Thal, DJ., Jackson-Maldonado, D. and Acosta, D. (2000) Validity of a parent-report measure of vocabulary and grammar for Spanish-speaking toddlers. Journal of Speech, Language, and Hearing Research 43, 1087-1100.
146. Thordardottir, ET. (2005) Early lexical and syntactic development in Quebec French and English: Implications for cross-linguistic and bilingual assessment. International Journal of Language & Communication Disorders 40 (3), 244-276.
147. Thordardottir, E.T. and Weismer, S.E. (1996) Language assessment via parent report: Development of a screening instrument for Icelandic children. First Language 16 (48), 265-285.
148. Thordardottir, ET., Ellis Weismer, S. and Smith, M.E. (1997) Vocabulary learning in bilingual and monolingual clinical intervention. Child Language Teaching & Therapy 13 (3), 215-227.
149. Tomasello, M. (1992) First Verbs: A Case Study of Early Grammatical Development. Cambridge, England: Cambridge University Press.
150. Tomasello, M. (2003) Constructing a Language: A Usage-based Theory of Language Acquisition. Cambridge, MA: Harvard University Press.
151. Trauner, D., Wulfeck, B., Tallal, P. and Hesselink, J. (1995) Neurological and MRI Profiles of Language Impaired Children. San Diego: San Diego Center for Research in Language, University of California San Diego.
152. Umbel, V., Pearson, B.Z., Fernández, M.C. and Oller, D.K. (1992) Measuring bilingual children's receptive vocabularies. Child Development 63, 1012-1020.
153. van Daal, J., Verhoeven, L. and van Balkom, H. (2004) Subtypes of severe speech and language impairments: Psychometric evidence from 4-year-old children in the Netherlands. Journal of Speech, Language and Hearing Research 47 (6), 1411.
154. VanPatten, B. (2002) Processing instruction: An update. Language Learning 52 (4), 775-803.
155. VanPatten, B. and Cadierno, T. (1993) Input processing and second language acquisition: A role for instruction. The Modern Language Journal 77, 45-57.
156. Weckerly, J., Wulfeck, B. and Reilly, J. (2001) Verbal fluency deficits in children with specific language impairment: Slow rapid naming or slow to name? Child Neuropsychology 7 (3), 142-152.
157. Wexler, K. (1998) Very early parameter setting and the unique checking constraint: A new explanation of the optional infinitive stage. Lingua 106, 23-79.
158. Wexler, K. (2003) Lenneberg's dream: Learning, normal language development, and specific language impairment. In Y. Levy and J. Schaeffer (eds) Language Competence Across Populations: Toward a Definition of Specific Language Impairment. Mahwah, NJ: Lawrence Erlbaum.
159. Winter, K. (1999) Speech and language therapy provision for bilingual children: Aspects of the current service. International Journal of Language & Communication Disorders 34 (1), 85-98.
160. Winter, K. (2001) Numbers of bilingual children in speech and language therapy: Theory and practise of measuring their representation. International Journal of Bilingualism 5, 465-495.
161. Wittek, A. and Tomasello, M. (2002) German children's productivity with tense morphology: The Perfect (present perfect). Journal of Child Language 29, 567-589.
162. Wong, A. and Johnston, J. (2004) The development of discourse referencing in Cantonese-speaking children. Journal of Child Language 31, 633-660.
163. Wong, A., Leonard, L.B., Fletcher, P. and Stokes, S.F. (2004) Questions without movement: A study of Cantonese-speaking children with and without language impairment. Journal of Speech, Language, and Hearing Research 47, 1440-1453.
164. Yu, Y. and Nelson, K. (1993) Slot-filler and conventional category organisation in young Korean children. International Journal of Behavioral Development 16 (1), 1-14.
165. Zimmerman, I.L., Steiner, V.G. and Pond, R.E. (1993) Preschool Language Scale-3 Spanish Edition. San Antonio, TX: The Psychological Corporation.
166. Zimmerman, I.L., Steiner, V.G. and Pond, R.E. (2002) Preschool Language Scale, Fourth Edition (PLS-4) English Edition. San Antonio: Harcourt.