Comparing typically-developing children and children with specific language impairment

Language Learning and Language Teaching

Volumn 27, Issue , 2010, Pages 223-243

  Paradis, Johanne ^a,b  

^a MCGILL UNIVERSITY   (Canada)

^b UNIVERSITY OF ALBERTA   (Canada)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 79251471477     PISSN: 15699471     EISSN: None     Source Type: Book Series    
DOI: 10.1075/lllt.27.13par     Document Type: Chapter

References (50)

1. Bernardini, P. & Schlyter, S. 2004. Growing syntactic structure and code-mixing in the weaker language: The Ivy Hypothesis. Bilingualism: Language and Cognition 7: 49-70.
2. Bol, G. 2003. MLU-matching and the production of morphosyntax in Dutch children with specific language impairment. In Language Competence Across Populations: Towards a Definition of Specific Language Impairment, Y. Levy & J. Schaeffer (eds), 259-272. Mahwah NJ: Lawrence Erlbaum Associates.
3. Cohen, N.J., Vallance, D.D., Barwick, M., Im, N., Menna, R. & Horodezky, N.B. 2000. The interface between ADHD and language impairment: An examination of language, achievement, and cognitive processing. Journal of Child Psychology and Psychiatry 41: 353-362.
4. Donovan, S. & Cross, C.T. (eds) 2002. Minority Students in Special and Gifted Education. Washington DC: National Academy Press.
5. De Jong, J., Cavus, N. & Baker, A. In press. Language impairment in Turkish-Dutch bilingual children. In Communication Disorders in Turkish in Monolingual and Bilingual Settings, S. Topbas & M. Yavas (eds). Clevendon: Multilingual Matters.
6. Dethorne, L., Johnson, B. & Loeb, J. 2005. A closer look at MLU: What does it really measure? Clinical Linguistics and Phonetics 19: 635-648.
7. Gathercole, V.M. 2007. Miami and North Wales, so far and yet so near: A constructivist account of morpho-syntactic development in bilingual children. International Journal of Bilingual Education and Bilingualism 10: 224-247.
8. Gavin, W. & Giles, L. 1996. Sample size effects on temporal reliability of language sample measures of preschool children. Journal of Speech and Hearing Research 39: 1258-1262.
9. Golberg, H., Paradis, J. & Crago, M. 2008. Lexical acquisition over time in minority L1 children learning English as a L2. Applied Psycholinguistics 29:1-25.
10. Gutiérrez-Clellen, V., Simon-Cereijido, G. & Wagner, C. 2008. Bilingual children with language impairment: A comparison with monolinguals and second language learners. Applied Psycholinguistics 29: 3-20.
11. Gutiérrez-Clellen, V. & Simon-Cereijido, G. 2007. The discriminant accuracy of a grammatical measure with Latino English-speaking children. Journal of Speech, Language and Hearing Research 50: 968-981.
12. Gutiérrez-Clellen, V. & Kreiter, J. 2003. Understanding child bilingual acquisition using parent and teacher reports. Applied Psycholinguistics 24: 267-288.
13. Håkansson, G. & Nettelbladt, U. 1993. Developmental sequences in L1 (normal and impaired) and L2 acquisition of Swedish syntax. International Journal of Applied Linguistics 3: 3-29.
14. Hart, B. & Risley, T. 1992. American parenting of language-learning children: Persisting differences in family-child interactions observed in natural home environments. Developmental Psychology 28: 1096-1105.
15. Hickey, T. 1991. Mean length of utterance and the acquisition of Irish. Journal of Child Language 18: 533-569.
16. Jia, G. & Aaronson, D. 2003. A longitudinal study of Chinese children and adolescents learning English in the United States. Applied Psycholinguistics 24: 131-161.
17. Johnston, J. 2001. An alternate MLU calculation: Magnitude and variability of effects. Journal of Speech, Language and Hearing Research 44: 156-164.
18. Klingner, J., & Artiles, A. 2003. When should bilingual students be in special education? Educational Leadership (October): 66-71.
19. Kohnert, K. & Bates, E. 2002. Balancing bilinguals II: Lexical comprehension and cognitive processing in children learning Spanish and English. Journal of Speech, Language and Hearing Research 45: 347-359.
20. Leonard, L. 2003. Specific language impairment: Characterizing the deficits. In Language Competence Across Populations: Towards a Definition of Specific Language Impairment, Y. Levy & J. Schaeffer (eds), 209-232. Mahwah NJ: Lawrence Erlbaum Associates.
21. Leonard, L. 1998. Children with Specific Language Impairment. Cambridge MA: The MIT Press.
22. Leonard, L. & Finneran, D. 2003. Grammatical morpheme effects on MLU: 'The same can be less' revisited. Journal of Speech, Language and Hearing Research 46: 878-888.
23. Mervis, C. & Robinson, B. 2003. Methodological issues in cross-group comparisons of language and cognitive development. In Language Competence Across Populations: Towards a Definition of Specific Language Impairment, Y. Levy & J. Schaeffer (eds), 233-258. Mahwah NJ: Lawrence Erlbaum Associates.
24. Miles, S., Chapman, R. & Sindberg, H. 2006. Sampling context affects MLU in the language of adolescents with Down Syndrome. Journal of Speech, Language and Hearing Research 49: 325-337.
25. Miller, C., Kail, R., Leonard, L. & Tomblin, B. 2001. Speed of processing in children with specific language impairment. Journal of Speech, Language and Hearing Research 44: 416-433.
26. Miller, J. & Chapman, R. 1981. The relation between age and mean length of utterance in morphemes. Journal of Speech and Hearing Research 24: 154-161.
27. Nicoladis, E. 2003. Cross-linguistic transfer in deverbal compounds of preschool bilingual children. Bilingualism: Language and Cognition 6: 17-32.
28. Oetting, J. & McDonald, J. 2001. Nonmainstream dialect use and specific language impairment. Journal of Speech, Language and Hearing Research 44: 207-223.
29. Oller, K. & Eilers, R. (eds). 2002. Language and Literacy in Bilingual Children. Clevedon: Multilingual Matters.
30. Orgassa, A., & Weerman, F. 2008. Dutch gender in specific language impairment and second language acquisition. Second Language Research 24: 333-364.
31. Paradis, J. 2004. The relevance of specific language impairment in understanding the role of transfer in second language acquisition. Applied Psycholinguistics 25: 67-82.
32. Paradis, J. 2005. Grammatical morphology in children learning English as a second language: Implications of similarities with Specific Language Impairment. Language, Speech and Hearing Services in the Schools 36: 172-187.
33. Paradis, J. 2007a. Early bilingual and multilingual acquisition. In Handbooks of Applied Linguistics, Vol 5: Multilingualism, P. Auer & Li Wei (eds), 15-44. Berlin: Mouton de Gruyter.
34. Paradis, J. 2007b. Second language acquisition in childhood. In Handbook of Language Development, E. Hoff & M. Shatz (eds), 387-405. Oxford: Blackwell.
35. Paradis, J. 2007c. Bilingual children with SLI: Theoretical and applied issues. Applied Psycholinguistics 28: 551-564.
36. Paradis, J. & Crago, M. 2000. Tense and temporality: Similarities and differences between language-impaired and second-language children. Journal of Speech, Language and Hearing Research 43: 834-848.
37. Paradis, J., Crago, M. & Genesee, F. 2005/2006. Domain-specific versus domain-general theories of the deficit in SLI: Object pronoun acquisition by French-English bilingual children. Language Acquisition 13: 33-62.
38. Paradis, J., Crago, M., Genesee, F. & Rice, M. 2003. Bilingual children with specific language impairment: How do they compare with their monolingual peers? Journal of Speech, Language and Hearing Research 46: 1-15.
39. Paradis, J., Nicoladis, E. & Crago, M. 2007. French-English bilingual children's acquisition of the past tense. In Proceedings of the 31th Annual Boston University Conference on Language Development, H. Caunt-Nulton, S. Kulatilake & I-H Woo (eds), 497-507. Somerville MA: Cascadilla Press.
40. Restrepo, M.-A. 1998. Identifiers of predominantly Spanish-speaking children with language impairment. Journal of Speech, Language and Hearing Research 41: 1398-1411.
41. Rice, M.L. 2003. A unified model of specific and general language delay: Grammatical tense as a clinical marker of unexpected variation. In Language Competence Across Populations: Towards a Definition of Specific Language Impairment, Y. Levy & J. Schaeffer (eds), 63-94. Mahwah NJ: Lawrence Erlbaum Associates.
42. Rice, M.L. 2004. Language growth of children with SLI and unaffected children: Timing mechanisms and Linguistic distinctions. In Proceedings of the 28th Annual Boston University Conference on Language Development, A. Brugos, L. Micciulla & C. E. Smith (eds), 28-49. Somerville MA: Cascadilla Press.
43. Rice, M.L., Redmond, S. & Hoffman, L. 2006. Mean Length of utterance in children with specific language impairment and in younger control children shows concurrent validity and stable and parallel growth trajectories. Journal of Speech, Language and Hearing Research 49: 793-808.
44. Rice, M.L., Tomblin, B., Hoffman, L., Richman, W.A. & Marquis, J. 2004. Grammatical tense deficits in children with SLI and non-specific language impairment: Relationships with nonverbal IQ overtime. Journal of Speech, Language, and Hearing Research 47: 816-834.
45. Rice, M.L., Warren, S. & Betz, S. 2005. Language symptoms of developmental language disorders: An overview of autism, Down syndrome, fragile X, specific language impairment, and Williams syndrome. Applied Psycholinguistics 26: 7-27.
46. Rice, M.L. & Wexler, K. 1996. Toward tense as a clinical marker of specific language impairment. Journal of Speech, Language and Hearing Research 39: 1236-1257.
47. Tager-Flusberg, H. & Cooper, J. 1999. Present and future possibilities for defining the phenotype for specific language impairment. Journal of Speech, Language and Hearing Research 42: 1275-1278.
48. Thordardottir, E. 2005. Early lexical and syntactic development in Quebec French and English: Implications for cross-linguistic and bilingual assessment. International Journal of Language and Communication Disorders 40: 243-278.
49. Thordardottir, E. & Ellis Weismer, S. 1998. Mean length of utterance and other language sample measures in early Icelandic. First Language 18: 1-32.
50. Windsor, J. & Kohnert, K. 2004. The search for common ground: Part I. lexical performance by linguistically diverse learners. Journal of Speech, Language and Hearing Research 47: 891-903.