Article published in:
Language Impairment in Bilingual Children: State of the art 2017
Edited by Theodoros Marinis, Sharon Armon-Lotem and George Pontikas
[Linguistic Approaches to Bilingualism 7:3/4] 2017
► pp. 331358
References

References

Armon-Lotem, S.
(2012) Introduction: Bilingual children with SLI – the nature of the problem. Bilingualism: Language and Cognition, 15, 1–4. CrossrefGoogle Scholar
Armon-Lotem, S, de Jong, J., & Meir, N.
(Eds.) (2015) Assessing multilingual children: Disentangling bilingualism from language impairment. Bristol, UK: Multilingual Matters.Google Scholar
Armon-Lotem, S., Walters, J., & Gargarina, N.
(2011) The impact of internal and external factors on linguistic performance in the home language and in L2 among Russian- Hebrew and Russian-German preschool children. Linguistic Approaches to Bilingualism, 1, 291–317. CrossrefGoogle Scholar
Brandeker, M. & Thordadottir, E.
(2015) Language exposure in bilingual toddlers: Performance on nonword repetition and lexical tasks. American Journal of Speech-Language Pathology, 24, 126–138. CrossrefGoogle Scholar
Castro, S. L., Caló, S., Gomes, I., Kay, J., Lesser, R., & Coltheart, M.
(2007) PALPA-P Provas de Avaliação da Linguagem e da Afasia em Português. Lisboa: CEGOC.Google Scholar
Chevrie-Muller, C. & Plaza, M.
(2001) N-EEL Nouvelles épreuves pour l’examen du langage. Paris: ECPA.Google Scholar
Chiat, S.
(2015) Nonword repetition. In S. Armon-Lotem, J. de Jong, & N. Meir (Eds.), Assessing multilingual children: Disentangling bilingualism from language impairment (pp. 123–148). Bristol, UK: Multilingual Matters.Google Scholar
Chiat, S., Armon-Lotem, S., Marinis, T., Polišenská, K., Roy, P. & Seeff-Gabriel, B.
(2013) The potential of sentence imitation tasks for assessment of language abilities in sequential bilingual children. In V. Mueller-Gathercole (Ed.), Issues in the assessment of bilinguals (pp. 56–89). Bristol, UK: Multilingual Matters.Google Scholar
Chondrogianni, V. & Marinis, T.
(2011) Differential effects of internal and external factors on the development of vocabulary, tense morphology and morphosyntax in successive bilingual children. Linguistic Approaches to Bilingualism, 1, 318–345. CrossrefGoogle Scholar
Condon, S. & Régnard, C.
(2010) Héritage et pratiques linguistiques des descendants d’immigrés en France. Hommes et migrations, 1288, 44–56. CrossrefGoogle Scholar
Conti-Ramsden, G., Botting, N., & Faragher, B.
(2001) Psycholinguistic markers for specific language impairment (SLI). Journal of Child Psychology and Psychiatry, 42, 741–748. CrossrefGoogle Scholar
Ferré, S. & dos Santos, C.
(2015) Un test de répétition de non-mots pour évaluer la phonologie des enfants bilingues. LiDiL, 51, 11–34.Google Scholar
Ferré, S., dos Santos, C. & de Almeida, L.
(2015) Potential Phonological Markers for SLI in bilingual children. In E. Grillo & K. Jepson (Eds.), Proceedings of the 39th annual Boston University Conference on Language Development (pp. 152–164). Somerville, MA: Cascadilla Press.Google Scholar
Ferré, S., Tuller, L., Sizaret, E., & Barthez, M.-A.
(2012) Acquiring and avoiding phonological complexity in SLI vs. typical development of French: The case of consonant clusters. In P. Hoole, L. Bombien, M. Pouplier, C. Mooshammer, & B. Kühnert (Eds.), Consonant clusters and structural complexity (pp. 285–308). Berlin: De Gruyter. CrossrefGoogle Scholar
Fleckstein, A., Prévost, P., Tuller, L., Sizaret, E., & Zebib, R.
(2016) How to identify SLI in bilingual children? A study on sentence repetition in French. Language Acquisition. Crossref.Google Scholar
Genesee, F., Paradis, J., & Crago, M.
(2004) Dual language development and disorders: A handbook on bilingualism and second language learning. Baltimore, MD: Paul H. Brookes.Google Scholar
Gibson, T., Summers, C., Peña, E., Bedore, L., Gillam, R., & Bohman, T.
(2015) The role of phonological structure and experience in bilingual children’s nonword repetition performance. Bilingualism: Language and Cognition, 18, 551–560. CrossrefGoogle Scholar
Girbau, D. & Schwartz, R. G.
(2008) Phonological working memory in Spanish-English bilingual children with and without specific language impairment. Journal of Communication Disorders, 41, 124–145 CrossrefGoogle Scholar
Guttiérez-Clellen, V. F. & Simon-Cereijido, G.
(2010) Using nonword repetition tasks for the identification of language impairment in Spanish-English speaking children: Does the language of assessment matter? Learning Disabilities Research & Practice, 25(1), 48–58. CrossrefGoogle Scholar
Hamann, C.
(2012) Bilingual development and language assessment. In A. K. Biller, E. Y. Chung, & A. E. Kimball (Eds.), Proceedings of the 36th annual Boston University Conference on Language Development (pp. 1–28). Somerville, MA: Cascadilla Press.Google Scholar
Journal officiel
(2013) Décret n° 2013–682 du 24-7-2013 du Ministère de l’éducation nationale, J.O. du 28-7-2013. Retrieved from http://​www​.education​.gouv​.fr​/ pid25535​/bulletin​_ officiel​.html​?cid​_bo​=73449.
Khomsi, A., Khomsi, J., Pasquet, F., & Parbeau-Gueno, A.
(2007) Bilan Informatisé de langage Oral au cycle III et au Collège (BILO3C). Paris: ECPA.Google Scholar
Maddieson, I., Flavier, S., Marsico, E. & Pellegrino, F.
(2011) LAPSyD: Lyon-Albuquerque Phonological Systems Databases, Version 1.0. http://​www​.lapsyd​.ddl​.ish​-lyon​.cnrs​.fr/.Google Scholar
Marinis, T. & Armon-Lotem, S.
(2015) Sentence repetition. In S. Armon-Lotem, J. de Jong, & N. Meir (Eds.), Assessing multilingual children. Disentangling bilingualism from language impairment (pp. 95–122). Bristol, UK: Multilingual Matters.Google Scholar
Paradis, J.
(2004) The relevance of SLI in understanding the role of transfer in second language acquisition. Applied Psycholinguistics, 25, 67–82. CrossrefGoogle Scholar
(2011) Individual differences in child English second-language acquisition: comparing child-internal and child-external factors. Linguistic Approaches to Bilingualism, 1, 213–237. CrossrefGoogle Scholar
Paradis, J. & 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. CrossrefGoogle Scholar
Plante, E. & Vance, R.
(1994) Diagnostic accuracy of two tests of preschool language. American Journal of Speech-Language Pathology, 4, 70–76. CrossrefGoogle Scholar
Prévost, P., Tuller, L., Scheidnes, M., Ferré, S. & Haiden, M.
(2010) Computational complexity effects in the acquisition of wh-questions in child L2 French. In L. Dominguez & P. Guijarres-Fuentes (Eds.), New directions in language acquisition: Romance languages in the generative perspective (pp. 415–444). Newcastle, UK: Cambridge Scholars Publishing.Google Scholar
Prévost, Philippe, Tuller, Laurice and Rasha Zebib
2012LITMUS-SR-French. ms, Université François-Rabelais de Tours.Google Scholar
Raven, J. C., Court, J. & Raven, J.
(1986) Raven’s coloured matrices. London: H. K. Lewis.Google Scholar
dos Santos, C. & Ferré, S.
(2016) A nonword repetition task to assess bilingual children phonology. Language Acquisition. CrossrefGoogle Scholar
Scheidnes, M. & Tuller L.
(2013) L2 children embed normally, but children with SLI do not. In M. Lobo & A. L. Santos (Eds.), Selected Proceedings of the Romance Turn V (pp. 261–284). Newcastle, UK: Cambridge Scholars Publishing.Google Scholar
Sharp, K. & Gathercole, V.
(2013) Can a novel word repetition task be a language-neutral assessment tool? Evidence from Welsh-English bilingual children. Child Language Teaching and Therapy, 29, 77–89. CrossrefGoogle Scholar
Sua-Kay E. & Santos, M. E.
(2014) Grelha de Avaliação da Linguagem – nível escolar (GOL-E). Alcoitão: Escola Superior de Saúde do Alcoitão. 2ª edição revista.Google Scholar
Thordardottir, E.
(2015) Proposed Diagnostic procedures for use in bilingual and cross-linguistic contexts. In S. Armon-Lotem, J. de Jong, & N. Meir (Eds.), Assessing multilingual children: Disentangling bilingualism from language impairment (pp. 331–358). Bristol, UK: Multilingual Matters.Google Scholar
Thordardottir, E. & Brandeker, M.
(2013) The effect of bilingual exposure versus language impairment on nonword repetition and sentence imitation scores. Journal of Communication Disorders, 46, 1–16. CrossrefGoogle Scholar
Thordardottir, E. & Juliusdottir, A. G.
(2013) Icelandic as a second language: A longitudinal study of language knowledge and processing by school-age children. International Journal of Bilingual Education and Bilingualism, 16, 411–435. CrossrefGoogle Scholar
Topbaş, S. & Güven, S.
(2008) Turkce Erken Dil Gelisim Testi (Test of Early Language Development-TELD3. Turkish adaptation).Google Scholar
Topbaş, S., Kaçar-Kütükçü, D., & Kopkallı-Yavuz, H.
(2014) Performance of children on the Turkish nonword repetition test: Effect of word similarity, word length, and scoring. Clinical Linguistics & Phonetics, 28, 602–616. CrossrefGoogle Scholar
Tuller, L.
(2015) Clinical use of parental questionnaires in multilingual contexts. In S. Armon-Lotem, J. de Jong, & N. Meir (Eds.), Assessing multilingual children: Disentangling bilingualism from language impairment (pp. 299–328). Bristol, UK: Multilingual Matters.Google Scholar
Tuller, L., Abboud, L., Ferré, S., Fleckstein, A., Prévost, P., dos Santos, C., Scheidnes, M. & Zebib, R.
(2015) Specific language impairment and bilingualism: Assembling the pieces. In C. Hamann & E. Ruigendijk (Eds.), Language acquisition and development: Proceedings of GALA 2013. (pp. 533–567). Newcastle, UK: Cambridge Scholars Publishing.Google Scholar
Unsworth, S., Argyri, F., Lornips, L., Hulk, A., Sorace, A., & Tsimpli, I.
(2014) The role of age of onset and input in early child bilingualism in Greek and Dutch. Applied Psycholinguistics, 35, 765–805. CrossrefGoogle Scholar
Xu Rattanasone, N. & Demuth, K.
(2014) The acquisition of coda consonants by Mandarin early child L2 learners of English. Bilingualism: Language and Cognition, 17, 646–659. CrossrefGoogle Scholar
Zebib, R., Hamann, C., Prévost, P., Aid Ibrahim, L. & Tuller, L.
(2016) Syntactic complexity, verbal working memory, and executive function in bilingual children with and without SLI: a sentence repetition study in France and in Germany. Paper presented at the 38th annual conference of the German Linguistic Society (DGfS), University of Konstanz, Germany.Google Scholar
Cited by

Cited by other publications

Abed Ibrahim, Lina & István Fekete
2019. What Machine Learning Can Tell Us About the Role of Language Dominance in the Diagnostic Accuracy of German LITMUS Non-word and Sentence Repetition Tasks. Frontiers in Psychology 9 Crossref logo
Altinkamis, Feyza & Ellen Simon
2020. Language abilities in bilingual children: The effect of family background and language exposure on the development of Turkish and Dutch. International Journal of Bilingualism 24:5-6  pp. 931 ff. Crossref logo
Bonifacci, Paola, Elena Atti, Martina Casamenti, Barbara Piani, Marina Porrelli & Rita Mari
2020. Which Measures Better Discriminate Language Minority Bilingual Children With and Without Developmental Language Disorder? A Study Testing a Combined Protocol of First and Second Language Assessment. Journal of Speech, Language, and Hearing Research 63:6  pp. 1898 ff. Crossref logo
de Almeida, Laetitia, Sandrine Ferré, Marie-Anne Barthez & Christophe dos Santos
2019. What do monolingual and bilingual children with and without SLI produce when phonology is too complex?. First Language 39:2  pp. 158 ff. Crossref logo
dos Santos, Christophe, Sabine Frau, Sandrine Labrevoit, Racha Zebib, F. Neveu, B. Harmegnies, L. Hriba, S. Prévost & A. Steuckardt
2020. L'épreuve de répétition de non-mots LITMUS-NWR-FR évalue-t-elle la phonologie ?. SHS Web of Conferences 78  pp. 10005 ff. Crossref logo
Ebert, Kerry Danahy & Giang Pham
2019. Including Nonlinguistic Processing Tasks in the Identification of Developmental Language Disorder. American Journal of Speech-Language Pathology 28:3  pp. 932 ff. Crossref logo
Hamann, Cornelia & Lina Abed Ibrahim
2017. Methods for Identifying Specific Language Impairment in Bilingual Populations in Germany. Frontiers in Communication 2 Crossref logo
Köpke, Barbara & Dobrinka Genevska-Hanke
2018. First Language Attrition and Dominance: Same Same or Different?. Frontiers in Psychology 9 Crossref logo
Scheidnes, Maureen
2020. Sentence repetition and non-word repetition in early total French immersion. Applied Psycholinguistics 41:1  pp. 107 ff. Crossref logo
Silleresi, Silvia, Philippe Prévost, Racha Zebib, Fédérique Bonnet‐Brilhault, Donatello Conte & Laurice Tuller
2020. Identifying Language and Cognitive Profiles in Children With ASD via a Cluster Analysis Exploration: Implications for the New ICD‐11. Autism Research 13:7  pp. 1155 ff. Crossref logo
Silleresi, Silvia, Laurie Tuller, Hélène Delage, Stephanie Durrleman, Frédérique Bonnet-Brilhault, Joëlle Malvy & Philippe Prévost
2018.  In On the Acquisition of the Syntax of Romance [Language Acquisition and Language Disorders, 62],  pp. 235 ff. Crossref logo
Tuller, Laurice, Cornelia Hamann, Solveig Chilla, Sandrine Ferré, Eléonore Morin, Philippe Prevost, Christophe dos Santos, Lina Abed Ibrahim & Racha Zebib
2018. Identifying language impairment in bilingual children in France and in Germany. International Journal of Language & Communication Disorders 53:4  pp. 888 ff. Crossref logo
Valente, Daniela, Sophie Kern, Christophe dos Santos, F. Neveu, B. Harmegnies, L. Hriba & S. Prévost
2018. Does first word development in bilingual French-Portuguese toddlers mirror monolingual one? A study exploring executive function abilities. SHS Web of Conferences 46  pp. 10006 ff. Crossref logo

This list is based on CrossRef data as of 30 october 2020. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.