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. 301330


Abutbul-Oz, H., Armon-Lotem, S., & Walters, J.
(2012) Bilingual Parents Questionnaire (BIPAQ). Ramat Gan: Bar-Ilan University.Google Scholar
Alloway, T. P., & Gathercole, S. E.
(2005a) The role of sentence recall in reading and language skills of children with learning difficulties. Learning and Individual Differences, 15(4), 271–282. CrossrefGoogle Scholar
(2005b) Working memory and short-term sentence recall in young children. European Journal of Cognitive Psychology, 17(2), 207–220. CrossrefGoogle Scholar
Altman, C., Harel, E., Meir, N., Iluz-Cohen, P., Walters, J., & Armon-Lotem, S.
(2014) Can the Goralnik (1995) be used to screen bilingual children? Focus on Accuracy and Specificity. Presented at the conference on multilingualism and multi-culturalism in communication disorders. Hadassah Academic College.Google Scholar
Antoniou, M., Liang, E., Ettlinger, M., & Wong, P. C. M.
(2015) The bilingual advantage in phonetic learning. Bilingualism: Language and Cognition, 18(4), 683–695. CrossrefGoogle Scholar
Archibald, L. M., & Gathercole, S. E.
(2006) Short-term and working memory in specific language impairment. International Journal of Language & Communication Disorders, 41(6), 675–693. CrossrefGoogle Scholar
Armon-Lotem, S., & Chiat, S.
(2012) How do sequential bilingual children perform on non-word repetition tasks? In A. K. Biller, E. Y. Chung, & A. E. Kimball (Eds.), Proceedings of the 36th annual Boston University Conference on Language Development. (pp. 53–62). Somerville, MA: Cascadilla Press.Google Scholar
Armon-Lotem, S., & Meir, N.
(2016) Diagnostic accuracy of repetition tasks for the identification of specific language impairment (SLI) in bilingual children: evidence from Russian and Hebrew. International Journal of Language & Communication Disorders. Published online before print. CrossrefGoogle Scholar
Armon-Lotem, S., Gagarina, N., & Walters, J.
(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(3), 291–317. CrossrefGoogle Scholar
Baddeley, A., Vallar, G., & Wilson, B.
(1987) Sentence comprehension and phonological memory: Some neuropsychological evidence. In M. Coltheart (Ed.), Attention and Performance XII (pp. 509–529). London: Lawrence Erlbaum Associates.Google Scholar
Baddeley, A.
(2001) Is Working Memory still working? American Psychologist, 56(11), 851–864. CrossrefGoogle Scholar
Baddeley, A., Gathercole, S. E., & Papagno, C.
(1998) The Phonological Loop as a Language Learning Device. Psychological Review, 105(1), 158–173. CrossrefGoogle Scholar
Bialystok, E., & Shapero, D.
(2005) Ambiguous benefits: The effect of bilingualism on reversing ambiguous figures. Developmental Science, 8(6), 595–604. CrossrefGoogle Scholar
Bialystok, E., Luk, G., Peets, K. F., & Yang, S.
(2010) Receptive vocabulary differences in monolingual and bilingual children. Bilingualism: Language and Cognition, 13(4), 525–531. CrossrefGoogle Scholar
Bishop, D. V.
(1992) The Underlying Nature of Specific Language Impairment. Journal of Child Psychology and Psychiatry, 33(1), 3–66. CrossrefGoogle Scholar
Buac, M., Gross, M., & Kaushanskaya, M.
(2016) Predictors of processing-based task performance in bilingual and monolingual children. Journal of Communication Disorders, 62(0), 12–29. CrossrefGoogle 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. 125–150). Bristol: Multilingual Matters.Google Scholar
Chiat, S., Armon-Lotem, S., Marinis, T., Polišenská, K., Roy, P., & Seeff-Gabriel, B.
(2013) Chiat, Armon-Lotem, Marinis, Polisenska, Roy, & Seeff-Gabriel (2013). In V. Mueller Gathercole (Ed.), Issues in the Assessment of Bilinguals (pp. 56–89). Clevedon: Multilingual Matters.Google Scholar
Chondrogianni, V., Marinis,T., Edwards, S., & Blom, E.
(2015) Production and on-line comprehension of definite articles and clitic pronouns by Greek sequential bilingual children and monolingual children with specific language impairment. Applied Psycholinguistics, 36(5), 1155–1191. CrossrefGoogle Scholar
Cohen, J.
(1969) Statistical power analysis for the behavioural sciences. New York: Academic Press.Google Scholar
Conti-Ramsden, G., Botting, N., & Faragher, B.
(2001) Psycholinguistic Markers for Specific Language Impairment (SLI). Journal of Child Psychology and Psychiatry, 42(6), 741–748. CrossrefGoogle Scholar
Engel de Abreu, P. M.
(2011) Working memory in multilingual children: Is there a bilingual effect? Memory, 19(5), 529–537. CrossrefGoogle Scholar
Engel de Abreu, P. M., Baldassi, M., Puglisi, M. L., & Befi-Lopes, D. M.
(2013) Cross-Linguistic and Cross-Cultural Effects on Verbal Working Memory and Vocabulary: Testing Language Minority Children with an Immigrant Background. Journal of Speech, Language and Hearing Research, 56(2), 630–642. CrossrefGoogle Scholar
Gagarina, N., Klassert, A., & Topaj, N.
(2010) Russian language proficiency test for multilingual children. ZAS Papers in Linguistics 54. Sonderheft. Berlin: ZAS.Google Scholar
Gathercole, S. E.
(1995) Is nonword repetition a test of phonological memory or long-term knowledge? It all depends on the nonwords. Memory & Cognition, 23(1), 83–94. CrossrefGoogle Scholar
Gathercole, S. E., Pickering, S. J., Hall, M., & Peaker, S. M.
(2001) Dissociable lexical and phonological inttuences on serial recognition and serial recall. The Quarterly Journal of Experimental Psychology, 54A(1), 1–30. CrossrefGoogle Scholar
Gathercole, S. E., Tiffany, C., Briscoe, J., Thorn, A., &
The ALSPAC team. (2004) Developmental consequences of poor phonological short-term memory function in childhood: a longitudinal study. Journal of Child Psychology and Psychiatry, 45(0), 1–14.Google Scholar
Gathercole, S., & Baddeley, A.
(1990) Phonological memory deficits in language disordered children: Is there a causal connection? Journal of Memory and Language, 29(3), 336–360. CrossrefGoogle Scholar
Goralnik, E.
(1995 ) Goralnik Screening Test for Hebrew. Even Yehuda: Matan.Google Scholar
Graf Estes, K., Evans, J. L., & Else-Quest, N. M.
(2007) Differences in the nonword repetition performance of children with and without specific language impairment: a meta-analysis. Journal of Speech, Language, and Hearing Research, 50(1), 177–195. CrossrefGoogle Scholar
Gray, S.
(2003) Diagnostic accuracy and test-retest reliability of nonword repetition and digit span tasks administered to preschool children with specific language impairment. Journal of Communication Disorders, 36(2), 129–151. CrossrefGoogle Scholar
Gutiérrez-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
Iluz-Cohen, P., & Armon-Lotem, S.
(2013) Language proficiency and executive control in bilingual children. Bilingualism: Language and Cognition, 16(4), 884–899. CrossrefGoogle Scholar
Kogan, N.
(2011) Monolingual and Bilingual Children’s Acquisition of Basic Linguistic Prerequisites of Reading. (Unublished PhD thesis. Ramat-Gan: Bar-Ilan University).Google Scholar
Laloi, A.
(2015) Language and executive functioning in the context of specific language impairment and bilingualism. PhD thesis. Amsterdam: University of Amsterdam.Google Scholar
Leonard, L. B.
(2014) Children with specific language impairment. Cambridge, Mass: The MIT Press.Google Scholar
Leonard, L. B., Dromi, E., & Adam, G.
(2000) Tense and finiteness in the speech of children with specic language impairment acquiring Hebrew, International Journal of Language & Communication Disorders, 35(3), 319–335. CrossrefGoogle 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. 95–124). Bristol: Multilingual Matters.Google Scholar
Marshall, C. R., & van der Lely, H. K.
(2009) Effects of Word Position and Stress on Onset Cluster Production: Evidence from Typical Development, Specific Language Impairment, and Dyslexia. Language, 85(1), 39–57. CrossrefGoogle Scholar
Meir, N., & Amon-Lotem, S.
(2015) Disentangling bilingualism from SLI in Heritage Russian: The impact of L2 properties and length of exposure to the L2. In C. Hamann & E. Ruigendijk (Eds.). Language Acquisition and Development: Proceedings of GALA 2013 (pp. 299–314). Newcastle upon Tyne, UK: Cambridge Scholars Publishing.Google Scholar
Meir, N., Walters, J., & Armon-Lotem, S.
(2016) Disentangling SLI and bilingualism using Sentence Repetition Tasks: the impact of L1 and TL properties. International Journal of Bilingualism, 20(4), 421–452. CrossrefGoogle Scholar
Messer, M. H., Leseman, P. P., Boom, J., & Mayo, A.
(2010) Phonotactic probability effect in nonword recall and its relationship with vocabulary in monolingual and bilingual preschoolers. Journal of Experimental Child Psychology, 105(4), 306–323. CrossrefGoogle Scholar
Metsala, J. L.
(1999) Young children’s phonological awareness and nonword repetition as a function of vocabulary development. Journal of Educational Psychology, 91(1), 3–19. CrossrefGoogle Scholar
Mor-Sommerfeld, A., Azaiza, F., & Hertz-Lazarowitz, R.
(2007) Into the future: towards bilingual education in Israel. Education, Citizenship And Social Justice, 2(1), 5–22. CrossrefGoogle Scholar
Paradis, J.
(2010) The interface between bilingual development and specific language impairment. Applied Psycholinguistics, 31(2), 227–252. CrossrefGoogle Scholar
Pavlenko, A.
(2008) Multilingualism in Post-Soviet Countries: Language Revival, Language Removal, and Sociolinguistic Theory. International Journal of Bilingual Education and Bilingualism, 11(3–4), 275–314. CrossrefGoogle Scholar
Polišenská, K., Chiat, S., & Roy, P.
(2015) Sentence repetition: What does the task measure? International Journal of Language and Communication Disorders, 50(1), 106–118. CrossrefGoogle Scholar
Raven, J.
(1998) Raven’s Coloured Progressive Matrices. San Antonio, TX: Psychological Corporation.Google Scholar
Rice, M., & Wexler, K.
(1996) Toward Tense as a Clinical Marker of Specific Language Impairment in English-Speaking Children. Journal of Speech, Language, and Hearing Research, 39(6), 1239–1257. CrossrefGoogle Scholar
Richardson, J. T. E.
(2007) Measures of short-term memory: A historical review. Cortex, 43(5), 635–650. CrossrefGoogle Scholar
(2011) Eta squared and partial eta squared as measures of effect size in educational research. Educational Research Review, 6(2), 135–147. CrossrefGoogle Scholar
Riches, N. G.
(2012) Sentence repetition in children with specific language impairment: an investigation of underlying mechanisms. International Journal of Language & Communication Disorders, 47(5), 499–510. CrossrefGoogle Scholar
Rispens, J., & Baker, A.
(2012) Nonword Repetition: The Relative Contributions of Phonological Short-Term Memory and Phonological Representations in Children with Language and Reading Impairment. Journal of Speech, Language, and Hearing Research, 55(3), 683–694. CrossrefGoogle Scholar
Roy, P., & Chiat, S.
(2004) A Prosodically Controlled Word and Nonword Repetition Task for 2- to 4-Year-Olds: Evidence From Typically Developing Children. Journal of Speech, Language, and Hearing Research, 47(1), 223–234. CrossrefGoogle Scholar
Sharp, K. M., & Gathercole, V. C.
(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(1), 77–89. CrossrefGoogle Scholar
Smolík, F., & Vávru, P.
(2014) Sentence imitation as a marker of SLI in Czech: disproportionate impairment of verbs and clitics. Journal of Speech, Language, and Hearing Research, 57(3), 837–849. CrossrefGoogle Scholar
Summers, C., Bohman, T. M., Gillam, R. B., Bedore, L. M., & Peña, E. D.
(2010) Bilingual performance on nonword repetition in Spanish and English. International Journal of Language & Communication Disorders, 45(4), 480–493. CrossrefGoogle 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 Impairmen (pp. 331–358). Bristol: 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), 1–16. CrossrefGoogle Scholar
Thordardottir, E., Kehayia, E., Mazer, B., Lessard, N., Majnemer, A., Sutton, A., Trudeau, N., & Chilingaryan, G.
(2011) Sensitivity and specificity of French language and processing measures for the identification of primary language impairment at age 5. Journal of Speech, Language, and Hearing Research, 54(2), 580–597. CrossrefGoogle Scholar
Thorn, A. S., & Gathercole, S. E.
(2001) Language differences in verbal short-term memory do not exclusively originate in the process of subvocal rehearsal. Psychonomic Bulletin and Review, 8(2), 357–364. CrossrefGoogle Scholar
van der Lely, H. K. J., Rosen, S., & Adlard, A.
(2004) Grammatical language impairment and the specificity of cognitive domains: Relations between auditory and language abilities. Cognition, 94(2), 167–183. CrossrefGoogle Scholar
Verhoeven, L., Steenge, J., & van Balkom, H.
(2012) Linguistic transfer in bilingual children with specific language impairment. International Journal of Communication Disorders, 47(2), 76–183. CrossrefGoogle Scholar
Wechsler, D.
(1998) Wechsler Scales of Intelligence-R 95: Hebrew Version. Jerusalem, Israel: Ministry of Education; 1998.Google Scholar
Willis, C. S., & Gathercole, S. E.
(2001) Phonological short-term memory contributions to sentence processing in young children. Memory, 9(4–6), 49–363.Google Scholar
Windsor, J., Kohnert, K., Lobitz, K. F., & Pham, G. T.
(2010) Cross-language nonword repetition by bilingual and monolingual children. American Jornal of Speech-Language Pathology, 19(4), 298–310. CrossrefGoogle Scholar
Ziethe, A., Eysholdt, U., & Doellinger, M.
(2013) Sentence repetition and digit span: Potential markers of bilingual children with suspected SLI? Logopedics Phoniatrics Vocology, 38(1), 1–10. CrossrefGoogle Scholar
Cited by

Cited by 10 other publications

Degani, Tamar, Varda Kreiser & Rama Novogrodsky
2019. The joint effects of bilingualism, DLD and item frequency on children's lexical‐retrieval performance. International Journal of Language & Communication Disorders 54:3  pp. 485 ff. Crossref logo
Hamann, Cornelia, Solveig Chilla, Lina Abed Ibrahim & István Fekete
2020. Language assessment tools for Arabic-speaking heritage and refugee children in Germany. Applied Psycholinguistics 41:6  pp. 1375 ff. Crossref logo
Meir, Natalia
2018. Morpho-Syntactic Abilities of Unbalanced Bilingual Children: A Closer Look at the Weaker Language. Frontiers in Psychology 9 Crossref logo
Meir, Natalia & Sharon Armon-Lotem
2017. Independent and Combined Effects of Socioeconomic Status (SES) and Bilingualism on Children’s Vocabulary and Verbal Short-Term Memory. Frontiers in Psychology 8 Crossref logo
Meir, Natalia & Rama Novogrodsky
2020. Syntactic abilities and verbal memory in monolingual and bilingual children with High Functioning Autism (HFA). First Language 40:4  pp. 341 ff. Crossref logo
2021. Referential expressions in monolingual and bilingual children with and without Autism Spectrum Disorder (ASD): A study of informativeness and definiteness. Journal of Child Language  pp. 1 ff. Crossref logo
Novogrodsky, Rama & Natalia Meir
2020.  In Handbook of Early Language Education [Springer International Handbooks of Education, ],  pp. 1 ff. Crossref logo
Pratt, Amy S., Elizabeth D. Peña & Lisa M. Bedore
2021. Sentence repetition with bilinguals with and without DLD: Differential effects of memory, vocabulary, and exposure. Bilingualism: Language and Cognition 24:2  pp. 305 ff. Crossref logo
Talli, Ioanna & Stavroula Stavrakaki
2020. Short-term memory, working memory and linguistic abilities in bilingual children with Developmental Language Disorder. First Language 40:4  pp. 437 ff. Crossref logo
Zebib, Racha, Laurice Tuller, Cornelia Hamann, Lina Abed Ibrahim & Philippe Prévost
2020. Syntactic complexity and verbal working memory in bilingual children with and without Developmental Language Disorder. First Language 40:4  pp. 461 ff. Crossref logo

This list is based on CrossRef data as of 12 january 2022. 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.