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2015. Developmental Dyslexia With and Without Language Impairment: ERPs Reveal Qualitative Differences in Morphosyntactic Processing. Developmental Neuropsychology 40:5  pp. 291 ff. DOI logo
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2018. Developmental dyslexia and specific language impairment: distinct syntactic profiles?. Clinical Linguistics & Phonetics 32:8  pp. 758 ff. DOI logo
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2020. How do Italian-speaking children handle wh-questions? A comparison between children with hearing loss and children with normal hearing. Clinical Linguistics & Phonetics 34:4  pp. 407 ff. DOI logo
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Guasti, Maria Teresa
2022. The “what” and “how” of measuring. Linguistic Approaches to Bilingualism 12:1  pp. 54 ff. DOI logo
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Marotta, Giovanna
2018. Chapter 25. Remarks on the vulnerability of grammar. In Structuring Variation in Romance Linguistics and Beyond [Linguistik Aktuell/Linguistics Today, 252],  pp. 365 ff. DOI logo
Marra, Francesca
2022. Primary Language Impairment and Developmental Dyslexia. CHIMERA: Revista de Corpus de Lenguas Romances y Estudios Lingüísticos 9  pp. 165 ff. DOI logo
Stanford, Emily & Hélène Delage
2020. Complex syntax and working memory in children with specific learning difficulties. First Language 40:4  pp. 411 ff. DOI logo
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2021. Object relatives with postverbal subject in Italian-speaking children and adults: The role of encyclopedic knowledge in detecting sentence ambiguity. Language Acquisition 28:4  pp. 387 ff. DOI logo
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