Chapter 11. Comparing typically-developing children and children with specific language impairment

Cited by 7 other publications

Bang, Janet Y., Megha Sharda & Aparna S. Nadig

2020. Towards greater transparency in neurodevelopmental disorders research: use of a proposed workflow and propensity scores to facilitate selection of matched groups. Journal of Neurodevelopmental Disorders 12:1

Barragan, Beatriz, Anny Castilla-Earls, Lourdes Martinez-Nieto, M. Adelaida Restrepo & Shelley Gray

2018. Performance of Low-Income Dual Language Learners Attending English-Only Schools on the Clinical Evaluation of Language Fundamentals–Fourth Edition, Spanish. Language, Speech, and Hearing Services in Schools 49:2 ► pp. 292 ff.

Blom, Elma

2010. Effects of input on the early grammatical development of bilingual children. International Journal of Bilingualism 14:4 ► pp. 422 ff.

Gagarina, Natalia & Alessandra Milano

2021.  In Handbook of Early Language Education [Springer International Handbooks of Education, ], ► pp. 1 ff.

Kelly, Barbara F., William Forshaw, Rachel Nordlinger & Gillian Wigglesworth

2015. Linguistic diversity in first language acquisition research: Moving beyond the challenges. First Language 35:4-5 ► pp. 286 ff.

UNSWORTH, SHARON

2013. Assessing the role of current and cumulative exposure in simultaneous bilingual acquisition: The case of Dutch gender. Bilingualism: Language and Cognition 16:1 ► pp. 86 ff.

Zwitserlood, Rob, Marjolijn van Weerdenburg, Ludo Verhoeven & Frank Wijnen

2015. Development of Morphosyntactic Accuracy and Grammatical Complexity in Dutch School-Age Children With SLI. Journal of Speech, Language, and Hearing Research 58:3 ► pp. 891 ff.

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