Citations (29)
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Carla Kekejian, Robert Kraemer, Chelsea Sommer, Molly Mcfadden & Chih-Ching Yeh. (2023) The Effects of Language Experience in Both Home and School Environments for Spanish-English Bilingual Children: A Preliminary Study. Journal of Latinos and Education 0:0, pages 1-12.
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Caroline Jones, Marina Kalashnikova, Chantelle Khamchuang, Catherine T. Best, Erin Bowcock, Anne Dwyer, Hollie Hammond, Caroline Hendy, Kate Jones, Catherine Kaplun, Lynn Kemp, Christa Lam-Cassettari, Weicong Li, Karen Mattock, Suzan Odemis & Kate Short. (2022) A short-form version of the Australian English Communicative Development Inventory. International Journal of Speech-Language Pathology 24:4, pages 341-351.
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Maria Lathouras, Marleen F. Westerveld & David Trembath. (2019) Longitudinal reading outcomes in response to a book-based, whole class intervention for students from diverse cultural, linguistic and socio-economic backgrounds. Australian Journal of Learning Difficulties 24:2, pages 147-161.
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Lyndsey Nickels, Solène Hameau, Vishnu K. K. Nair, Polly Barr & Britta Biedermann. (2019) Ageing with bilingualism: benefits and challenges. Speech, Language and Hearing 22:1, pages 32-50.
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Maria Lennox, Marleen F. Westerveld & David Trembath. (2018) Evaluating the effectiveness of PrepSTART for promoting oral language and emergent literacy skills in disadvantaged preparatory students. International Journal of Speech-Language Pathology 20:2, pages 191-201.
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Christel Khoury Aouad Saliby, Christophe dos Santos, Edith Kouba Hreich & Camille Messarra. (2017) Assessing Lebanese bilingual children: The use of Cross-linguistic Lexical Tasks in Lebanese Arabic. Clinical Linguistics & Phonetics 31:11-12, pages 874-892.
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Kamelia Dennaoui, Ruth Jane Nicholls, Meredith O’Connor, Joanne Tarasuik, Amanda Kvalsvig & Sharon Goldfeld. (2016) The English proficiency and academic language skills of Australian bilingual children during the primary school years. International Journal of Speech-Language Pathology 18:2, pages 157-165.
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Marleen F. Westerveld. (2014) Emergent literacy performance across two languages: assessing four-year-old bilingual children. International Journal of Bilingual Education and Bilingualism 17:5, pages 526-543.
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Sharynne McLeod. (2014) Resourcing speech-language pathologists to work with multilingual children. International Journal of Speech-Language Pathology 16:3, pages 208-218.
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Gayle Hemsley, Alison Holm & Barbara Dodd. (2014) Identifying language difference versus disorder in bilingual children. Speech, Language and Hearing 17:2, pages 101-115.
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Gayle Hemsley, Alison Holm & Barbara Dodd. (2013) A bilingual child's language profile: Impaired English but intact Vietnamese. Speech, Language and Hearing 16:3, pages 127-138.
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Wei Qin Teoh, Chris Brebner & Paul McCormack. (2012) Assessing the language skills of children from culturally and linguistically diverse backgrounds: The expressive vocabulary performance of Singaporean English-Mandarin bilingual pre-schoolers. International Journal of Speech-Language Pathology 14:3, pages 281-291.
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Articles from other publishers (17)
Milijana Buac & Margarita Kaushanskaya. (2023) The Impact of Non-Native Language Input on Bilingual Children’s Language Skills. Languages 8:4, pages 277.
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Margarita Kaushanskaya. (2023) Combining Languages in Bilingual Input: Using Experimental Evidence to Formulate Bilingual Exposure Strategies. Journal of Speech, Language, and Hearing Research, pages 1-14.
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Anders Højen, Dorthe Bleses & Philip S. Dale. 2022. Language Assessments for Preschool Children. Language Assessments for Preschool Children.
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Boji P. W. Lam & Li Sheng. (2020) Taxonomic Development in Young Bilingual Children: Task Matters, and So Does Scoring Method. American Journal of Speech-Language Pathology 29:3, pages 1162-1177.
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Birgit Ehl, Gunnar Bruns & Michael Grosche. (2019) Differentiated bilingual vocabulary assessment reveals similarities and differences compared to monolinguals: Conceptual versus single-language scoring and the relation with home language and literacy activities. International Journal of Bilingualism 24:4, pages 715-728.
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Ivy Zhou. 2020. Transnational German Education and Comparative Education Systems. Transnational German Education and Comparative Education Systems
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Kirsten Abbot-Smith, Patrycja Morawska-Patera, Magdalena Łuniewska, Megan Spruce & Ewa Haman. (2018) Using parental questionnaires to investigate the heritage language proficiency of bilingual children. Child Language Teaching and Therapy 34:2, pages 155-170.
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Jissel B. Anaya, Elizabeth D. Peña & Lisa M. Bedore. (2018) Conceptual Scoring and Classification Accuracy of Vocabulary Testing in Bilingual Children. Language, Speech, and Hearing Services in Schools 49:1, pages 85-97.
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Emmanuel Peng Kiat Pua, Mary Lay Choo Lee & Susan J. Rickard Liow. (2017) Screening Bilingual Preschoolers for Language Difficulties: Utility of Teacher and Parent Reports. Journal of Speech, Language, and Hearing Research 60:4, pages 950-968.
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Marina Kalashnikova, Iris-Corinna Schwarz & Denis Burnham. (2016) OZI: Australian English Communicative Development Inventory. First Language 36:4, pages 407-427.
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Karin Keller, Larissa M. Troesch & Alexander Grob. (2015) A large receptive–expressive gap in bilingual children. Frontiers in Psychology 6.
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Allegra Cattani, Kirsten Abbot-Smith, Rafalla Farag, Andrea Krott, Frédérique Arreckx, Ian Dennis & Caroline Floccia. (2014) How much exposure to English is necessary for a bilingual toddler to perform like a monolingual peer in language tests?. International Journal of Language & Communication Disorders 49:6, pages 649-671.
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Megan Gross, Milijana Buac & Margarita Kaushanskaya. (2014) Conceptual Scoring of Receptive and Expressive Vocabulary Measures in Simultaneous and Sequential Bilingual Children. American Journal of Speech-Language Pathology 23:4, pages 574-586.
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Carol Scheffner Hammer, Erika Hoff, Yuuko Uchikoshi, Cristina Gillanders, Dina C. Castro & Lia E. Sandilos. (2014) The language and literacy development of young dual language learners: A critical review. Early Childhood Research Quarterly 29:4, pages 715-733.
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GAYLE HEMSLEY, ALISON HOLM & BARBARA DODD. (2012) Conceptual distance and word learning: Patterns of acquisition in Samoan–English bilingual children. Journal of Child Language 40:4, pages 799-820.
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