763
Views
7
CrossRef citations to date
0
Altmetric
Articles

Core vocabulary in the narratives of bilingual children with and without language impairment

, &
Pages 790-801 | Received 28 Sep 2016, Accepted 25 Aug 2017, Published online: 22 Sep 2017

References

  • Bedore, L.M., & Leonard, L.B. (1998). Specific language impairment and grammatical morphology: A discriminant function analysis. Journal of Speech, Language, and Hearing Research, 41, 1185–1192. doi:10.1044/jslhr.4105.1185
  • Bedore, L.M., & Leonard, L.B. (2001). Grammatical morphology deficits in Spanish-speaking children with specific language impairment. Journal of Speech, Language, and Hearing Research, 44, 905–924. doi:10.1044/1092-4388(2001/072)
  • Berman, R.A., & Slobin, D.I. (2013). Relating events in narrative: A crosslinguistic developmental study. New York, NY: Psychology Press.
  • Beukelman, D., Jones, R., & Rowan, M. (1989). Frequency of word usage by nondisabled peers in integrated preschool classrooms. Augmentative and Alternative Communication, 5, 243–248. doi:10.1080/07434618912331275296
  • Bjorklund, D.F. (1987). How age changes in knowledge base contribute to the development of children's memory: An interpretive review. Developmental Review, 7, 93–130. doi:10.1016/0273-2297(87)90007-4
  • Burroughs, G.E.R. (Ed.) (1957). A study of the vocabulary of young children (No. 1). Edinburgh, UK: Published by Oliver and Boyd for University of Birmingham, Institute of Education.
  • Clark, E.V. (1995). The lexicon and syntax. In J.L. Miller & P.D. Eismas (Eds.), Speech, language, and communication (pp. 303–337). San Diego, CA: Academic Press.
  • Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Erlbaum.
  • Conti-Ramsden, G., Crutchley, A., & Botting, N. (1997). The extent to which psychometric tests differentiate subgroups of children with SPLI. Journal of Speech, Language, and Hearing Research, 40, 765–777. doi:10.1044/jslhr.4004.765
  • Dockrell, J.E., & Messer, D. (2004). Lexical acquisition in the early school years. Language Development across Childhood and Adolescence, 3, 35–52.
  • Dockrell, J.E., Messer, D., George, R., & Ralli, A. (2003). Beyond naming patterns in children with WFDs: Definitions for nouns and verbs. Journal of Neurolinguistics, 16, 191–211. doi:10.1016/S0911-6044(02)00012-X
  • Dockrell, J.E., Messer, D., George, R., & Wilson, G. (1998). Children with word-finding difficulties prevalence, presentation and naming problems. International Journal of Language and Communication Disorders, 33, 445–454. doi:10.1080/136828298247721
  • Dromi, E., Leonard, L.B., & Shteiman, M. (1993). The grammatical morphology of Hebrew-speaking children with specific language impairment: Some competing hypotheses. Journal of Speech, Language, and Hearing Research, 36, 760–771. doi:10.1044/jshr.3604.760
  • German, D.J., & Simon, E. (1991). Analysis of children's word-finding skills in discourse. Journal of Speech and Hearing Research, 34, 309–316. doi:10.1044/jshr.3402.309
  • Gillam, R., Peña, E.D., Bedore, L.M., Bohman, T., & Mendez-Perez, A. (2013). Identification of specific language impairment in bilingual children. Part 1: Assessment in English. Journal of Speech, Language Hearing Research, 56, 1813–1823. doi:10.1044/1092-4388(2013/12-0056)
  • Gillam, R.B., & Pearson, N.A. (2004). Test of narrative language: Examiner's manual. Austin, TX: Pro-ed.
  • Gopnik, M., & Crago, M. (1991). Familial aggregation of a developmental language disorder. Cognition, 39, 1–50. doi:10.1016/0010-0277(91)90058-C
  • Gray, S. (2003). Word-Learning by preschoolers with specific language impairment: What predicts success? Journal of Speech, Language, and Hearing Research, 46, 56–67. doi:10.1044/1092-4388(2003/005)
  • Grela, B., Rashiti, L., & Soares, M. (2004). Dative prepositions in children with specific language impairment. Applied Psycholinguistics, 25, 467–480. doi:10.1017/S0142716404001225
  • Grela, B.G., & Leonard, L.B. (2000). The influence of argument-structure complexity on the use of auxiliary verbs by children with SLI. Journal of Speech, Language, and Hearing Research, 43, 1115–1125. doi:10.1044/jslhr.4305.1115
  • Heilmann, J.J., Rojas, R., Iglesias, A., & Miller, J.F. (2015). Clinical impact of wordless picture storybooks on bilingual narrative language production: A comparison of the ‘Frog’ stories. International Journal of Language & Communication Disorders, 51, 339–345. doi:10.1111/1460-6984.12201
  • Hsu, H.J., & Bishop, D.V. (2011). Grammatical difficulties in children with specific language impairment: Is learning deficient? Human Development, 53, 264–277. doi:10.1159/000321289
  • Kail, R., & Leonard, L.B. (1986). Word-finding abilities in language-impaired children. ASHA Monographs, (25), 1.
  • Kan, P.F., & Windsor, J. (2010). Word learning in children with primary language impairment: A meta-analysis. Journal of Speech, Language, and Hearing Research, 53, 739–756. doi:10.1044/1092-4388(2009/08-0248)
  • Kohnert, K., & Kan, P. (2007) Lexical skills in young children learning a second language: Methods, results and clinical applications. In J. Centeno, R. Anderson, & L. Obler (Eds.), Communication disorders in Spanish speakers: Theoretical, research and clinical aspects (pp. 156–168). Tonawanda, NY: Multilingual Matters Ltd.
  • Leonard, L. (1989). Language learnability and specific language impairment in children. Applied Psycholinguistics, 10, 179–202. doi:10.1017/S0142716400008511
  • Leonard, L.B. (1995). Functional categories in the grammars of children with specific language impairment. Journal of Speech, Language, and Hearing Research, 38, 1270–1283. doi:10.1044/jshr.3806.1270
  • Leonard, L.B. (2014). Children with specific language impairment. Boston, MA: MIT Press.
  • Leonard, L.B., & Bortolini, U. (1998). Grammatical morphology and the role of weak syllables in the speech of Italian-speaking children with specific language impairment. Journal of Speech, Language, and Hearing Research, 41, 1363–1374. doi:10.1044/jslhr.4106.1363
  • Leonard, L.B., Caselli, M.C., Bortolini, U., McGregor, K.K., & Sabbadini, L. (1992). Morphological deficits in children with specific language impairment: The status of features in the underlying grammar. Language Acquisition, 2, 151–179. doi:10.1207/s15327817la0202_2
  • Leonard, L.B., Eyer, J.A., Bedore, L.M., & Grela, B.G. (1997). Three accounts of the grammatical morpheme difficulties of English-speaking children with specific language impairment. Journal of Speech, Language, and Hearing Research, 40, 741–753. doi:10.1044/jslhr.4004.741
  • Leonard, L.B., McGregor, K.K., & Allen, G.D. (1992). Grammatical morphology and speech perception in children with specific language impairment. Journal of Speech, Language, and Hearing Research, 35, 1076–1085. doi:10.1044/jshr.3505.1076
  • Levelt, W.J. (1995). The ability to speak: From intentions to spoken words. European Review, 3, 13–23. doi:10.1017/S1062798700001290
  • Loeb, D.F., & Leonard, L.B. (1991). Subject case marking and verb morphology in normally developing and specifically language-impaired children. Journal of Speech, Language, and Hearing Research, 34, 340–346. doi:10.1044/jshr.3402.340
  • McGregor, K. (1997). The nature of word-finding errors of preschoolers with and without word-finding deficits. Journal of Speech, Language, and Hearing Research, 40, 1232–1244. doi:10.1044/jslhr.4006.1232
  • McGregor, K., Newman, R., Reilly, R., & Capone, N. (2002). Semantic representation and naming in children with specific language impairment. Journal of Speech, Language, and Hearing Research, 45, 998–1014. doi:10.1044/1092-4388(2002/081)
  • McGregor, K.K., & Appel, A. (2002). On the relation between mental representation and naming in a child with specific language impairment. Clinical Linguistics & Phonetics, 16, 1–20. doi:10.1080/02699200110085034
  • Miller, J.F., & Iglesias, A. (2008). Systematic Analysis of Language Transcripts (SALT), English & Spanish (Version 9) [Computer software]. Madison: University of Wisconsin – Madison, Waisman Center. Language Analysis Laboratory.
  • Moore, M.E. (1995). Error analysis of pronouns by normal and language-impaired children. Journal of Communication Disorders, 28, 57–72. doi:10.1016/0021-9924(94)00007-M
  • Moyle, M.J., Weismer, S.E., Evans, J.L., & Lindstrom, M.J. (2007). Longitudinal relationships between lexical and grammatical development in typical and late-talking children. Journal of Speech, Language, and Hearing Research, 50, 508–528. doi:10.1044/1092-4388(2007/035)
  • Nash, M., & Donaldson, M.L. (2005). Word learning in children with vocabulary deficits. Journal of Speech, Language, and Hearing Research, 48, 439–458. doi:10.1044/1092-4388(2005/030)
  • Newcomer, P.L., & Hammill, D.D. (2008). Test of Language Development: Primary (TOLD-P: 4). Austin, TX: PRO-ED.
  • Oetting, J.B., & Horohov, J.E. (1997). Past-tense marking by children with and without specific language impairment. Journal of Speech, Language, and Hearing Research, 40, 62–74. doi:10.1044/jslhr.4001.62
  • Oetting, J.B., & Rice, M.L. (1993). Plural acquisition in children with specific language impairment. Journal of Speech, Language, and Hearing Research, 36, 1236–1248. doi:10.1044/jshr.3606.1236
  • Olswang, L.B., Long, S.H., & Fletcher, P. (1997). Verbs in the emergence of word combinations in young children with specific expressive language impairment. International Journal of Language & Communication Disorders, 32, 15–33. doi:10.1111/j.1460-6984.1997.tb01622.x
  • Paradis, J., Crago, M., Genesee, F., & Rice, M. (2003). French–English bilingual children with SLI. How do they compare with their monolingual peers? Journal of Speech, Language, and Hearing Research, 46, 1–113 & 127. doi:10.1044/1092-4388(2003/er01)
  • Peña, E., Iglesias, A., & Lidz, C.S. (2001). Reducing test bias through dynamic assessment of children's word learning ability. American Journal of Speech-Language Pathology, 10, 138–154. doi:10.1044/1058-0360(2001/014)
  • Peña, E.D., Gutiérrez-Clellen, V.F., Iglesias, A., Goldstein, B.A., & Bedore, L.M. (2014). Bilingual English Spanish Assessment (BESA). San Diego, CA: AR Clinical Publications.
  • Records, N.L., & Tomblin, J.B. (1994). Clinical decision making describing the decision rules of practicing speech-language pathologists. Journal of Speech, Language, and Hearing Research, 37, 144–156. doi:10.1044/jshr.3701.144
  • Restrepo, M.A. (1998). Identifiers of predominantly Spanish-speaking children with language impairment. Journal of Speech, Language, and Hearing Research, 41, 1398–1411. doi:10.1044/jslhr.4106.1398
  • Restrepo, M.A., & Kruth, K. (2000). Grammatical characteristics of a Spanish–English bilingual child with specific language impairment. Communication Disorders Quarterly, 21, 66–76. doi:10.1177/152574010002100201
  • Rice, M.L., & Bode, J.V. (1993). GAPS in the verb lexicons of children with specific language impairment. First Language, 13, 113–131. doi:10.1177/014272379301303707
  • Rice, M.L., Levy, Y., & Schaeffer, J. (2003). A unified model of specific and general language delay: Grammatical tense as a clinical marker of unexpected variation. In Y. Levy & J. Schaeffer (Eds.), Language competence across populations: Toward a definition of specific language impairment (pp. 63–95). Mahwah, NJ: Lawrence Erlbaum.
  • Rice, M.L., Oetting, J.B., Marquis, J., Bode, J., & Pae, S. (1994). Frequency of input effects on word comprehension of children with specific language impairment. Journal of Speech, Language, and Hearing Research, 37, 106–122. doi:10.1044/jshr.3701.106
  • Rice, M.L., Wexler, K., & Cleave, P.L. (1995). Specific language impairment as a period of extended optional infinitive. Journal of Speech, Language, and Hearing Research, 38, 850–863. doi:10.1044/jshr.3804.850
  • Robillard, M., Mayer-Crittenden, C., Minor-Corriveau, M., & Bélanger, R. (2014). Monolingual and bilingual children with and without primary language impairment: Core vocabulary comparison. Augmentative and Alternative Communication, 30, 267–278. doi:10.3109/07434618.2014.921240
  • Rom, A., & Leonard, L.B. (1990). Interpreting deficits in grammatical morphology in specifically language-impaired children: Preliminary evidence from Hebrew. Clinical Linguistics & Phonetics, 4, 93–105. doi:10.3109/02699209008985474
  • Sheng, L., & McGregor, K.K. (2010). Lexical–semantic organization in children with specific language impairment. Journal of Speech, Language, and Hearing Research, 53, 146–159. doi:10.1044/1092-4388(2009/08-0160)
  • Sheng, L., Bedore, L.M., Peña, E.D., & Taliancich-Klinger, C. (2013). Semantic convergence in Spanish–English bilingual children with primary language impairment. Journal of Speech, Language, and Hearing Research, 56, 766–777. doi:10.1044/1092-4388(2012/11-0271)
  • Sheng, L., Peña, E.D., Bedore, L.M., & Fiestas, C.E. (2012). Semantic deficits in Spanish–English bilingual children with language impairment. Journal of Speech, Language, and Hearing Research, 55, 1–15. doi:10.1044/1092-4388(2011/10-0254)
  • Tomasello, M. (2009). Constructing a language. Cambridge, MA: Harvard University Press.
  • Trembath, D., Balandin, S., & Togher, L. (2007). Vocabulary selection for Australian children who use augmentative and alternative communication. Journal of Intellectual and Developmental Disability, 32, 291–301. doi:10.1080/13668250701689298
  • Ubels, A.J. (2012). Vocabulary use in seven- to nine-year-old bilingual children with and without language impairment (Master’s thesis). Retrieved from http://hdl.handle.net/2152/ETD-UT-2012-05-5339
  • Ullman, M.T., & Gopnik, M. (1994). The production of inflectional morphology in hereditary specific language impairment. McGill Working Papers in Linguistics, 10, 81–118.
  • Watkins, R.V., Rice, M.L., & Moltz, C.C. (1993). Verb use by language-impaired and normally developing children. First Language, 13, 133–143. doi:10.1177/014272379301303708
  • Windfuhr, K.L., Faragher, B., & Conti-Ramsden, G. (2002). Lexical learning skills in young children with specific language impairment (SLI). International Journal of Language & Communication Disorders, 37, 415–432. doi:10.1080/1368282021000007758
  • Windsor, J., Kohnert, K., Lobitz, K.F., & Pham, G.T. (2010). Cross-language nonword repetition by bilingual and monolingual children. American Journal of Speech-Language Pathology, 19, 298–310. doi:10.1044/1058-0360(2010/09-0064)

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.