Non-word repetition in bilingual children: the role of language exposure, vocabulary scores and environmental factors

References

• Abed Ibrahim, L., & Fekete, I. (2019). What machine learning can tell us about the role of language dominance in the diagnostic accuracy of German LITMUS non-word and sentence repetition tasks. Frontiers in Psychology, 9, 2757. doi:10.3389/fpsyg.2018.02757
   PubMed Web of Science ®Google Scholar
• Altman, C., Burstein Feldman, Z., Yitzhaki, D., Armon Lotem, S., & Walters, J. (2014). Family language policies, reported language use and proficiency in Russian–Hebrew bilingual children in Israel. Journal of Multilingual and Multicultural Development, 35(3), 216–234.
   Web of Science ®Google Scholar
• American Speech-Language-Hearing Association (ASHA). (2004). Knowledge and skills needed by speech-language pathologists and audiologists to provide culturally and linguistically appropriate services. Retrieved from https://www.asha.org/policy/KS2004-00215.htm
   Google Scholar
• Antonijevic-Elliott, S., Lyons, R., O’malley, M. P., Meir, N., Haman, E., & Banasik, N. (2019). Language assessment of monolingual and multilingual children using non-word and sentence repetition tasks. Clinical Linguistics and Phonetics, 34(4), 293–311. 10.1080/02699206.2019.1637458
   PubMed Web of Science ®Google Scholar
• Armon-Lotem, S., de Jong, J., & Meir, N. (2015). Assessing multilingual children: Disentangling bilingualism from language impairment. Bristol, UK: Multilingual Matters. doi:10.21832/9781783093137-009
   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, 51(6), 715–731. doi:10.1111/1460-6984.12242
   PubMed Web of Science ®Google Scholar
• Baddeley, A. (1986). Working memory. Oxford, UK: Clarendon Press.
   Google Scholar
• Balladares, J., Marshall, C., & Griffiths, Y. (2016). Socio-economic status affects sentence repetition, but not non-word repetition, in Chilean preschoolers. First Language, 36, 338–351. doi:10.1177/0142723715626067
   Web of Science ®Google Scholar
• Bedore, L. M., Peña, E. D., Garcia, M., & Cortez, C. (2005). Conceptual versus monolingual scoring. Language, Speech, and Hearing Services in Schools, 36(3), 188–200. doi:10.1044/0161-1461(2005/020)
   Web of Science ®Google Scholar
• Bedore, L. M., Peña, E. D., Joyner, D., & Macken, C. (2011). Parent and teacher rating of bilingual language proficiency and language development concerns. International Journal of Bilingual Education and Bilingualism, 14(5), 489–511. doi:10.1080/13670050.2010.529102
   PubMed Web of Science ®Google Scholar
• Bishop, D. V. M., Snowling, M. J., Thompson, P. A., & Greenhalgh, T. (2017). The Catalise Consortium: CATALISE: A multinational and multidisciplinary Delphi consensus study of problems with language development. Phase 2. Terminology. Journal of Child Psychology and Psychiatry, 58, 1068–1080. doi:10.1111/jcpp.12721
   PubMed Web of Science ®Google Scholar
• Boerma, T., Chiat, S., Leseman, P., Timmermeister, M., Wijnen, F., & Blom, E. (2015). A quasi-universal nonword repetition task as a diagnostic tool for bilingual children learning Dutch as a second language. Journal of Speech, Language, and Hearing Research, 58(6), 1747–1760. doi:10.1044/2015_JSLHR-L-15-0058
   PubMed Web of Science ®Google Scholar
• Brandeker, M., & Thordardottir, E. (2015). Language exposure in bilingual toddlers: Performance on nonword repetition and lexical tasks. American Journal of Speech-Language Pathology, 24(2), 126–138. doi:10.1044/2015_AJSLP-13-0106
   PubMed Web of Science ®Google Scholar
• Carroll, S. E. (2016). Explaining bilingual learning outcomes in terms of exposure and input. Bilingualism: Language and Cognition, 20(1), 37–41. doi:10.1017/S1366728916000511
   Web of Science ®Google Scholar
• Chiat, S., & Polišenská, K. (2016). A Framework for crosslinguistic nonword repetition tests: Effects of bilingualism and socioeconomic status on children’s performance. Journal of Speech, Language, and Hearing Research, 59(5), 1179–1189. doi:10.1044/2016_JSLHR-L-15-0293
   PubMed Web of Science ®Google Scholar
• Chilosi, A. M., Pfanner, L., Pecini, C., Salvadorini, R., Casalini, C., Brizzolara, D., & Cipriani, P. (2019). Which linguistic measures distinguish transient from persistent language problems in late talkers from 2 to 4 years? A study on Italian speaking children. Research in Developmental Disabilities, 89, 59–68. doi:10.1016/j.ridd.2019.03.005
   PubMed Web of Science ®Google Scholar
• Coady, J., & Evans, J. L. (2008). Uses and interpretations of non-word repetition tasks in children with and without specific language impairments (SLI). International Journal of Language & Communication Disorders, 43(1), 1–40. doi:10.1080/13682820601116485
   PubMed Web of Science ®Google Scholar
• Cohen, P. A. (1981). Student ratings of instruction and student achievement: A meta-analysis of multisection validity studies. Review of Educational Research, 51(3), 281–309. doi:10.3102/00346543051003281
   Web of Science ®Google Scholar
• Core, C., Chaturvedy, S., & Martinez-Nadramia, D. (2017). The role of language experience in nonword repetition tasks in young bilingual Spanish-English speaking children. In Proceedings of the 41st annual Boston University conference on language development. Boston, US: Cascadilla Press. Retrieved from http://www.lingref.com/bucld/41/BUCLD41-14.pdf
   Google Scholar
• Core, C., Hoff, E., Rumiche, R., & Señor, M. (2013). Total and conceptual vocabulary in Spanish-English bilinguals from 22 to 30 months: Implications for assessment. Journal of Speech, Language, and Hearing Research, 56, 1637–1649. doi:10.1044/1092-4388(2013/11-0044)
   PubMed Web of Science ®Google Scholar
• Cristia, A., Farabolini, G., Scaff, C., Havron, N., Stieglitz, J., & Mulak, K. E. (2020). Infant-directed input and literacy effects on phonology: Non-word repetition accuracy among the Tsimane. PlosONE, 15(9), e0237702. doi:10.1371/journal.pone.0237702
   PubMed Web of Science ®Google Scholar
• de Almeida, L., Ferre, S., Morin, E., Prevost, P., Dos Santos, C., Tuller, L., … Barthez, M. (2017). Identification of bilingual children with specific language impairment in France. Linguistic Approaches to Bilingualism, 7(3), 331–358. doi:10.1075/lab.15019.alm
   Web of Science ®Google Scholar
• Desmarais, C., Sylvestre, A., Meyer, F., Bairati, I., & Rouleau, N. (2008). Systematic review of the literature on characteristics of late-talking toddlers. International Journal of Language & Communication Disorders, 43(4), 361–389. doi:10.1080/13682820701546854
   PubMed Web of Science ®Google Scholar
• Dispaldro, M., Leonard, L. B., & Deevy, P. (2013). Real-word and nonword repetition in Italian-speaking children with specific language impairment: A study of diagnostic accuracy. Journal of Speech, Language, and Hearing Research, 56(1), 323–336. doi:10.1044/1092-4388(2012/11-0304)
   PubMed Web of Science ®Google Scholar
• D’odorico, L., Assanelli, A., Franco, F., & Jacob, V. (2007). A follow-up study on Italian late talkers: Development of language, short-term memory, phonological awareness, impulsiveness, and attention. Applied Psycholinguistics, 28(1), 157–169. doi:10.1017/S0142716406070081
   Web of Science ®Google Scholar
• Duncan, T. S., & Paradis, J. (2016). English language learners’ nonword repetition performance: The influence of age, L2 vocabulary size, length of L2 exposure, and L1 phonology. Journal of Speech, Language, and Hearing Research, 59(1), 39–48. doi:10.1044/2015_JSLHR-L-14-0020
   PubMed Web of Science ®Google Scholar
• Engel de Abreu, P. M. J. (2011). Working memory in multilingual children: Is there a bilingual effect? Memory (Hove, England), 19(5), 529–537. doi:10.1080/09658211.2011.590504
   PubMed Web of Science ®Google Scholar
• Engel de Abreu, P. M. J., 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. doi:10.1044/1092-4388(2012/12-0079)
   PubMed Web of Science ®Google Scholar
• Estes, G. 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. doi:10.1044/1092-4388(2007/015)
   PubMed Web of Science ®Google Scholar
• Fenson, L., Marchman, V. A., Thal, D. J., Dale, P. S., Reznick, J. S., & Bates, E. (2007). MacArthur-bates communicative development inventories (CDIs). User’s guide and technical manual (2nd ed.). Baltimore, US: Brookes Publishing.
   Google Scholar
• Fisher, E. L. (2017). A systematic review and meta-analysis of predictors of expressive-language outcomes among late talkers. Journal of Speech, Language, and Hearing Research, 60(10), 2935–2948. doi:10.1044/2017_JSLHR-L-16-0310
   PubMed Web of Science ®Google Scholar
• Frank, M. C., Braginsky, M., Yurovsky, D., & Marchman, V. A. (2017). Wordbank: An open repository for developmental vocabulary data. Journal of Child Language, 44(3), 677–694. doi:10.1017/S0305000916000209
   PubMed Web of Science ®Google Scholar
• Gagarina, N., Bohnacker, U., & Lindgren, J. (2019). Macrostructural organization of adults’ oral narrative texts. Narrative texts by children and adults: Insights into their organization through a prism of language system and environmental factors. Leibniz-Zentrum Allgemeine Sprachwissenschaft, 190. Retrieved from https://www.leibniz-zas.de/en/research/publications/details/publications/4386-narrative-texts-by-children-and-adu/
   Google Scholar
• Gagarina, N., Klop, D., Kunnari, S., Tantele, K., Välimaa, T., Balčiūnienė, I., … Walters, J. (2012). MAIN: Multilingual assessment instrument for narratives. Zentrum für Allgemeine Sprachwissenschaft. Retrieved from https://www.leibniz-zas.de/publications/schriftenreihe/zaspil/zaspil-56/main-start/
   Google Scholar
• Gatt, D., & O’Toole, C. (2016). Risk and protective environmental factors for early bilingual language acquisition. International Journal of Bilingual Education and Bilingualism, 20(2), 117–123. doi:10.1080/13670050.2016.1179926
   Web of Science ®Google Scholar
• Gatt, D., O’Toole, C., & Haman, E. (2015). Using parental report to assess early lexical production in children exposed to more than one. In Armon-Lotem, de Jong, & Meir (Eds.), Assessing multilingual children: Disentangling bilingualism from language impairment (Vol. 13, p. 151). doi:10.21832/9781783093137-009
   Google Scholar
• Gibson, T. A., Summers, C., Peña, E. D., Bedore, L. M., Gillam, R. B., & Bohman, T. M. (2015). The role of phonological structure and experience in bilingual children’s nonword repetition performance. Bilingualism: Language and Cognition, 18(3), 551–560. doi:10.3109/13682820903198058
   Web of Science ®Google Scholar
• Girbau, D., & Schwartz, R. G. (2008). Phonological working memory in Spanish-English bilingual children with and without specific language impairment. Journal of Communication Disorders, 41(2), 124–145. doi:10.1016/j.jcomdis.2007.07.001
   PubMed Web of Science ®Google Scholar
• Grimm, A., Ferré, S., dos Santos, C., & Chiat, S. (2014). Can nonwords be language-independent? Cross-linguistic evidence from monolingual and bilingual acquisition of French, German, and Lebanese. Symposium language impairment testing in multilingual Setting (LITMUS): Disentangling bilingualism and SLI.
   Google Scholar
• Guiberson, M., & Rodríguez, B. L. (2015). Classification accuracy of nonword repetition when used with preschool-age Spanish-speaking children. Language, Speech, and Hearing Services in Schools, 67(5), 253–258. doi:10.1159/000442745
   Google 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. doi:10.1111/j.1540-5826.2009.00300.x
   PubMedGoogle Scholar
• Haman, E., Łuniewska, M., & Pomiechowska, B. (2015). Designing cross-linguistic lexical tasks (CLTs) for bilingual preschool children. In Armon-Lotem, de Jong, & Meir (Eds.), Assessing multilingual children: Disentangling bilingualism from Language Impairment (pp. 196–240). Bristol, UK: Multilingual Matters. doi:10.21832/9781783093137-009
   Google Scholar
• Haman, E., Wodniecka, Z., Marecka, M., Szewczyk, J., Białecka-Pikul, M., Otwinowska, A., … Forys-Nogala, M. (2017). How does L1 and L2 exposure impact L1 performance in bilingual children? Evidence from Polish-English migrants to the United Kingdom. Frontiers in Psychology, 8, 1444. doi:10.3389/fpsyg.2017.01444
   PubMed Web of Science ®Google Scholar
• Hoff, E. (2020). Lessons from the study of input effects on bilingual development. International Journal of Bilingualism, 24(1), 82–88. doi:10.1177/1367006918768370
   Web of Science ®Google Scholar
• Hoff, E., Core, C., Place, S., Rumiche, R., Señor, M., & Parra, M. (2012). Dual language exposure and early bilingual development. Journal of Child Language, 39(1), 1–27. doi:10.1017/S0305000910000759
   PubMed Web of Science ®Google Scholar
• Hoff, E., Rumiche, R., Burridge, A., Ribot, K. M., & Welsh, S. N. (2014a). Expressive vocabulary development in children from bilingual and monolingual homes: A longitudinal study from two to four years. Early Childhood Research Quarterly, 29(4), 433–444. doi:10.1016/j.ecresq.2014.04.012
   PubMed Web of Science ®Google Scholar
• Hoff, E., Welsh, S., Place, S., Ribot, K., Grüter, T., & Paradis, J. (2014b). Properties of dual language input that shape bilingual development and properties of environments that shape dual language input. Input and Experience in Bilingual Development, 13, 119–140. doi:10.1075/tilar.13.07hof
   Google Scholar
• Huls, S. K. (2017). Bilingual children’s performance on three nonword repetition tasks: The role of language experience and ability (Doctoral dissertation). US: University of Kansas. Retrieved from https://kuscholarworks.ku.edu/bitstream/handle/1808/26333/Huls_ku_0099D_15325_DATA_1.pdf?sequence=1&isAllowed=y
   Google Scholar
• International Association of Logopedics and Phoniatrics (IALP). (2011). Recommendations for working with bilingual children. Retrieved from http://www.specchioriflesso.net/media/162083/linee_guida_bilingui_ialp-_may_2011.pdf
   Google Scholar
• Kohnert, K., Windsor, J., & Yim, D. (2006). Do language-based processing tasks separate children with language impairment from typical bilinguals? Learning Disabilities Research & Practice, 21(1), 19–29. doi:10.1111/j.1540-5826.2006.00204.x
   Google Scholar
• Li’el, N. (2017). Assessing dual language learners with primary language impairments: Developing an assessment approach (Doctoral dissertation). US: Curtin University. doi:10.1177/1367006912438303
   Google Scholar
• Lüke, C., Grimminger, A., Rohlfing, K. J., & Liszkowski, U. (2017). In infants' hands: Identification of preverbal infants at risk for primary language delay. Child Development, 88(2), 484–492. doi:10.1111/cdev.12610
   PubMed Web of Science ®Google Scholar
• Marini, A., Ruffino, M., Sali, M. E., & Molteni, M. (2017). The role of phonological working memory and environmental factors in lexical development in Italian-speaking late talkers: A one-year follow-up study. Journal of Speech, Language, and Hearing Research, 60(12), 3462–3473. doi:10.1044/2017_JSLHR-L-15-0415
   PubMed Web of Science ®Google Scholar
• McBride-Chang, C., Wagner, R. K., Muse, A., Chow, B. W. Y., & Shu, H. U. A. (2005). The role of morphological awareness in children's vocabulary acquisition in English. Applied Psycholinguistics, 26(3), 415–435. doi:10.1017/S014271640505023X
   Web of Science ®Google Scholar
• McHugh, M. L. (2012). Interrater reliability: The kappa statistic. Biochemia Medica: Biochemia Medica, 22(3), 276–282, PMID: 23092060.
   PubMed Web of Science ®Google Scholar
• Meir, N., & Armon-Lotem, S. (2017). Independent and combined effects of socioeconomic status (SES) and bilingualism on children’s vocabulary and verbal short-term memory. Frontiers in Psychology, 8, 1442. doi:10.3389/fpsyg.2017.01442
   PubMed Web of Science ®Google Scholar
• Messer, M. H., Leseman, P. P. M., Boom, J., & Mayo, A. Y. (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. doi:10.1016/j.jecp.2009.12.006
   PubMed Web of Science ®Google Scholar
• Munson, B., Kurtz, B. A., & Windsor, J. (2005). The influence of vocabulary size, phonotactic probability, and wordlikeness on nonword repetitions of children with and without specific language impairment. Journal of Speech, Language, and Hearing Research, 48(5), 1033–1047. doi:10.1044/1092-4388(2005/072)
   PubMed Web of Science ®Google Scholar
• Onofrio, D. (2017). Riconoscere un ritardo di linguaggio nei bambini bilingui. Studio delle traiettorie evolutive e degli indicatori precoci di rischio nello sviluppo del linguaggio (PhD dissertation). Rome: Università degli Studi di Roma La Sapienza.
   Google Scholar
• Onofrio, D., Rinaldi, P., & Pettenati, P. (2012). Il primo sviluppo del linguaggio in bambini che imparano più lingue: una proposta per la valutazione e l'interpretazione del profilo linguistico. Psicologia clinica dello sviluppo, 16(3), 661–670. doi:10.1449/38845
   Google Scholar
• Paradis, J., & Emmerzael, K. (2010). Assessment of English language learners: Using parent report on first language development. Journal of Communication Disorders, 43(6), 474–497. doi:10.1016/j.jcomdis.2010.01.002
   PubMed Web of Science ®Google Scholar
• Park, H., & Schwarz, I. (2016). The influence of language proficiency on language-based processing skills: Evidence from Korean–English bilingual children. Speech, Language and Hearing, 19(4), 189–202. doi:10.1080/2050571X.2016.1169623
   Web of Science ®Google Scholar
• Parra, M., Hoff, E., & Core, C. (2011). Relations among language exposure, phonological memory, and language development in Spanish–English bilingually developing 2-year-olds. Journal of Experimental Child Psychology, 108(1), 113–125. doi:10.1016/j.jecp.2010.07.011
   PubMed Web of Science ®Google Scholar
• Petersen, D. B., Chanthongthip, H., Ukrainetz, T. A., Spencer, T. D., & Steeve, R. W. (2017). Dynamic assessment of narratives: Efficient, accurate identification of language impairment in bilingual students. Journal of Speech, Language, and Hearing Research, 60(4), 983–998. doi:10.1044/2016_JSLHR-L-15-0426
   PubMed Web of Science ®Google Scholar
• Petruccelli, N., Bavin, E. L., & Bretherton, L. (2012). Children with specific language impairment and resolved late talkers: Working memory profiles at 5 years. Journal of Speech, Language, and Hearing Research, 55(6), 1690–1703. doi:10.1044/1092-4388(2012/11-0288)
   PubMed Web of Science ®Google Scholar
• Place, S., & Hoff, E. (2011). Properties of dual language exposure that influence two-year-olds’ bilingual proficiency. Child Development, 82(6), 1834–1849. doi:10.1016/j.jecp.2010.07.011
   PubMed Web of Science ®Google Scholar
• Reilly, S., Cook, F., Bavin, E. L., Bretherton, L., Cahir, P., Eadie, P., … Wake, M. (2018). Cohort profile: The early language in Victoria student (ELVS). International Journal of Epidemiology, 47(1), 11–20. doi:10.1093/ije/dyx079
   PubMed Web of Science ®Google Scholar
• Rescorla, L. (1989). The language development survey: A screening tool for delayed language in toddlers. Journal of Speech and Hearing Disorders, 54(4), 587–599. doi:10.1044/jshd.5404.587
   PubMedGoogle Scholar
• Rice, M. L. (2016). Specific language impairment, nonverbal IQ, attention-deficit/hyperactivity disorder, autism spectrum disorder, cochlear implants, bilingualism, and dialectal variants: Defining the boundaries, clarifying clinical conditions, and sorting out causes. Journal of Speech, Language, and Hearing Research, 59(1), 122–132. doi:10.1044/2015_JSLHR-L-15-0255
   PubMed Web of Science ®Google Scholar
• Rinaldi, P., Pasqualetti, P., Stefanini, S., Bello, A., & Caselli, M. C. (2019). The Italian words and sentences MB-CDI: Normative data and concordance between complete and short forms. Journal of Child Language, 46(3), 546–566. doi:10.1017/S0305000919000011
   PubMed Web of Science ®Google Scholar
• Saiegh-Haddad, E., & Ghawi-Dakwar, O. (2017). Impact of diglossia on word and non-word repetition among language impaired and typically developing Arabic native speaking children. Frontiers in Psychology, 8, 2010. doi:10.3389/fpsyg.2017.02010
   PubMed Web of Science ®Google Scholar
• Santos Dos, C., & Ferré, S. (2016). A nonword repetition task to assess bilingual children’s phonology. Language Acquisition, 25(1), 58–71. doi:10.1080/10489223.2016.1243692
   Web of Science ®Google Scholar
• Sharp, K. M., & Gathercole, V. (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. doi:10.1177/0265659012465208
   Web of Science ®Google Scholar
• St Clair, M. C., Forrest, C. L., Yew, S. G. K., & Gibson, J. L. (2019). Early risk factors and emotional difficulties in children at risk of developmental language disorder: A population cohort study. Journal of Speech, Language, and Hearing Research, 62(8), 2750–2771. doi:10.1044/2018_JSLHR-L-18-0061
   PubMed Web of Science ®Google Scholar
• Stella, G., Pizzoli, C., & Tressoldi, P. (2000). PPVT-R- peabody picture vocabulary test-R. Italian adaptation and standardization. Torino: Omega Edizioni.
   Google Scholar
• Stokes, S. F., Moran, C., & George, A. (2013). Nonword repetition and vocabulary use in toddlers. Topics in Language Disorders, 33(3), 224–237. doi:10.1097/TLD.0b013e31829d038c
   Web of Science ®Google Scholar
• Summers, C., Bohman, T. M., Gillam, R. B., Peña, E. D., & Bedore, L. M. (2010). Bilingual performance on nonword repetition in Spanish and English. International Journal of Language & Communication Disorders, 45(4), 480–493. doi:10.3109/13682820903198058
   PubMed Web of Science ®Google Scholar
• Thordardottir, E. (2017). Are background variables good predictors of need for L2 assistance in school? Effects of age, L1, amount, and timing of exposure on Icelandic language and nonword repetition scores. International Journal of Bilingual Education and Bilingualism, 23(4), 1–23. doi:10.1080/13670050.2017.1358695
   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. doi:10.1016/j.jcomdis.2012.08.002
   PubMed Web of Science ®Google Scholar
• Thordardottir, E., & Juliusdottir, A. G. (2013). Icelandic as a second language: A longitudinal study of language knowledge and processing by school-age children. International Journal of Bilingual Education and Bilingualism, 16(4), 411–435. doi:10.1080/13670050.2012.693062
   Web of Science ®Google Scholar
• Tuller, L., Hamann, C., Chilla, S., Ferré, S., Morin, E., Prevost, P., … Zebib, R. (2018). Identifying language impairment in bilingual children in France and in Germany. International Journal of Language & Communication Disorders, 53(4), 888–904. doi:10.1111/1460-6984.12397
   PubMed Web of Science ®Google Scholar
• White, M. J. (2020). Phonological working memory and non-verbal complex working memory as predictors of future English outcomes in young ELLs. International Journal of Bilingualism. doi:10.1177/1367006920948136
   PubMed Web of Science ®Google Scholar
• 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)
   PubMed Web of Science ®Google Scholar