Longitudinal trajectories of the representation and access to phonological information in bilingual children with specific language impairment

References

• Adrover-Roig, D., Sesé, A., Barceló, F., & Palmer, A. (2012). A latent variable approach to executive control in healthy ageing. Brain and Cognition, 78, 284–299. doi:10.1016/j.bandc.2012.01.005.
   PubMed Web of Science ®Google Scholar
• Aguilar-Alonso, Á., & Moreno-González, V. (2012). Neuropsychological differences between samples of dyslexic and reader children by means of NEPSY. Anuario de Psicología, 42, 35–50.
   Google Scholar
• Aguilar-Mediavilla, E., Buil-Legaz, L., Pérez-Castelló, J. A., Rigo-Carratalà, E., & Adrover-Roig, D. (2014). Early preschool processing abilities predict subsequent reading outcomes in bilingual Spanish-Catalan children with Specific Language Impairment (SLI). Journal of Communication Disorders, 50, 19–35. doi:10.1016/j.jcomdis.2014.03.003.
   PubMed Web of Science ®Google Scholar
• Aguilar-Mediavilla, E., Sanz-Torrent, M., & Serra-Raventós, M. (2007). Influence of phonology on morpho-syntax in Romance languages in children with Specific Language Impairment (SLI). International Journal of Language and Communication Disorders, 43, 325–347. doi:10.1080/13682820600881527.
   Web of Science ®Google Scholar
• Aguilar-Mediavilla, E., & Serra-Raventós, M. (2006). Phonological profile of Spanish-Catalan children with specific language impairment at age 4: are there any changes over time? Folia Phoniatrica et Logopaedica, 58, 400–414. doi:10.1159/000095001.
   PubMed Web of Science ®Google Scholar
• Aguinaga, G., Armentia, M., Fraile, A., Olangua, P., & Uriz, N. (2004). Prueba de Lenguaje Oral de Navarra-Revisada (PLON-R). Madrid: TEA.
   Google Scholar
• American Psychiatric Association. (2013). DSM-5: Diagnostic and statistical manual of mental disorders. Washington, DC: American Psychiatric Association.
   Google Scholar
• Baddeley, A. D. (1997). Human memory: Theory and practice. New York: Psychology Press.
   Google Scholar
• Bishop, D. (1992). The underlying nature of specific language impairment. Journal of Child Psychology and Psychiatry, 33, 3–66. doi:10.1111/j.1469-7610.1992.tb00858.x.
   PubMed Web of Science ®Google Scholar
• Briscoe, J., Bishop, D., & Norbury, C. F. (2001). Phonological processing, language, and literacy: A comparison of children with mild-to-moderate sensorineural hearing loss and those with specific language impairment. Journal of Child Psychology and Psychiatry, 42, 329–340. doi:10.1111/1469-7610.00726.
   PubMed Web of Science ®Google Scholar
• Brizzolara, D., Chilosi, A., Cipriani, P., Di Filippo, G., Gasperini, F., … , Zoccolotti, P. (2006). Do phonologic and rapid automatized naming deficits differentially affect dyslexic children with and without a history of language delay? A study of Italian dyslexic children. Cognitive and Behavioral Neurology, 19, 141. doi:10.1097/01.wnn.0000213902.59827.19.
   PubMed Web of Science ®Google Scholar
• Caravolas, M., Lervåg, A., Mousikou, P., Efrim, C., Litavsky, M., Onochie-Quintanilla, E., … , Hulme, C. (2012). Common patterns of prediction of literacy development in different alphabetic orthographies. Psychological Science, 23, 678–686. doi:10.1177/0956797611434536.
   PubMed Web of Science ®Google Scholar
• Casalini, C., Brizzolara, D., Chilosi, A., Cipriani, P., Marcolini, S., Pecini, C., … , Burani, C. (2007). Non-word repetition in children with Specific Language Impairment: A deficit in phonological working memory or in long term verbal knowledge? Cortex, 43, 769–776. doi:10.1016/S0010-9452(08)70505-7.
   PubMed Web of Science ®Google Scholar
• Catts, H. W., Fey, M. E., Zhang, X., & Tomblin, J. B. (1999). Language basis of reading and reading disabilities: Evidence from a longitudinal investigation. Scientific Studies of Reading, 3, 331–361. doi:10.1207/s1532799xssr0304_2.
   Google Scholar
• Claessen, M., Leitão, S., Kane, R., & Williams, C. (2013). Phonological processing skills in specific language impairment. International Journal of Speech-Language Pathology, 15, 471–483. doi:10.3109/17549507.2012.753110.
   PubMed Web of Science ®Google Scholar
• Conti-Ramsden, G. (2008). Heterogeneity of Specific Language Impairment (SLI): Outcomes in Adolescence. In C. F. Norbury, J. B. Tomblin, & D. Bishop (eds.), Understanding developmental language disorders: From theory to practice. (pp. 115–129). New York: Psychology Press.
   Google Scholar
• Conti-Ramsden, G., & St. Clair, M. (2012). Developmental trajectories of verbal and nonverbal skills in individuals with a history of specific language impairment: From childhood to adolescence. Journal of Speech, Language, and Hearing Research, 55, 1716–1735. doi:10.1044/1092-4388(2012/10-0182).
   PubMed Web of Science ®Google Scholar
• Conti-Ramsden, G., Botting, N., & Faragher, B. (2001). Psycholinguistic markers for specific language impairment (SLI). Journal of Child Psychology and Psychiatry, and allied disciplines, 42, 741–748. doi:10.1111/1469-7610.00770.
   PubMed Web of Science ®Google Scholar
• Dollaghan, C. A., & Campbell, T. (1998). Nonword repetition and child language impairment. Journal of Speech, Language, and Hearing Research, 41, 1136–1146. doi:10.1044/jslhr.4105.1136.
   PubMed Web of Science ®Google Scholar
• Ebbels, S. H., Dockrell, J. E., & van der Lely, H. (2012). Non-word repetition in adolescents with specific language impairment (SLI). International Journal of Language and Communication Disorders, 47, 257–273. doi:10.1111/j.1460-6984.2011.00099.x.
   PubMed Web of Science ®Google Scholar
• Edwards, J., & Lahey, M. (1996). Auditory lexical decisions of children with specific language impairment. Journal of Speech and Hearing Research, 39, 1263–1273. doi:10.1348/026151004772901131.
   PubMedGoogle Scholar
• Gathercole, S. E., & Baddeley, A. D. (1990). Phonological memory deficits in language disordered children: Is there a causal connection? Journal of Memory and Language, 29, 336–360. doi:10.1016/0749-596X(90)90004-J.
   Web of Science ®Google Scholar
• Gillon, G. (2004). Phonological awareness: From research to practice. New York: The Guilford Press.
   Google Scholar
• International Business Machines Corporation (2010). IBM SPSS statistics for windows, version 19.0. Armonk, NY: IBM.
   Google Scholar
• Johnson, C.J., Beitchman, J.H., Young, A., Escobar, M., Atkinson, L., Wilson, B., … , Wang, M. (1999). Fourteen-year follow-up of children with and without speech/language impairments: Speech/language stability and outcomes. Journal of Speech, Language, and Hearing Research, 42, 744–760. doi:10.1044/jslhr.4203.744.
   PubMed Web of Science ®Google Scholar
• Kelso, K., Fletcher, J., & Lee, P. (2007). Reading comprehension in children with specific language impairment: An examination of two subgroups. International Journal of Language and Communication Disorders, 42, 39–57. doi:10.7764/psykhe.24.2.763.
   PubMed Web of Science ®Google Scholar
• Korkman, M., Kirk, U., & Kemp, S. (1998). Nepsy: Developmental neuropsychological assessment. San Antonio: Psychological Corp.
   Google Scholar
• Leclercq, A.L., Quémart, P., Magis, D., & Maillart, C. (2014). The sentence repetition task: a powerful diagnostic tool for French children with specific language impairment. Research in Developmental Disabilities, 35, 3423–3430. doi:10.1016/j.ridd.2014.08.026.
   PubMed Web of Science ®Google Scholar
• Leonard, L. B. (1998). Children with specific language impairment. Massachusetts: MIT Press (MA).
   Google Scholar
• Leonard, L. B. (2014a). Children with specific language impairment and their contribution to the study of language development. Journal of Child Language, 41, 38–47. doi:10.1017/S0305000914000130.
   PubMed Web of Science ®Google Scholar
• Leonard, L. B. (2014b). Specific Language Impairment Across Languages. Child Development Perspectives, 8, 1–5. doi:10.1111/cdep.12053.
   PubMed Web of Science ®Google Scholar
• Maillart, C., Schelstraete, M., & Hupet, M. (2014). Phonological representations in children with SLI: A study of French. Journal of Speech, Language, and Hearing Research, 47, 187–198. doi:10.1044/1092-4388(2004/016).
   Web of Science ®Google Scholar
• Messer, D., Dockrell, J., & Murphy, N. (2004). The relation between naming and literacy in children with word finding difficulties. Journal of Educational Psychology, 96, 462–470. doi:10.1037/0022-0663.96.3.462.
   Web of Science ®Google Scholar
• Miller, C. A., Kail, R., Leonard, L. B., & Tomblin, J. B. (2001). Speed of processing in children with specific language impairment. Journal of Speech, Language, and Hearing Research, 44, 416–433. doi:10.1044/1092-4388(2001/034).
   PubMed Web of Science ®Google Scholar
• Peña, E. D., Bedore, L. M., & Kester, E. S. (2015). Discriminant accuracy of a semantics measure with Latino English-speaking, Spanish-speaking, and English–Spanish bilingual children. Journal of Communication Disorders, 53, 30–41. doi:10.1016/j.jcomdis.2014.11.001.
   PubMed Web of Science ®Google Scholar
• Rapin, I., Dunn, M., & Allen, D. (2003). Developmental language disorders. In S. J. Segalowitz & I. Rapin (eds.), Handbook of neuropsychology (2nd ed., Vol. 8, Part II). (pp. 593–630). New York: Elsevier Science.
   Google Scholar
• Rice, M. L., & Redmond, S. M. (2006). Mean length of utterance in children with specific language impairment and in younger control children shows concurrent validity and stable and parallel growth trajectories. Journal of Speech, Language, and Hearing Research, 49, 793–808. doi:10.1044/1092-4388(2006/056).
   PubMed Web of Science ®Google Scholar
• Rice, M. L., Wexler, K., & Hershberger, S. (1998). Tense over time: the longitudinal course of tense acquisition in children with specific language impairment. Journal of Speech, Language, and Hearing Research, 41, 1412–1431. doi:10.1044/jslhr.4106.1412.
   PubMed Web of Science ®Google Scholar
• Sahlén, B., Reuterskiöld-Wagner, C., Nettelbladt, U., & Radeborg, K. (1999). Nonword repetition in children with language impairment: Pitfalls and possibilities. International Journal of Language and Communication Disorders, 34, 337–352. doi:10.1080/136828299247441.
   PubMed Web of Science ®Google Scholar
• Sanz-Torrent, M., Serrat, E., Andreu, L., & Serra-Raventós, M. (2008). Verb morphology in Catalan and Spanish in children with specific language impairment: A developmental study. Clinical Linguistics and Phonetics, 22, 459–474. doi:10.1080/02699200801892959.
   PubMed Web of Science ®Google Scholar
• Snowling, M. (2000). Dyslexia. Oxford: Blackwell.
   Google Scholar
• Snowling, M., Chiat, S., & Hulme, C. (1991). Words, nonwords, and phonological processes: Some comments on Gathercole, Willis, Emslie, and Baddeley. Applied Psycholinguistics, 12, 369–373. doi:10.1017/S0142716400009279.
   Web of Science ®Google Scholar
• Stokes, S. F., Wong, A. M., Fletcher, P., & Leonard, L. B. (2006). Nonword repetition and sentence repetition as clinical markers of specific language impairment: The case of Cantonese. Journal of Speech, Language, and Hearing Research, 49, 219–237. doi:10.1044/1092-4388(2006/019).
   PubMed Web of Science ®Google Scholar
• Stothard, S., Snowling, M., Bishop, D., Chipchase, B., & Kaplan, C. (1998). Language-impaired preschoolers: A follow-up into adolescence. Journal of Speech, Language, and Hearing Research, 41, 407–418. doi:10.1044/jslhr.4102.407.
   PubMed Web of Science ®Google Scholar
• Sutherland, D., & Gillon, G. T. (2005). Assessment of phonological representations in children with speech impairment. Language, Speech, and Hearing Services in Schools, 36, 294–307. doi:10.1044/0161-1461(2005/030).
   PubMed Web of Science ®Google Scholar
• Taylor, L. J., Maybery, M. T., Grayndler, L., & Whitehouse, A. J. (2014). Evidence for distinct cognitive profiles in autism spectrum disorders and specific language impairment. Journal of Autism and Developmental Disorders, 44, 19–30. doi:10.1007/s10803-013-1847-2.
   PubMed Web of Science ®Google Scholar
• Thordardottir, E. (2008). Language-specific effects of task demands on the manifestation of specific language impairment: A comparison of English and Icelandic. Journal of Speech, Language, and Hearing Research, 51, 922–937. doi:10.1044/1092-4388(2008/068).
   PubMed Web of Science ®Google Scholar
• Van Daal, J., Verhoeven, L., & van Balkom, H. (2009). Cognitive predictors of language development in children with specific language impairment (SLI). International Journal of Language and Communication Disorders/Royal College of Speech & Language Therapists, 44, 639–655. doi:10.1080/13682820802276930.
   PubMed Web of Science ®Google Scholar
• Vandewalle, E., Boets, B., Ghesquière, P., & Zink, I. (2010). Who is at risk for dyslexia? Phonological processing in five-to seven-year-old dutch-speaking children with SLI. Scientific Studies of Reading, 14, 58–84. doi:10.1080/10888430903242035.
   Web of Science ®Google Scholar
• Weckerly, J., Wulfeck, B., & Reilly, J. (2001). Verbal fluency deficits in children with specific language impairment: slow rapid naming or slow to name? Child Neuropsychology: A Journal on Normal and Abnormal Development in Childhood and Adolescence, 7, 142–152. doi:10.1076/chin.7.3.142.8741.
   Google Scholar
• Weyandt, L. L., & Willis, W. G. (2009). Executive functions in school-aged children: potential efficacy of tasks in discriminating clinical groups. Developmental Neuropsychology, 10, 27–38. doi:10.1080/87565649409540564.
   Google Scholar
• Zourou, F., Ecalle, J., Magnan, A., & Sanchez, M. (2010). The fragile nature of phonological awareness in children with specific language impairment: evidence from literacy development. Child Language Teaching and Therapy, 26, 347–358. doi:10.1177/0265659010369288.
   Web of Science ®Google Scholar