Berman, R. A. (1988). On the ability to relate events in narrative. Discourse Processes, 11, 469–497.
Bishop, D. V. M. (1998). Development of the Children's Communication Checklist (CCC): A method for assessing qualitative aspects of communicative impairment in children. Journal of Child Psychology and Psychiatry, 39, 879–891.
Bishop, D. V. M. (2000). Pragmatic language impairment: A correlate of SLI, a distinct subgroup, or part of the autistic continuum? In Leonard, L. B. & Bishop, D. V. M. (Eds.), Speech language impairments in children: Causes, characteristics, intervention and outcome (p. 305). New York: Psychology Press.
Bishop, D. V. M., & Baird, G. (2001). Parent and teacher report of pragmatic aspects of communication: Use of the Children's Communication Checklist in a clinical setting. Developmental Medicine and Child Neurology, 43, 809–818.
Bishop, D. V. M., & Edmundson, A. (1987). Language impaired 4-year-olds: Distinguishing transient from persistent impairment. Journal of Speech and Hearing Disorders, 52, 156–173.
Bishop, D. V. M., & Norbury, C. F. (2005a). Executive functions in children with communication impairments, in relation to autistic symptomatology 1: Generativity. Autism, 9, 7–27.
Bishop, D. V. M., & Norbury, C. F. (2005b). Executive functions in children with communication impairments, in relation to autistic symptomatology 2: Response inhibition. Autism, 9, 29–43.
Botting, N. (2002). Narrative as a tool for the assessment of linguistic and pragmatic impairments. Child Language Teaching and Therapy, 18, 1–21.
Brook, S. L., & Bowler, D. M. (1992). Autism by another name? Semantic and pragmatic impairments in children. Journal of Autism and Developmental Disorders, 22, 61–81.
Capps, L., Losh, M., & Thurber, C. (2000). “The frog ate the bug and made his mouth sad”: Narrative competence in children with autism. Journal of Abnormal Child Psychology, 28, 193–204.
Coelho, C. A. (2002). Story narratives of adults with closed head injury and non brain-injured adults: Influence of Socioeconomic status, elicitation task, and executive functioning. Journal of Speech, Language, and Hearing Research, 45, 1232–1248.
Conti-Ramsden, G., Crutchley, A., & Botting, N. (1997). The extent to which psychometric tests differentiate subgroups of children with specific language impairment. Journal of Speech, Language, and Hearing Research, 40, 765–777.
de Villiers, J. G., & Pyers, J. E. (2002). Complements to cognition: A longitudinal study of the relationship between complex syntax and false-belief-understanding. Cognitive Development, 17, 1037–1060.
Diehl, J. J., Bennetto, L., & Young, E. C. (2006). Story recall and narrative coherence of high-functioning children with autism spectrum disorders. Journal of Abnormal Child Psychology, 34, 87–102.
Dodwell, K., & Bavin, E. L. (2007). Children with specific language impairment: An investigation of their narratives and memory. International Journal of Language and Communication Disorders, 43, 201–218.
Feagans, L., & Applebaum, M. I. (1986). Validation of language subtypes in learning disabled children. Journal of Educational Psychology, 78, 358–364.
Flory, K., Milich, R., Lorch, E. P., Hayden, A. N., Strange, C., & Welsh, R. (2006). Online story comprehension among children with ADHD: Which core deficits are involved? Journal of Abnormal Child Psychology, 34, 853–865.
Geurts, H. M., Verte, S., Oosterlaan, J., Roeyers, H., Hartman, C. A., Mulder, E. J., et al. (2004). Can the Children's Communication Checklist differentiate between children with autism, children with ADHD, and normal controls? Journal of Child Psychology and Psychiatry, 45, 1437–1453.
Goldberg, M. C., Mostofsky, S. H., Cutting, L. E., Mahone, E. M., Astor, B. C., Denckla, M. B., et al. (2005). Subtle executive impairment in children with autism and children with ADHD. Journal of Autism and Developmental Disorders, 35, 279–293.
Hale, C. M., & Tager-Flusberg, H. (2003). The influence of language on theory of mind: A training study. Developmental Science, 6, 346–359.
Hunt, K. W. (1970). Syntactic maturity in schoolchildren and adults. Monographs of the Society for Research in Child Development, 35, iii–67.
Jansonius-Schultheiss, K., Borgers, M., DeBruin, B., & Stumpel, H. (2006). Renfrew's language scales Dutch adaptation. Amsterdam: Pro-education, HvA.
Kaufman, A. S., & Kaufman, N. L. (2004). Kaufman Assessment Battery for Children (2nd ed.). Circle Pines, MN: American Guidance Service.
Ketelaars, M. P., Cuperus, J. M., Van Daal, J., Jansonius, K., & Verhoeven, L. (2009). Screening for pragmatic language impairment: The potential of the Children's Communication Checklist. Research in Developmental Disabilities, 30, 952–960.
Korkman, M., Kirk, U., & Kemp, S. (1998). NEPSY: A developmental neuropsychological assessment. San Antonio, TX: Psychological Corporation.
Liles, B. Z., Duffy, R. J., Merritt, D. D., & Purcell, S. L. (1995). Measurement of narrative discourse ability in children with language disorders. Journal of Speech and Hearing Research, 38, 415–425.
Losh, M., & Capps, L. (2003). Narrative ability in high-functioning children with autism or Asperger's syndrome. Journal of Autism and Developmental Disorders, 33, 239–251.
Mar, R. A. (2004). The neuropsychology of narrative: Story comprehension, story production and their interrelation. Neuropsychologia, 42, 1414–1434.
Merritt, D. D., & Liles, B. Z. (1989). Narrative analysis: Clinical applications of story generation and story retelling. Journal of Speech and Hearing Disorders, 54, 438–447.
Miniscalco, C., Hagberg, B., Kadesjö, B., Westerlund, M., & Gillberg, C. (2007). Narrative skills, cognitive profiles and neuropsychiatric disorders in 7-8-year-old children with late developing language. International Journal of Language and Communication Disorders, 42, 665–681.
Montgomery, J. W. (2003). Working memory and comprehension in children with specific language impairment: What we know so far. Journal of Communication Disorders, 36, 221–231.
Montgomery, J. W., Polunenko, A., & Marinellie, S. A. (2009). Role of working memory in children's understanding spoken narrative: A preliminary investigation. Applied Psycholinguistics, 30, 485–509.
Norbury, C. F., & Bishop, D. V. M. (2003). Narrative skills of children with communication impairments. International Journal of Language and Communication Disorders, 38, 287–313.
Pankratz, M. E., Plante, E., Vance, R., & Insalaco, D. M. (2007). The diagnostic and predictive validity of the Renfrew bus story. Language, Speech, and Hearing Services in Schools, 38, 390–399.
Paul, R. (1995). Language disorders from infancy through adolescence: Assessment and intervention. St. Louis, MO: Mosby.
Paul, R., & Smith, R. L. (1993). Narrative skills in 4-year-olds with normal, impaired, and late-developing language. Journal of Speech and Hearing Research, 36, 592–598.
Peterson, C., & McCabe, A. (1983). Developmental psycholinguistics: Three ways of looking at a child's narrative. New York: Plenum Press.
Peterson, C. C., & Slaughter, V. P. (2006). Telling the story of theory of mind: Deaf and hearing children's narratives and mental state understanding. British Journal of Developmental Psychology, 24, 151–179.
Rapin, I., & Allen, A. (1983). Developmental language disorders: Nosological considerations. In Kirk, U. (Ed.), Neuropsychology of language reading and spelling. London: Academic Press.
Raven, J. C. (1956). Guide to using the Coloured Progressive Matrices. London: H. K. Lewis.
Reilly, J., Losh, M., Bellugi, U., & Wulfeck, B. (2004). “Frog, where are you?” Narratives in children with specific language impairment, early focal brain injury, and Williams syndrome. Brain and Language, 88, 229–247.
Reuterskiold Wagner, C., Sahlen, B., & Nettelbladt, U. (1999). What's the story? Narration and comprehension in Swedish preschool children with language impairment. Child Language Teaching and Therapy, 15, 113–137.
Roth, F. P., Speece, D. L., Cooper, D. H., & De La Paz, S. (1996). Unresolved mysteries: How do metalinguistic and narrative skills connect with early reading. Journal of Special Education, 30, 257–277.
Shields, J., Varley, R., Broks, P., & Simpson, A. (1996). Social cognition in developmental language disorders and high-level autism. Developmental Medicine and Child Neurology, 38, 487–495.
Silva, P. A. (1980). The prevalence, stability and significance of developmental language delay in preschool children. Developmental Medicine and Child Neurology, 22, 768–777.
Singer, B. D., & Bashir, A. S. (1999). What are executive functions and self-regulation and what do they have to do with langauge-learning disorders? Language, Speech, and Hearing Services in Schools, 30, 265–273.
Sinzig, J. M., D., Bruning, N., Schmidt, M. H., & Lehmkuhl, G. (2008). Inhibition, flexibility, working memory and planning in autism spectrum disorders with and without comorbid ADHD-symptoms. Child and Adolescent Psychiatry and Mental Health, 2, 4.
Stein, N. L., & Glenn, C. G. (1979). An analysis of story comprehension in elementary children (Vol. 2). Norwood, NJ: Ablex.
Tager-Flusberg, H., & Sullivan, K. (1995). Attributing mental states to story characters: A comparison of narratives produced by autistic and mentally retarded individuals. Applied Psycholinguistics, 16, 241–256.
Tannock, R., Purvis, K. L., & Schachar, R. J. (1993). Narrative abilities in children with attention deficit hyperactivity disorder and normal peers. Journal of Abnormal Child Psychology, 21, 103–117.
Tomblin, J. B. (1997). Prevalence of specific language impairment in kindergarten children. Journal of Speech, Language, and Hearing Research, 40, 1245–1260.
Van Bon, W. H. J. (1986). Raven's Coloured Progressive Matrices: Manual of Dutch norms. Lisse: Swets & Zeitlinger.
Verhoeven, L., & Vermeer, A. (2001). Taaltest Alle Kinderen (TAK) (Language Test for All Children). Arnhem, The Netherlands: CITO.
Wellman, H. M., Cross, D., & Watson, D. (2001). Meta-analysis of theory-of-mind development: The truth about false belief. Child Development, 72, 655–684.
Wetherell, D., Botting, N., & Conti-Ramsden, G. (2007). Narrative skills in adolescents with a history of SLI in relation to non-verbal IQ scores. Child Language Teaching and Therapy, 23, 95–113.