Achenbach, T. M. (1997). Manual for the Child Behavior Checklist/2–5 and 1997 profile. Burlington, VT: University of Vermont, Department of Psychiatry.
Achenbach, T. M., & Edelbrock, C. (1991). Manual for the Child Behavior Checklist/4–18 and 1991 profile. Burlington, VT: University of Vermont, Department of Psychiatry.
Anderson, R. T. (1999). Loss of gender agreement in L1 attrition: Preliminary results. Bilingual Research Journal, 23, 389–408.
Anderson, R. T., & Souto, S. M. (2005). The use of articles by monolingual Puerto Rican Spanish-speaking children with specific language impairment. Applied Psycholinguistics, 26, 621–647.
August, D., Calderon, M., & Carlo, M. (2002). Transfer of skills from Spanish to English: A study of young learners. Washington, DC: Center for Applied Linguistics.
Bates, E., & Goodman, J. C. (1997). On the inseparability of grammar and the lexicon: Evidence from acquisition, aphasia, and real-time processing. Language and Cognitive Processes, 12, 507–558.
Brownell, R. (2000). Expressive One-Word Picture Vocabulary Test: Manual. Novato, CA: Academic Therapy.
Bryk, A. S., & Raudenbush, S. W. (1992). Hierarchical linear models in social and behavioral research: Applications and data analysis methods. Newbury Park, CA: Sage.
Butler, K., & Hakuta, Y. (2004). Bilingualism and second language acquisition. In Bhatia, T. K. & Ritchie, W. (Eds.), The handbook of bilingualism (pp. 114–145). Oxford: Blackwell.
Buysse, V., Castro, D. C., West, T., & Skinner, M. L. (2004). Addressing the needs of Latino children: A national survey of state administrators of early childhood programs. Executive summary. Chapel Hill, NC: University of North Carolina, FPG Child Development Institute.
Chang, F., Crawford, G., Early, D., Bryant, D., Howes, C., Burchinal, M., et al. (2007). Spanish-speaking children's social and language development in prekindergarten classrooms. Early Education & Development, 18, 243–269.
Cobo-Lewis, A. B., Pearson, B. Z., Eilers, R. E., & Umbel, V. C. (2002). Effects of bilingualism and bilingual education on oral and written English skills: A multifactor study of standardized test outcomes. In Oller, D. K. & Eilers, R. E. (Eds.), Language and literacy development in bilingual children (pp. 64–97). Clevedon: Multilingual Matters.
Cohen, N. J., Bradley, S., & Kolers, N. (1987). Outcome evaluation of a therapeutic day treatment program for delayed and disturbed preschoolers. Journal of the American Academy of Child & Adolescent Psychiatry, 26, 687–693.
Collins, B. A., Toppelberg, C. O., Hollinshead, M., & Nieto-Castañon, A. (2009). Language profiles of dual-language children of immigrants. Paper presented at the Symposium on Research in Child Language Disorders, Madison, WI.
Conboy, B. T., & Thal, D. J. (2006). Ties between the lexicon and grammar: Cross-sectional and longitudinal studies of bilingual toddlers. Child Development, 77, 712–735.
Cummins, J. (1991). Interdependence of first- and second-language proficiency in bilingual children. In Bialystok, E. (Ed.), Language processing in bilingual children (pp. 70–89). Cambridge: Cambridge University Press.
Dollaghan, C. A., Campbell, T. F., Paradise, J. L., Feldman, H. M., Janosky, J. E., Pitcairn, D. N., et al. (1999). Maternal education and measures of early speech and language. Journal of Speech, Language, and Hearing Research, 42, 1432–1443.
Elliot, C. D. (1983). Differential abilities scales: Introductory and technical handbook. San Antonio, TX: Psychological Corporation.
Espinosa, L. M. (2009). Getting it right for young children with diverse backgrounds: Applying research to improve practice. Boston: Pearson.
Fry, R., & Gonzales, F. (2008). One-in-five and growing fast: A profile of Hispanic public school students. Washington, DC: Pew Hispanic Center.
Fryer, R. G. J., & Levitt, S. D. (2002). Understanding the Black–White test score gap in the first two years of school. Cambridge, MA: National Bureau of Economic Research.
Genesee, F. (2011). Linguistic and cognitive consequences of second-language immersion education: Some unexpected language outcomes in immersion programs. Paper presented at the Society for Research in Child Development biennial meeting, Montreal.
Genesee, F., Paradis, J., & Crago, M. B. (2004). Dual-language development & disorders: A handbook on bilingualism and second-language learning. Baltimore, MD: Brookes.
Gray, S. (2004). Word learning by preschoolers with specific language impairment: Predictors and poor learners. Journal of Speech, Language, and Hearing Research, 47, 1117–1132.
Gresham, F. M., & Elliott, S. N. (1990). Social Skills Rating System. Circle Pines, MN: American Guidance Service.
Grimm, J., Grimm, W., & Estrada, P. (1999). Little Red Riding Hood—Caperucita Roja. San Francisco, CA: Chronicle Books.
Guiberson, M. M., Barrett, K. C., Jancosek, E. G., & Yoshinaga Itano, C. (2006). Language maintenance and loss in preschool-age children of Mexican immigrants: Longitudinal study. Communication Disorders Quarterly, 28, 4–17.
Gutiérrez, K. D., Zepeda, M., & Castro, D. C. (2010). Advancing early literacy learning for all children: Implications of the NELP report for dual-language learners. Educational Researcher, 39, 334–339.
Gutiérrez-Clellen, V. F. (1999). Language choice in intervention with bilingual children. American Journal of Speech–Language Pathology, 8, 291–302.
Gutiérrez-Clellen, V. F., & Kreiter, J. (2003). Understanding child bilingual acquisition using parent and teacher reports. Applied Psycholinguistics, 24, 267–288.
Gutiérrez-Clellen, V. F., Restrepo, M. A., & Simon-Cereijido, G. (2006). Evaluating the discriminant accuracy of a grammatical measure with Spanish-speaking children. Journal of Speech, Language, and Hearing Research, 49, 1209–1223.
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, 48–58.
Gutierrez-Clellen, V. F., Simon-Cereijido, G., & Sweet, M. (2012). Predictors of second-language acquisition in Latino children with specific language impairment. American Journal of Speech–Language Pathology, 21, 64–77.
Jewkes, A. M. (2004). The power of the family: A longitudinal investigation of how the home environment influences preschool language development. Dissertation Abstracts International, 65, 10A.
Kan, P. F. (2008). Novel word learning by sequential bilingual children: A longitudinal study. Dissertation Abstracts International, 69, 06A.
Kan, P. F., & Kohnert, K. (2005). Preschoolers learning Hmong and English: Lexical–semantic skills in L1 and L2. Journal of Speech, Language, and Hearing Research, 48, 372–383.
Kaufman, A. S., & Kaufman, N. L. (2004). Kaufman Assessment Battery for Children (2nd ed.). Circle Pines, MN: American Guidance Service.
Kiernan, B., & Swisher, L. (1990). The initial learning of novel English words: Two single-subject experiments with minority-language children. Journal of Speech and Hearing Research 33, 707–716.
Kirk, S. A., & McCarthy, J. J. (1961). The Illinois Test of Psycholinguistic Abilities. American Journal of Mental Deficiency, 66, 399–412.
Kohnert, K., Bates, E., & Hernandez, A. E. (1999). Balancing bilinguals: Lexical–semantic production and cognitive processing in children learning Spanish and English. Journal of Speech, Language, and Hearing Research, 42, 1400–1413.
Kohnert, K., & Derr, A. (2004). Language intervention with bilingual children. In Goldstein, B. (Ed.), Bilingual language development and disorders in Spanish–English speakers (pp. 311–338). Baltimore, MD: Brookes.
Leseman, P. P. M., & van den Boom, D. C. (1999). Effects of quantity and quality of home proximal processes on Dutch, Surinamese–Dutch, and Turkish–Dutch preschoolers’ cognitive development. Infant and Child Development, 8, 19–38.
Lundervold, A. J., Heimann, M., & Manger, T. (2008). Behaviour–emotional characteristics of primary-school children rated as having language problems. British Journal of Educational Psychology, 78, 567–580.
Marchman, V. A., Fernald, A., Hurtado, N., & Portillo, A. L. (2009). Speed of spoken-language processing at 2 years predicts outcome in prekindergarten: A study of Spanish-learning children in the US. Paper presented at the Symposium on Research in Child Language Disorders, Madison, WI.
Marchman, V. A., Martínez-Sussmann, C., & Dale, P. S. (2004). The language-specific nature of grammatical development: Evidence from bilingual language learners. Developmental Science, 7, 212–224.
Marton, K., Abramoff, B., & Rosenzweig, S. (2005). Social cognition and language in children with specific language impairment (SLI). Journal of Communication Disorders, 38, 143–162.
Mayer, M. (1973). Frog on his own. New York: Dial Books for Young Readers.
Mayer, M. (1974). Frog goes to dinner. New York: Dial Books for Young Readers.
Miller, J., & Iglesias, A. (2006). Systematic Analysis of Language Transcripts (SALT), English and Spanish (version 9). Madison. WI: University of Wisconsin–Madison, Language Analysis Lab.
Oetting, J. B., Rice, M. L., & Swank, L. K. (1995). Quick incidental learning (QUIL) of words by school-age children with and without SLI. Journal of Speech and Hearing Research, 38, 434–445.
Patterson, J. L., & Pearson, B. Z. (2004). Bilingual lexical development: Influences, contexts, and processes. In Goldstein, B. (Ed.). Bilingual language development and disorders in Spanish–English speakers (pp. 77–104). Baltimore, MD: Brookes.
Payne, A. C., Whitehurst, G. J., & Angell, A. L. (1994). The role of home literacy environment in the development of language ability in preschool children from low-income families. Early Childhood Research Quarterly, 9, 427–440.
Pearson, B. Z. (2002). Narrative competence in bilingual school children in Miami. In Oller, D. K. & Eilers, R. E. (Eds.), Language and literacy development in bilingual children (pp. 135–174). Clevedon: Multilingual Matters.
Pearson, B. Z. (2007). Social factors in childhood bilingualism in the United States. Applied Psycholinguistics, 28, 399–410.
Peña, E. D., Gutiérrez-Clellen, V. F., Iglesias, A., Goldstein, B., & Bedore, L. M. (n.d.). Bilingual English Spanish Assessment (BESA). Unpublished manuscript.
Peña, E., & Stubbe Kester, E. (2004). Semantic development in Spanish–English bilinguals: Theory, assessment, and intervention. In Goldstein, B. (Ed.), Bilingual language development and disorders in Spanish–English speakers (pp. 105–128). Baltimore, MD: Brookes.
Perozzi, J. A. (1985). A pilot study of language facilitation for bilingual, language-handicapped children: Theoretical and intervention implications. Journal of Speech and Hearing Disorders 50, 403–406.
Perozzi, J. A., & Sanchez, M. C. (1992). The effect of instruction in L1 on receptive acquisition of L2 for bilingual children with language delay. Language, Speech, and Hearing Services in Schools 23, 348–352.
Qi, C. H., & Kaiser, A. P. (2004). Problem behaviors of low-income children with language delays: An observation study. Journal of Speech, Language, and Hearing Research, 47, 595–609.
Restrepo, M. A. (1998). Identifiers of predominantly Spanish-speaking children with language impairment. Journal of Speech, Language, and Hearing Research, 41, 1398–1411.
Restrepo, M. A. (2005). The case for bilingual intervention for typical and atypical language learners. Newsletter of the ASHA Special Interest Division 14: Communication Disorders and Sciences in Culturally and Linguistically Diverse Populations, 12, 13–17.
Restrepo, M. A., Castilla, A. P., Schwanenglugel, P. J., Neuharth-Pritchett, S., Hamilton, C. E., & Arboleda, A. (2010). Effects of a supplemental Spanish oral-language program on sentence length, complexity, and grammaticality in Spanish-speaking children attending English-only preschools. Language, Speech, and Hearing Services in Schools, 41, 3–13.
Restrepo, M. A., & Kruth, K. (2000). Grammatical characteristics of a Spanish–English bilingual child with specific language impairment. Communication Disorders Quarterly, 21, 66–76.
Rice, M. L., Buhr, J. C., & Nemeth, M. (1990). Fast mapping word-learning abilities of language-delayed preschoolers. Journal of Speech and Hearing Disorders, 55, 33–42.
Rich, E. C., Shepherd, E. J., & Nangle, D. W. (2008). Validation of the SSRS-T: Preschool level as a measure of positive social behavior and conduct problems. Education and Treatment of Children, 31, 183–202.
Russell, R. L., Greenwald, S., & Shirk, S. R. (1991). Language change in child psychotherapy: A meta-analytic review. Journal of Consulting and Clinical Psychology, 59, 916–919.
Scheele, A. F., Leseman, P. P. M., & Mayo, A. Y. (2010). The home language environment of monolingual and bilingual children and their language proficiency. Applied Psycholinguistics, 31, 117–140.
Simon-Cereijido, G. (2009). Verb argument structure deficits in Spanish-speaking preschoolers with specific language impairment who are English language learners. PhD dissertation. Available from ProQuest Dissertations and Theses. (AAT 3344746)
Simon-Cereijido, G., & Gutiérrez-Clellen, V. (2007). Spontaneous language markers of Spanish language impairment. Applied Psycholinguistics, 28, 317–339.
Simon-Cereijido, G., & Gutiérrez-Clellen, V. (2009). A cross-linguistic and bilingual evaluation of the interdependence between lexical and grammatical domains. Applied Psycholinguistics, 30, 315–337.
Toppelberg, C. O., Munir, K., & Nieto-Castañon, A. (2006). Spanish–English bilingual children with pscychopathology: Language deficits and academic language proficiency. Child and Adolescent Mental Health, 11, 156–163.
Toppelberg, C. O., Nieto-Castañon, A., & Hauser, S. T. (2006). Bilingual children: Cross-sectional relations of psychiatric syndrome severity and dual-language proficiency. Harvard Review of Psychiatry, 14, 15–29.
Toppelberg, C. O., Snow, C. E., & Tager-Flusberg, H. (1999). Severe developmental disorders and bilingualism. Journal of the American Academy of Child & Adolescent Psychiatry, 38, 1197–1199.
Umbel, V. M., Pearson, B. Z., Fernandez, M. C., & Oller, D. K. (1992). Measuring bilingual children's receptive vocabularies. Child Development, 63, 1012–1020.
van Daal, J., Verhoeven, L., & van Balkom, H. (2007). Behaviour problems in children with language impairment. Journal of Child Psychology and Psychiatry, 48, 1139–1147.
Willet, J. B., Singer, J. D., & Martin, N. C. (1998). The design and analysis of longitudinal studies of development and psychopathology in context: Statistical models and methodological recommendations. Developmental and Psychopathology, 10, 395–426.
Windfuhr, K. L., Faragher, B., & Conti-Ramsden, G. (2002). Lexical learning skills in young children with specific language impairment (SLI). International Journal of Language and Communication Disorders, 37, 415–432.
Winsler, A., Díaz, R. M., Espinosa, L., & Rodríguez, J. (1999). When learning a second language does not mean losing the first: Bilingual language development in low-income, Spanish-speaking children attending bilingual preschool. Child Development, 70, 349–362.
Wong Filmore, L. (1991). When learning a second language means losing the first. Early Childhood Research Quarterly, 6, 323–346.
Woodcock, R. W. (1991). Woodcock Language Proficiency Battery—Revised. Itasca, IL: Riverside.
Zentella, A. C. (1997). Growing up bilingual: Puerto Rican children in New York. Malden, MA: Blackwell.