Abercrombie, D. (1967). Elements of general phonetics. Chicago: Aldine Publishing Company.
Carter, P. (2005). Quantifying rhythmic differences between Spanish, English, and Hispanic English. In Randall, S. G. & Edwards, J. R. (eds.), Theoretical and Experimental Approaches to Romance Linguistics: Selected Papers from the 34th Linguistic Symposium on Romance Languages, pp. 63–75. Amsterdam: Benjamins.
Dailey, R., Giles, H., & Jansma, L. (2005). Language attitudes in an Anglo-Hispanic context: The role of the linguistic landscape. Language and Communication, 25, 27–38.
Dauer, R. (1983). Stress-timing and syllable-timing reanalyzed. Journal of Phonetics, 11, 51–62.
de Bot, K. (1992). A bilingual production model:Levelt's ‘speaking’ model adapted. Applied Linguistics, 13, 1–24.
de Bot, K. (2004). The multilingual lexicon: Modelling selection and control. International Journal of Multilingualism, 1, 17–32.
Dollaghan, C., & Campbell, T. (1998). Nonword repetition and child language impairment. Journal of Speech, Language, and Hearing Research, 41, 1136–1146.
Flege, J., & Davidian, R. (1984). Transfer and developmental processes in adult foreign language speech production. Applied Psycholinguistics, 5, 323–347.
Flege, J., Takagi, N., & Mann, V. (1995). Japanese adults can learn to produce English /ɻ/ and /l/. Language and Speech, 38, 25–55.
Flipsen, P. (2002). Longitudinal changes in articulation rate and phonetic phrase length in children with speech delay. Journal of Speech, Language, and Hearing Research, 45, 100–110
Gibson, T., Oller, D. K., Jarmulowicz, L., & Ethington, C. (2012). The receptive-expressive gap in the vocabulary of young second-language learners: Robustness and possible mechanisms. Bilingualism: Language and Cognition, 15, 102–116.
Gibson, T., Peña, E., & Bedore, L. (2014). The relation between language experience and receptive-expressive semantic gaps in bilingual children. International Journal of Bilingual Education and Bilingualism, 17, 90–110.
Gibson, T., Summers, C., Peña, E., Bedore, L., Gillam, R., & Bohman, T. (2015). The role of phonological structure and experience in bilingual children's nonword repetition performance. Bilingualism: Language and Cognition, 18, 551–560.
Gibson, T. A., Summers, C., & Walls, S. (2017). Vocal fry use in adult female speakers exposed to two languages. Journal of Voice, 31, 510.e1–510.e5.
Gut, U., & Pillai, S. (2014). Prosodic marking of information structure by Malaysian speakers of English. Studies in Second Language Acquisition, 36, 283–302.
Gutiérrez-Clellen, V., & 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 and Practice, 25, 48–58.
Hart, B., & Risley, T. R. (1995). Meaningful differences in the everyday experience of young American children. Baltimore, MD: Brookes Publishing Co.
Hakuta, K., & D'Andrea, D. (1992). Some properties of bilingual maintenance and loss in Mexican background high-school students. Applied Linguistics, 13, 72–99.
Hammer, C. S., Lawrence, F. R., & Miccio, A. W. (2008). Exposure to English before and after entry into Head Start: Bilingual children's receptive language growth in Spanish and English. International Journal of Bilingual Education and Bilingualism, 11, 30–56.
Hancin-Bhatt, B. (1994). Segment transfer: A consequence of a dynamic system. Second Language Research, 10, 241–269.
Kohnert, K., Bates, E., & Hernandez, A. (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.
Kormos, J. (2006). Speech production and second language acquisition. Mahwah, NJ: Lawrence Erlbaum.
Krivokapić, J. (2013). Rhythm and convergence between speakers of American and Indian English. Laboratory Phonology, 4, 9–65.
Labov, W. (2006). The Social Stratification of English in New York City, Second Edition. New York: Cambridge University Press.
Lea, W. A. (1974). Prosodic aids to speech recognition, IV: A general strategy for prosodically guided speech understanding. (Univac Report PX 10791). St. Paul, MN: Sperry Univac.
Lehiste, I. (1972). The timing of utterances and linguistic boundaries. The Journal of the Acoustical Society of America, 51, 2018–2024.
Lehiste, I. (1977). Isochrony reconsidered. Journal of Phonetics, 5, 253–263.
Levelt, W. (1993). Language use in normal speakers and its disorders. In Blanken, G., Dittman, E., Grimm, H., Marshall, J., and Wallesch, C. (eds.), Linguistic Disorders and Pathologies. An International Handbook (pp. 1–15). Berlin: Walter de Gruyter.
Lin, H., & Wang, Q. (2005). Vowel quantity and consonant variance: A comparison between Chinese and English. Presented at the Conference Between Stress and Tone. Leiden, June 2005.
MacWhinney, B. (2005). A unified model of language acquisition. In Kroll, J. & de Groot, A. (eds.), Handbook of Bilingualism: Psycholinguistic Approaches, pp. 49–67. Oxford: Oxford University Press.
Milenkovic, P. (2001). CSpeech (Version 4) [Computer program]. Madison: University of Wisconsin-Madison, Department of Electrical Engineering.
Oller, D. K., & Eilers, E. R. (2002). Language and literacy in bilingual children. Tonawanda, NY: Multilingual Matters.
Peña, E., Gutiérrez-Clellen, V., Iglesias, A., Goldstein, B., & Bedore, L. (2014). Bilingual English-Spanish Assessment (BESA). San Rafael, CA: AR-Clinical Publications.
Pike, K. (1945). The intonation of American English. Ann Arbor, MI: University of Michigan Press.
Place, S., & Hoff, E. (2011). Properties of dual language exposure that influence two-year-olds’ bilingual proficiency. Child Development, 82, 1834–1849.
Pointon, G. (1980). Is Spanish really syllable-timed? Journal of Phonetics, 8, 293–304.
Roach, P. (1982). On the distinction between “stress-timed” and “syllable-timed” languages. In Crystal, D. (ed.), Linguistic Controversies, pp. 73–79. London: Arnold.