Skip to main content Accessibility help
×
Home
Hostname: page-component-99c86f546-t82dr Total loading time: 1.193 Render date: 2021-12-07T22:55:30.221Z Has data issue: true Feature Flags: { "shouldUseShareProductTool": true, "shouldUseHypothesis": true, "isUnsiloEnabled": true, "metricsAbstractViews": false, "figures": true, "newCiteModal": false, "newCitedByModal": true, "newEcommerce": true, "newUsageEvents": true }

Part Five - Varieties of development

Published online by Cambridge University Press:  05 November 2015

Edith L. Bavin
Affiliation:
La Trobe University, Victoria
Letitia R. Naigles
Affiliation:
University of Connecticut
Get access
Type
Chapter
Information
Publisher: Cambridge University Press
Print publication year: 2015

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Gathercole, V. C. M. (ed.) (2013). Issues in the Assessment of Bilinguals and Solutions for the Assessment of Bilinguals. Bristol: Multilingual Matters.Google Scholar
Grüter, T., & Paradis, J. (eds.) (2014). Input and Experience in Bilingual Development. TiLAR Series. Amsterdam: Benjamins.CrossRefGoogle Scholar
Hoff, E., & Rumiche, R. L. (2012). Studying children in bilingual environments. In Hoff, E. (ed.), Research Methods in Child Language: A Practical Guide (pp. 300–16). Oxford: Wiley-Blackwell.Google Scholar
Language development in multilingual environments (2014). Special section in the International Journal of Behavioral Development, 38, 307–66.
Paradis, J., Genesee, F., & Crago, M. B. (2011). Dual Language Development and Disorders: A Handbook on Bilingualism and Second Language Learning, 2nd edn. Baltimore, MD: Brookes.Google Scholar
Chamberlain, C., Morford, J. P., & Mayberry, R. I. (eds.) (2000). Language Acquisition by Eye. Mahwah, NJ: Erlbaum.Google Scholar
Chen Pichler, D. (2012). Acquisition. In Pfau, R., Steinbach, M. & Woll, B. (eds.), Sign Language: An International Handbook (pp. 647–88). Berlin: Walter de Gruyter.Google Scholar
Chen Pichler, D., Kuntze, M., Lillo-Martin, D., Quadros, R. M., & Stumpf, M. R. (forthcoming). Sign Language Acquisition by Deaf and Hearing Children: A Bilingual Introductory Digital Course. Washington, DC: Gallaudet University Press.
Morgan, G., & Woll, B. (eds.) (2002). Directions in Sign Language Acquisition. Amsterdam: Benjamins.CrossRefGoogle Scholar
Schick, B., Marschark, M., & Spencer, P. E. (eds.) (2006). Advances in the Sign Language Development of Deaf Children. Oxford University Press.Google Scholar
Bishop, D. V. M. (2006). What causes specific language impairment in children? Current Directions in Psychological Science, 15, 217–21.CrossRefGoogle ScholarPubMed
Catts, H. W., Adlof, S. M., & Weismer, S. E. (2006). Language deficits in poor comprehenders: A case for the simple view of reading. Journal of Speech Language and Hearing Research, 49, 278–93.CrossRefGoogle ScholarPubMed
Conti-Ramsden, G., Mok, P. L. H., Pickles, A., & Durkin, K. (2013). Adolescents with a history of specific language impairment (SLI): Strengths and difficulties in social, emotional and behavioral functioning. Research in Developmental Disabilities, 34, 4161–9.CrossRefGoogle ScholarPubMed
Reilly, S., Bishop, D. V. M., & Tomblin, B. (2014). Terminological debate over language impairment in children: Forward movement and sticking points. International Journal of Language & Communication Disorders / Royal College of Speech & Language Therapists, 49, 452–62.CrossRefGoogle ScholarPubMed
Bishop, D. V. M. (2014). Uncommon Understanding: Development and Disorders of Language Comprehension in Children, classic edn. London: Psychology Press.Google Scholar
Hadley, P., Rispoli, M., Fitzgerald, C., & Bahnsen, A. (2011). Predictors of morphosyntactic growth in typically developing toddlers: Contributions of parent input and child sex. Journal of Speech, Language, and Hearing Research, 54, 549–66.CrossRefGoogle ScholarPubMed
Kan, P. F., & Windsor, J. (2010). Word learning in children with primary language impairment: A meta-analysis. Journal of Speech, Language, and Hearing Research, 53, 739–56.CrossRefGoogle ScholarPubMed
Leonard, L. (2014). Children with Specific Language Impairment, 2nd edn. Cambridge, MA: MIT Press.Google ScholarPubMed
Paradis, J., Genesee, F., & Crago, M. (2011). Dual Language Development and Disorders, 2nd edn. Baltimore, MD: Brookes.Google Scholar
Bishop, D. V. M. (1992). The underlying nature of specific language impairment. Journal of Child Psychology and Psychiatry, 33, 366.CrossRefGoogle ScholarPubMed
Henry, L. A., Messer, D. J., & Nash, G. (2012). Executive functioning in children with specific language impairment. Journal of Child Psychology and Psychiatry, 53, 3745.CrossRefGoogle ScholarPubMed
Lum, J. A., Conti-Ramsden, G., Page, D., & Ullman, M. T. (2012). Working, declarative and procedural memory in specific language impairment. Cortex, 48, 1138–54.CrossRefGoogle ScholarPubMed
Rosen, S. (2003). Auditory processing in dyslexia and specific language impairment: Is there a deficit? What is its nature? Does it explain anything? Journal of Phonetics, 31, 509–27.CrossRefGoogle Scholar
Landau, B., & Hoffman, J. E. (2012). Spatial Representation: From Gene to Mind. Oxford University Press.CrossRefGoogle Scholar
Musolino, J., Chunyo, G., & Landau, B. (2010). Uncovering knowledge of core syntactic and semantic principles in individuals with Williams syndrome. Language Learning and Development, 6, 126–61.CrossRefGoogle ScholarPubMed
Thomas, M. S., Karaminis, T. N., & Knowland, V. C. (2010). What is typical language development? Language Learning and Development, 6, 162–9.CrossRefGoogle Scholar
Musolino, J., & Landau, B. (2010). When theories don’t compete: Response to Thomas, Karaminis and Knowland’s commentary on Musolino, Chunyo, and Landau. Language Learning and Development, 6, 170–8.CrossRefGoogle Scholar
Zukowski, A. (2009). Elirefd production of relative clauses in children with Williams syndrome. Language and Cognitive Processes, 24, 143.CrossRefGoogle Scholar
Bavin, E. L., & Naigles, L. (eds.) (2013). Atypical Language Development, special issue of Journal of Child Language, 40(1).
Fein, D. (ed.). (2011). The Neuropsychology of Autism. New York: Oxford University Press.Google Scholar
Fein, D., Barton, M., Eigsti, I. M., Kelley, E., Naigles, L., Schultz, R. T., … & Tyson, K. (2013). Optimal outcome in individuals with a history of autism. Journal of Child Psychology and Psychiatry, 54(2), 195205.CrossRefGoogle ScholarPubMed
Mundy, P., Sullivan, L., & Mastergeorge, A. M. (2009). A parallel and distributed processing model of joint attention, social cognition and autism. Autism Research, 2(1), 221.CrossRefGoogle ScholarPubMed
Naigles, L., & Tovar, A. T. (2012). Portable Intermodal Preferential Looking (IPL): Investigating language comprehension in typically developing toddlers and young children with autism. Journal of Visualized Experiments, 70, e4331.Google Scholar

Send book to Kindle

To send this book to your Kindle, first ensure no-reply@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about sending to your Kindle.

Note you can select to send to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be sent to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Send book to Dropbox

To send content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about sending content to Dropbox.

Available formats
×

Send book to Google Drive

To send content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about sending content to Google Drive.

Available formats
×