Hostname: page-component-cd9895bd7-p9bg8 Total loading time: 0 Render date: 2024-12-28T11:04:32.662Z Has data issue: false hasContentIssue false
  • English
  • Français

Language Disorders in Multilingual and Multicultural Populations

Published online by Cambridge University Press:  29 November 2013

Mira Goral  and
Peggy S. Conner
Get access Rights & Permissions [Opens in a new window]

Abstract

We review the characteristics of developmental language disorders (primary language impairment, reading disorders, autism, Down syndrome) and acquired language disorders (aphasia, dementia, traumatic brain injury) among multilingual and multicultural individuals. We highlight the unique assessment and treatment considerations pertinent to this population, including, for example, concerns of language choice and availability of measures and of normative data in multiple languages. A summary of relevant, recent research studies is provided for each of the language disorders selected.

Type
SECTION B: INDIVIDUAL AND SOCIETAL MULTILINGUALISM
Information
Annual Review of Applied Linguistics , Volume 33 , March 2013 , pp. 128 - 161
Copyright
Copyright © Cambridge University Press 2013 

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

ANNOTATED BIBLIOGRAPHY

Abutalebi, J., & Green, D. W. (2008). Control mechanisms in bilingual language production: Neural evidence from language switching studies. Language and Cognitive Processes, 23 (4), 557–582. doi: 10.1080/01690960801920602

Abutalebi and Green have put forward a model of bilingual language processing, employing the notion of inhibitory control. In their work they have demonstrated that, given evidence for the language nonselective activation in bilinguals, bilinguals practice inhibitory control to manage activation and inhibition of their languages. Furthermore, they concluded that existing evidence points to a convergence of the underlying representation of the two languages of bilinguals. The authors proposed a complex neuronal mechanism that engages cortical and subcortical brain regions to explain how, amid the overlapping language representation and the co-activation of the languages, bilinguals resolve competition between their languages and select the appropriate language for communication. When this network is impaired, as in aphasia, language-selection impairment may result.

Gollan, T. H., Salmon, D. P., Montoya, R. I., & da Pena, E. (2010). Accessibility of the nondominant language in picture naming: A counterintuitive effect of dementia on bilingual language production. Neuropsychologia, 48 (5), 1356–1366. doi: 10.1016/j.neuropsychologia.2009.12.038

Gollan and colleagues have set out to compare naming performance of bilinguals with and without dementia. They studied 29 Spanish-English bilingual with a diagnosis of probable Alzheimer's disease and 42 neurologically healthy individuals. In each group, about half of the participants were dominant in Spanish and about half dominant in English. When the authors compared naming accuracy in the clinical and control groups, they found greater difference for the dominant language than the nondominant language. This was true for both participants who were dominant in English and those who were dominant in Spanish. The authors concluded that despite reports that suggest that bilinguals with Alzheimer's disease prefer using their first language, impairment may be more evident in their dominant (typically first) language.

Kavé, G., Eyal, N., Shorek, A., & Cohen-Mansfield, J. (2008). Multilingualism and cognitive state in the oldest old. Psychology and Aging, 23 (1), 70–78. doi: 10.1037/0882–7974.23.1.70

This intriguing study by Kavé and colleagues suggests that the potential cognitive advantage associated with being bilinguals extends beyond bilingualism. The authors analyzed interview data collected from a large sample (over 800 participants) of people age 75 and older who spoke two, three, four, or multiple languages, and found a positive correlation between participants’ scores on a dementia screening test and the number of languages they spoke. Further study with more specific and sensitive measures is warranted to confirm and extend this promising finding.

McBride-Chang, C., Liu, P. D., Wong, T., Wong, A., & Shu, H. (2012). Specific reading difficulties in Chinese, English, or both: Longitudinal markers of phonological awareness, morphological awareness, and RAN in Hong Kong Chinese children. Journal of Learning Disabilities, 45 (6), 503–514. doi: 10.1177/0022219411400748

This longitudinal study by McBride-Chang and colleagues addresses how reading difficulties may manifest differently between the languages of Chinese-English biscriptal readers in Hong Kong and explores reasons for these differences. The authors looked at the relative contributions of morphological and phonological awareness tested in Chinese to reading proficiency in typically developing and poor readers of these two orthographically distant languages. The results highlight the connection between poor reading in Chinese and morphological awareness vs. poor reading in English and poor English word recognition. Slow performance on rapid-naming tasks and poor phonological awareness, characteristic of poor readers of both languages, suggest that these factors may reflect skill sets important for reading in both languages. Sociolinguistic factors are also considered.

Paradis, J. (2010a). The interface between bilingual development and specific language impairment. Applied Psycholinguistics, 31 (2), 227–252. doi: 10.1017/S0142716409990373

In a keynote article, Paradis provided a carefully crafted analysis of current research on bilingual language development as it pertains to specific language impairment. The author discussed current theories about the underlying impairment in SLI and critically reviewed studies that support and challenge these theories across languages and in multilingual children. Paradis then addressed the implications of this body of research for assessment and differential diagnosis of bilingual children with and without SLI along with considerations for improving efficacy of language intervention. The commentaries and author's response that follow this article offer insight into the challenges facing researchers as they attempt to disentangle SLI and typical bilingual language performance.

REFERENCES

Abu-Rabia, S., & Bluestein-Danon, D. (2012). A study into the results of an intervention program of linguistic skills in English (L2) and its effect on Hebrew (L1) among poor readers: An examination of the cognitive-retroactive transfer (CRT) hypothesis. Open Journal of Modern Linguistics, 2, 131–139.CrossRefGoogle Scholar
Abutalebi, J., & Green, D. (2007). Bilingual language production: The neurocognition of language representation and control. Journal of Neurolinguistics, 20, 242–275.CrossRefGoogle Scholar
Abutalebi, J., & Green, D. W. (2008). Control mechanisms in bilingual language production: Neural evidence from language switching studies. Language and Cognitive Processes, 23 (4), 557–582.CrossRefGoogle Scholar
Abutalebi, J., Rosa, P. A., Tettamanti, M., Green, D. W., & Cappa, S. F. (2009). Bilingual aphasia and language control: A follow-up fMRI and intrinsic connectivity study. Brain and Language, 109, 141–156.CrossRefGoogle ScholarPubMed
Albert, M., & Obler, L. K. (1978). The bilingual brain: Neuropsychological and neurolinguistic aspects of bilingualism. New York, NY: Academic Press.Google Scholar
Almor, A., Kempler, D., MacDonald, M. C., Andersen, E. S., & Tyler, L. K. (1999). Why do Alzheimer patients have difficulty with pronouns? Working memory, semantics, and reference in comprehension and production in Alzheimer's disease. Brain and Language, 67, 202–227.CrossRefGoogle ScholarPubMed
Alt, M., & Suddarth, R. (2012). Learning novel words: Detail and vulnerability of initial representations for children with specific language impairment and typically developing peers. Journal of Communication Disorders, 45, 84–97.CrossRefGoogle ScholarPubMed
American Psychiatric Association. (2000). Diagnostic and statistical manual of mental disorders (4th ed., text rev.). Washington, DC: Author.Google Scholar
Anderson, R., & Marquez, A. (2009). The article paradigm in Spanish-speaking children with SLI in language contact situations. In Grinstead, J. (Ed.), Hispanic child languages: Typical and impaired development (pp. 29–55). Philadelphia, PA: John Benjamins.CrossRefGoogle Scholar
Ansaldo, A. I., Marcotte, K., Scherer, L., & Raboyeau, G. (2008). Language therapy and bilingual aphasia: Clinical implications of psycholinguistic and neuroimaging research. Journal of Neurolinguistics, 21, 539–557.CrossRefGoogle Scholar
Apel, K., & Lawrence, J. (2011). Contributions of morphological awareness skills to word-level reading and spelling in first-grade children with and without speech sound disorder. Journal of Speech, Language, and Hearing Research, 54, 1312–1327.CrossRefGoogle ScholarPubMed
Aronoff, J. M., Gonnerman, L. M., Almor, A., Arunachalam, S., Kempler, D., & Andersen, E. S. (2006). Information content versus relational knowledge: Semantic deficits in patients with Alzheimer's disease. Neuropsychologia, 44, 21–35.CrossRefGoogle ScholarPubMed
Battle, D. E. (2002). Communication disorders in multicultural populations (3rd ed.). Boston, MA: Butterworth-Heinemann.Google Scholar
Battle, D. E., & Anderson, N. (1998). Culturally diverse families and the development of language. In Battle, D. E. (Ed.), Communication disorders in multicultural populations (2nd ed., pp. 213–245.) Boston, MA: Butterworth-Heinemann.Google Scholar
Bayles, K. A., & Tomoeda, C. K. (2007). Cognitive-communication disorders of dementia. San Diego, CA: Plural.Google Scholar
Bedore, L. M., & Leonard, L. B. (2001). Grammatical morphology deficits in Spanish-speaking children with specific language impairment. Journal of Speech, Language, and Hearing Research, 44, 905–924.CrossRefGoogle ScholarPubMed
Bedore, L. M., & Leonard, L. B. (2005). Verb inflections and noun phrase morphology in the spontaneous speech of Spanish-speaking children with specific language impairment. Applied Psycholinguistics, 26, 195–225.CrossRefGoogle Scholar
Bedore, L. M., & Peña, E. D. (2008). Assessment of bilingual children for identification of language impairment: Current findings and implications for practice. International Journal of Bilingual Education and Bilingualism, 11, 1–29.CrossRefGoogle Scholar
Bedore, L. M., Peña, E. D., Summers, C. L., Boerger, K. M., Resendiz, M. D., Greene, K., . . . Gillam, R. (2012). The measure matters: Language dominance profiles across measures in Spanish-English bilingual children. Bilingualism: Language and Cognition, 15, 616–629.CrossRefGoogle ScholarPubMed
Bialystok, E., Craik, F. I. M., & Freedman, M. (2007). Bilingualism as a protection against the onset of symptoms of dementia. Neuropsychologia, 45, 459–464.CrossRefGoogle ScholarPubMed
Bialystok, E., Craik, F. I. M., Klein, R., & Viswanathan, M. (2004). Bilingualism, aging, and cognitive control: Evidence from the Simon task. Psychology and Aging, 19, 290–303.CrossRefGoogle ScholarPubMed
Bialystok, E., Craik, F. I. M., & Luk, G. (2008). Lexical access in bilinguals: Effects of vocabulary size and executive control. Journal of Neurolinguistics, 21, 522–538.CrossRefGoogle Scholar
Bialystok, E., Craik, F. I. M., & Luk, G. (2012). Bilingualism: Consequences for mind and brain. Trends in Cognitive Sciences, 16, 240–250.CrossRefGoogle ScholarPubMed
Bialystok, E., & Martin, M. M. (2004). Attention and inhibition in bilingual children: Evidence from the dimensional change card sort task. Developmental Science, 7, 325–339.CrossRefGoogle ScholarPubMed
Bialystok, E., Martin, M. M., & Viswanathan, M. (2005). Bilingualism across the lifespan: The rise and fall of inhibitory control. International Journal of Bilingualism, 9, 103–119.CrossRefGoogle Scholar
Bialystok, E., & Viswanathan, M. (2009). Components of executive control with advantages for bilingual children in two cultures. Cognition, 112, 494–500.CrossRefGoogle ScholarPubMed
Bishop, D. V. M., & Snowling, M. J. (2004). Developmental dyslexia and specific language impairment: Same or different? Psychological Bulletin, 130, 858–886.CrossRefGoogle ScholarPubMed
Caesar, L. G. (2005). Testing the tests: An investigation into the effectiveness of alternative assessment methods for bilingual language-impaired children. The Hilltop Review, 1, 7.Google Scholar
Caesar, L. G., & Kohler, P. D. (2007). The state of school-based bilingual assessment: Actual practice versus recommended guidelines. Language, Speech, and Hearing Services in Schools, 38, 190–200.CrossRefGoogle ScholarPubMed
Carlisle, J. F., McBride-Chang, C., Nagy, W., & Nunes, T. (2010). Effects of instruction in morphological awareness on literacy achievement: An integrative review. Reading Research Quarterly, 45, 464–487.CrossRefGoogle Scholar
Caroline, , & Jin, L. (2011). Evaluation of speech and language assessment approaches with bilingual children. International Journal of Language & Communication Disorders, 46, 613–627.Google Scholar
Casas, R., Calamia, M., & Tranel, D. (2008). A screening test of English naming ability in bilingual Spanish/English speakers. Journal of Clinical and Experimental Neuropsychology, 8, 956–966.CrossRefGoogle Scholar
Catts, H. W., Adlof, S. M., Hogan, T. P., & Weismer, S. E. (2005). Are specific language impairment and dyslexia distinct disorders? Journal of Speech, Language, and Hearing Research, 48, 1378–1396.CrossRefGoogle ScholarPubMed
Catts, H. W., Fey, M. E., Tomblin, J. B., & Zhang, X. (2002). A longitudinal investigation of reading outcomes in children with language impairments. Journal of Speech, Language, and Hearing Research, 45, 1142–1157.CrossRefGoogle ScholarPubMed
Catts, H. W., & Hogan, T. P. (2003). Language basis of reading disabilities and implications for early identification and remediation. Special Education and Communication Disorders Faculty Publications. Published in Reading Psychology 24, 223–246. Retrieved from http://digitalcommons.unl.edu/specedfacpub/36CrossRefGoogle Scholar
Catts, H. W., Hogan, T. P., & Fey, M. E. (2003). Subgrouping poor readers on the basis of individual differences in reading-related abilities. Journal of Learning Disabilities, 36, 151–164.CrossRefGoogle ScholarPubMed
Cenoz, J., Hufeisen, B., & Jessner, U. (Eds.). (2003). The multilingual lexicon. Norwell, MA: Kluwer Academic.CrossRefGoogle Scholar
Chapman, R. S. (2006). Language learning in Down syndrome: The speech and language profile compared to adolescents with cognitive impairment of unknown origin. Down Syndrome Research and Practice, 10, 61–66.CrossRefGoogle ScholarPubMed
Chapman, R. S., & Hesketh, L. J. (2001). Language, cognition, and short-term memory in individuals with Down syndrome. Down Syndrome Research and Practice, 7, 1–7.CrossRefGoogle ScholarPubMed
Chilosi, A. M., Cipriani, P., Pecini, C., Brizzolara, D., Biagi, L., Montanaro, D., & Cioni, G. (2008). Acquired focal brain lesions in childhood: Effects on development and reorganization of language. Brain and Language, 106, 211–225.CrossRefGoogle ScholarPubMed
Chiu, M. M., McBride-Chang, C., & Lin, D. (2012). Ecological, psychological, and cognitive components of reading difficulties. Journal of Learning Disabilities, 45, 391–405.CrossRefGoogle ScholarPubMed
Chung, K. K. H., & Ho, C. S. H. (2010). Second language learning difficulties in Chinese dyslexic children: What are the reading-related cognitive skills that contribute to English and Chinese word reading? Journal of Learning Disabilities, 43, 195–211.CrossRefGoogle ScholarPubMed
Code, C. (Ed.). (1999). Communication disorders following traumatic brain injury. Hove, UK: Psychology Press/Taylor & Francis.Google Scholar
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.CrossRefGoogle ScholarPubMed
Costa, A. (2005). Lexical access in bilingual production. In Kroll, J. F. & De Groot, A. M. B. (Eds.), Handbook of bilingualism: Psycholinguistic approaches (pp. 308–325). New York, NY: Oxford University Press.Google Scholar
Croft, S., Marshall, J., Pring, T., & Hardwick, M. (2011). Therapy for naming difficulties in bilingual aphasia: Which language benefits? International Journal of Language & Communication Disorders, 46, 48–62.Google ScholarPubMed
de Diego Balaguer, R., Costa, A., Sebastián-Gallés, N., Juncadella, M., & Caramazza, A. (2004). Regular and irregular morphology and its relationship with agrammatism: Evidence from two Spanish-Catalan bilinguals. Brain and Language, 91, 212–222.Google ScholarPubMed
De Lamo White, C., & Jin, L. (2011). Evaluation of speech and language assessment approaches with bilingual children. International Journal of Language & Communication Disorders, 46, 613–627.CrossRefGoogle ScholarPubMed
De Santi, S., Obler, L., Sabo-Abramson, H., & Goldberger, J. (1990). Discourse abilities and deficits in multilingual dementia. In Joanette, Y. & Brownell, H. (Eds.), Discourse ability and brain damage: Theoretical and empirical perspectives (pp. 224–235). New York, NY: Springer.CrossRefGoogle Scholar
Dodd, B., & Thompson, L. (2001). Speech disorder in children with Down's syndrome. Journal of Intellectual Disability Research, 45, 308–316.CrossRefGoogle ScholarPubMed
Duncan, L. G. (2010). Phonological development from a cross-linguistic perspective. In Brunswick, N., McDougall, S., & de Mornay Davies, P. (Eds.), Reading and dyslexia in different orthographies (pp. 43–68). New York, NY: Psychology Press.Google Scholar
Dunn, L. M., & Dunn, D. M. (2007). Peabody picture vocabulary test (4th ed., PPVT-4). San Antonio, TX: Pearson.Google Scholar
Durgunoğlu, A. Y., Nagy, W. E., & Hancin-Bhatt, B. J. (1993). Cross-language transfer of phonological awareness. Journal of Educational Psychology, 85, 453–465.CrossRefGoogle Scholar
Ebert, K. D., Kohnert, K., Pham, G., Disher, J. R., & Payesteh, B. (in press). Three treatments for bilingual children with primary language impairment: Examining cross-linguistic and cross-domain effects. Journal of Speech, Language, and Hearing Research.Google Scholar
Edgin, J., Kumar, A., Spanò, G., & Nadel, L. (2011). Neuropsychological effects of second language exposure in Down syndrome. Journal of Intellectual Disability Research, 55, 351–356.CrossRefGoogle ScholarPubMed
Edmonds, L. A., & Kiran, S. (2006). Effect of semantic naming treatment on crosslinguistic generalization in bilingual aphasia. Journal of Speech, Language, and Hearing Research, 49, 729.CrossRefGoogle ScholarPubMed
Eng, N., & Obler, L. K. (2002). Acquired dyslexia in a biscript reader following traumatic brain injury: A second case. Topics in Language Disorders, 22, 5–19.CrossRefGoogle Scholar
Fabbro, F. (2001). The bilingual brain: Bilingual aphasia. Brain and Language, 79, 201–210.CrossRefGoogle ScholarPubMed
Faroqi-Shah, Y., & Waked, A. N. (2010). Grammatical category dissociation in multilingual aphasia. Cognitive Neuropsychology, 27, 181–203.CrossRefGoogle ScholarPubMed
Faroqi-Shah, Y., Frymark, T., Mullen, R., & Wang, B. (2010). Effect of treatment for bilingual individuals with aphasia: A systematic review of the evidence. Journal of Neurolinguistics, 23, 319–341.CrossRefGoogle Scholar
Feltmate, K., & Kay-Raining Bird, E. (2008). Language learning in four bilingual children with Down syndrome: A detailed analysis of vocabulary and morphosyntax. Canadian Journal of Speech-Language Pathology and Audiology 32, 6–20.Google Scholar
Fredman, M., & Centeno, J. (2006). Recommendations for working with bilingual children—Prepared by the Multilingual Affairs Committee of IALP. Folia Phoniatrica et Logopaedica, 58, 458–464.Google Scholar
Friedland, D., & Miller, N. (1999). Language mixing in bilingual speakers with Alzheimer's dementia: A conversation analysis approach. Aphasiology, 13, 427–444.CrossRefGoogle Scholar
Frymark, T., Venediktov, R., & Wang, B. (2010). Effectiveness of interventions for preschool children with fluency disorders: A comparison of direct versus indirect treatments. ASHA's National Center for Evidence-Based Practice in Communication Disorders. http://www.asha.org/uploadedFiles/EBSRFluencyDisorders.pdf#search=%22Frymark%22Google Scholar
Gerber, S., Brice, A., Capone, N., Fujiki, M., & Timler, G., (2012). Language use in social interactions of school-age children with language impairments: An evidence-based systematic review of treatment. Language, Speech, and Hearing Services in the School, 43, 235–249.CrossRefGoogle ScholarPubMed
Gerenser, J. (2009). Language disorders in children with autism. In Schwartz, R. G. (Ed.), Handbook of Child Language Disorders (pp. 67–89). New York, NY: Psychology Press.Google Scholar
Goldstein, B. (2000). Cultural and linguistic diversity resource guide for speech-language pathologists. San Diego, CA: Singular.Google Scholar
Gollan, T. H., Salmon, D. P., Montoya, R. I., & da Pena, E. (2010). Accessibility of the nondominant language in picture naming: A counterintuitive effect of dementia on bilingual language production. Neuropsychologia, 48 (5), 1356–1366.CrossRefGoogle ScholarPubMed
Goodglass, H., Kaplan, E., & Barresi, B. (2001). The Boston Diagnostic Aphasia Examination. Austin, TX: ProEd.Google Scholar
Goodwin, A., & Ahn, S. (2010). A meta-analysis of morphological interventions: Effects on literacy achievement of children with literacy difficulties. Annals of Dyslexia, 60, 183–208.CrossRefGoogle ScholarPubMed
Goral, M. (2012a). Cross-language treatment effects in multilingual aphasia. In Gitterman, M. R., Goral, M., & Obler, L. K. (Eds.), Aspects of multilingual aphasia (pp. 106–121). Bristol, UK: Multilingual Matters.CrossRefGoogle Scholar
Goral, M. (2012b). Multiple languages in the adult brain. In Faust, M. (Ed.), The handbook of the neuropsychology of language (pp. 720–737). Oxford, UK: Wiley-Blackwell.CrossRefGoogle Scholar
Goral, M., Levy, E. S., & Kastl, R. (2010). Cross-language treatment generalization: A case of trilingual aphasia. Aphasiology, 24, 170–187.CrossRefGoogle Scholar
Goral, M., Levy, E. S., Obler, L. K., & Cohen, E. (2006). Cross-language lexical connections in the mental lexicon: Evidence from a case of trilingual aphasia. Brain and Language, 98, 235–247.CrossRefGoogle Scholar
Goral, M., Rosas, J., Conner, P. S., Maul, K. K., & Obler, L. K. (2012). Effects of language proficiency and language of the environment on aphasia therapy in a multilingual. Journal of Neurolinguistics, 25, 538–551.CrossRefGoogle Scholar
Gough, P. B., & Tunmer, W. E. (1986). Decoding, reading, and reading disability. Remedial and Special Education, 7, 6–10.CrossRefGoogle Scholar
Goulandris, N. E. (2003). Dyslexia in different languages: Cross-linguistic comparisons. Philadelphia, PA: Whurr.Google Scholar
Grigorenko, E. L., Klin, A., & Volkmar, F. (2003). Annotation: Hyperlexia: Disability or superability? Journal of Child Psychology and Psychiatry and Allied Disciplines, 44, 1079–1091.CrossRefGoogle ScholarPubMed
Gustafson, S., Samuelsson, C., Johansson, E., & Wallmann, J. (2013). How simple is the simple view of reading? Scandinavian Journal of Educational Research, 57, 292–308.CrossRefGoogle Scholar
Gutiérrez-Clellen, V., 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.CrossRefGoogle ScholarPubMed
Hadzibeganovic, T., van den Noort, M., Bosch, P., Perc, M., van Kralingen, R., Mondt, K., & Coltheart, M. (2010). Cross-linguistic neuroimaging and dyslexia: A critical view. Cortex, 46, 1312–1316.CrossRefGoogle ScholarPubMed
Hambly, C., & Fombonne, E. (2012). The impact of bilingual environments on language development in children with autism spectrum disorders. Journal of Autism & Developmental Disorders, 42, 1342–1352.CrossRefGoogle ScholarPubMed
Hamilton, H. E. (2008). Language and dementia: Sociolinguistic aspects. Annual Review of Applied Linguistics, 28, 91–110.CrossRefGoogle Scholar
Hasson, N., Camilleri, B., Jones, C., Smith, J., & Dodd, B. (2013). Discriminating disorder from difference using dynamic assessment with bilingual children. Child Language Teaching and Therapy, 29, 57–75.CrossRefGoogle Scholar
Hayiou-Thomas, M. E., Bishop, D. V. M., & Plunkett, K. (2004). Simulating SLI: General cognitive processing stressors can produce a specific linguistic profile. Journal of Speech, Language, and Hearing Research, 47, 1347–1362.CrossRefGoogle ScholarPubMed
Hernández, M., Costa, A., Sebastián-Gallés, N., Juncadella, M., & Reñé, R. (2007). The organisation of nouns and verbs in bilingual speakers: A case of bilingual grammatical category-specific deficit. Journal of Neurolinguistics, 20, 285–305.CrossRefGoogle Scholar
Hilchey, M. D., & Klein, R. M. (2011). Are there bilingual advantages on nonlinguistic interference tasks? Implications for the plasticity of executive control processes. Psychonomic Bulletin & Review, 18, 625–658.CrossRefGoogle ScholarPubMed
Hoover, W. A., & Gough, P. B. (1990). The simple view of reading. Reading and Writing, 2, 127–160.CrossRefGoogle Scholar
Huber, W., Poeck, K., & Willmes, K. (1984). The Aachen Aphasia Test. Advances in Neurology, 42, 291–303.Google ScholarPubMed
Ibrahim, R. (2008). Performance in L1 and L2 observed in Arabic-Hebrew bilingual aphasic following brain tumor: A case constitutes double dissociation. Psychology Research and Behavior Management, 1, 11–19.CrossRefGoogle ScholarPubMed
Ibrahim, R., Eviatar, Z., & Aharon-Peretz, J. (2007). Metalinguistic awareness and reading performance: A cross language comparison. Journal of Psycholinguistic Research, 36, 297–317.CrossRefGoogle ScholarPubMed
Iluz-Cohen, P., & Walters, J. (2012). Telling stories in two languages: Narratives of bilingual preschool children with typical and impaired language. Bilingualism: Language and Cognition, 15, 58–74.CrossRefGoogle Scholar
Indefrey, P. (2006). It is time to work toward explicit processing models for native and second language speakers. Applied Psycholinguistics, 27, 66–69.Google Scholar
Jacobson, P. F. (2012). The effects of language impairment on the use of direct object pronouns and verb inflections in heritage Spanish speakers: A look at attrition, incomplete acquisition and maintenance. Bilingualism: Language and Cognition, 15, 22–38.CrossRefGoogle Scholar
Jegatheesan, B. (2011). Multilingual development in children with autism: Perspectives of south Asian Muslim immigrant parents on raising a child with a communicative disorder in multilingual contexts. Bilingual Research Journal, 34, 185–200.CrossRefGoogle Scholar
Johnston, T., & Kirby, J. (2006). The contribution of naming speed to the simple view of reading. Reading and Writing, 19, 339–361.CrossRefGoogle Scholar
Joshi, R. M., & Aaron, P. G. (2012). Componential model of reading (CMR). Journal of Learning Disabilities, 45, 387–390.CrossRefGoogle ScholarPubMed
Joshi, R. M., Tao, S., Aaron, P. G., & Quiroz, B. (2012). Cognitive component of componential model of reading applied to different orthographies. Journal of Learning Disabilities, 45, 480–486.CrossRefGoogle ScholarPubMed
Joshi, R., Padakannaya, P., & Nishanimath, S. (2010). Dyslexia and hyperlexia in bilinguals. Dyslexia, 16, 99–118.CrossRefGoogle ScholarPubMed
Kambanaros, M., Messinis, L., & Anyfantis, E. (2012). Action and object word writing in a case of bilingual aphasia. Behavioural Neurology, 25, 215–222.CrossRefGoogle Scholar
Kan, P. F., & Kohnert, K. (2012). A growth curve analysis of novel word learning by sequential bilingual preschool children. Bilingualism: Language and Cognition, 15, 452–469.CrossRefGoogle Scholar
Kapantzoglou, M., Restrepo, M. A., & Thompson, M. S. (2012). Dynamic assessment of word learning skills: Identifying language impairment in bilingual children. Language, Speech & Hearing Services in Schools, 43, 81–96.CrossRefGoogle ScholarPubMed
Katzir, T., Shaul, S., Breznitz, Z., & Wolf, M. (2004). The universal and the unique in dyslexia: A cross-linguistic investigation of reading and reading fluency in Hebrew-and English-speaking children with reading disorders. Reading & Writing, 17, 739–768.CrossRefGoogle Scholar
Kavé, G., Eyal, N., Shorek, A., & Cohen-Mansfield, J. (2008). Multilingualism and cognitive state in the oldest old. Psychology and Aging, 23 (1), 70–78.CrossRefGoogle Scholar
Kavé, G., Leonard, C., Cupit, J., & Rochon, E. (2007). Structurally well-formed narrative production in the face of severe conceptual deterioration: A longitudinal case study of a woman with semantic dementia. Journal of Neurolinguistics, 20, 161–177.CrossRefGoogle Scholar
Kavé, G., & Levy, Y. (2004). Preserved morphological decomposition in persons with Alzheimer's disease. Journal of Speech, Language, and Hearing Research, 47, 835–847.CrossRefGoogle ScholarPubMed
Kay, J., Lesser, R., & Coltheart, M. (1992). PALPA: Psycholinguistic assessments of language processing in aphasia. London, UK: Erlbaum.Google Scholar
Kay-Raining Bird, E. (2009). Bilingualism and children with Down syndrome. Perspectives on Language Learning and Education, 16, 90–96.CrossRefGoogle Scholar
Kay-Raining Bird, E., Cleave, P., Trudeau, N., Thordardottir, E., Sutton, A., & Thorpe, A. (2005). The language abilities of bilingual children with Down syndrome. American Journal of Speech-Language Pathology, 14, 187–199.CrossRefGoogle Scholar
Kay-Raining Bird, E., Lamond, E., & Holden, J. (2012). Survey of bilingualism in autism spectrum disorders. International Journal of Language & Communication Disorders, 47, 52–64.CrossRefGoogle Scholar
Kempler, D., & Goral, M. (2008). Language and dementia: Neuropsychological aspects. Annual Review of Applied Linguistics, 28, 73–90.CrossRefGoogle ScholarPubMed
Kennedy, B. (2003). Hyperlexia profiles. Brain and Language, 84, 204–221.CrossRefGoogle ScholarPubMed
Kertesz, A. (1982). Western Aphasia Battery. San Antonio, TX: The Psychological Corporation.Google Scholar
Kieffer, M. J., & Lesaux, N. K. (2008). The role of derivational morphological awareness in the reading comprehension of Spanish-speaking English language learners. Reading and Writing: An Interdisciplinary Journal, 21, 783–804.CrossRefGoogle Scholar
Kirby, J. R., & Savage, R. S. (2008). Can the simple view deal with the complexities of reading? Literacy, 42, 75–82.CrossRefGoogle Scholar
Kleim, J. (2011). Neural plasticity and neurorehabilitation: Teaching the new brain old tricks. Journal of Communication Disorders, 44, 521–528.CrossRefGoogle ScholarPubMed
Knoph, M. (2011). Language assessment of a Farsi–Norwegian bilingual speaker with aphasia. Clinical Linguistics & Phonetics, 25, 530–539.CrossRefGoogle Scholar
Kohnert, K. (2004). Cognitive and cognate-based treatments for bilingual aphasia: A case study. Brain and Language, 91, 294–302.CrossRefGoogle ScholarPubMed
Kohnert, K. (2008). Language disorders in bilingual children and adults. San Diego, CA: Plural.Google Scholar
Kohnert, K. (2010). Bilingual children with primary language impairment: Issues, evidence, and implications for clinical actions. Journal of Communication Disorders, 43, 456–473.CrossRefGoogle ScholarPubMed
Kohnert, K., & Peterson, M. (2012). Generalization in bilingual aphasia treatment. In Gitterman, M. R., Goral, M., & Obler, L. K. (Eds.), Aspects of multilingual aphasia (pp. 89–105). Bristol, UK: Multilingual Matters.CrossRefGoogle Scholar
Kremer-Sadlik, T. (2005). To be or not to be bilingual: Autistic children from multilingual families. Paper presented at the ISB4: Proceedings of the 4th International Symposium on Bilingualism, Arizona. Retrieved from www.lingref.com/isb/4/096ISB4.PDFGoogle Scholar
Kroll, J. F., Bobb, S. C., & Wodniecka, Z. (2006). Language selectivity is the exception, not the rule: Arguments against a fixed locus of language selection in bilingual speech. Bilingualism, 9, 119–135.CrossRefGoogle Scholar
Laganaro, M., & Overton Venet, M. (2001). Acquired alexia in multilingual aphasia and computer-assisted treatment in both languages: Issues of generalization and transfer. Folia Phoniatrica Logopaedica, 53, 135–144.CrossRefGoogle ScholarPubMed
Lam, K., Chen, X., Geva, E., Luo, Y., & Li, H. (2012). The role of morphological awareness in reading achievement among young Chinese-speaking English language learners: A longitudinal study. Reading and Writing, 25, 1847–1872.CrossRefGoogle Scholar
Landerl, K., Ramus, F., Moll, K., Lyytinen, H., Leppänen, P. H., Lohvansuu, K., . . . Schulte-Körne, G. (2013). Predictors of developmental dyslexia in European orthographies with varying complexity. Journal of Child Psychology and Psychiatry, 54, 686–694.CrossRefGoogle ScholarPubMed
Lanza, E., & Svendsen, B. A. (2007). Tell me who your friends are and I might be able to tell you what language(s) you speak: Social network analysis, multilingualism, and identity. International Journal of Bilingualism, 11, 275–300.CrossRefGoogle Scholar
Leonard, L. (2009). Cross-linguistic studies of child language disorders. In Schwartz, R. G. (Ed.), Handbook of child language disorders (pp. 308–324). New York, NY: Psychology Press.Google Scholar
Leonard, L. B. (1998). Children with specific language impairment. Cambridge, MA: MIT Press.Google ScholarPubMed
Leonard, L. B., Ellis Weismer, S., Miller, C. A., Francis, D. J., Tomblin, J. B., & Kail, R. V. (2007). Speed of processing, working memory, and language impairment in children. Journal of Speech, Language, and Hearing Research, 50, 408–428.CrossRefGoogle ScholarPubMed
Lindgrén, S. A., & Laine, M. (2011a). Cognitive-linguistic performances of multilingual university students suspected of dyslexia. Dyslexia, 17, 184–200.CrossRefGoogle ScholarPubMed
Lindgrén, S. A., & Laine, M. (2011b). Multilingual dyslexia in university students: Reading and writing patterns in three languages. Clinical Linguistics & Phonetics, 25, 753–766.CrossRefGoogle ScholarPubMed
Lyon, G. R., Shaywitz, S. E., & Shaywitz, B. A. (2003). A definition of dyslexia. Annals of Dyslexia, 53, 1–14.CrossRefGoogle Scholar
Mahfoudhi, A., Elbeheri, G., Al-Rashidi, M., & Everatt, J. (2010). The role of morphological awareness in reading comprehension among typical and learning disabled native Arabic speakers. Journal of Learning Disabilities, 43, 500–514.CrossRefGoogle ScholarPubMed
Manly, J. J., Schupf, N., Tang, M. X., & Stern, Y. (2005). Cognitive decline and literacy among ethnically diverse elders. Journal of Geriatric Psychiatry and Neurology, 18, 213–217.CrossRefGoogle ScholarPubMed
Marian, V., Spivey, M., & Hirsch, J. (2003). Shared and separate systems in bilingual language processing: Converging evidence from eyetracking and brain imaging. Brain and Language, 86, 70–82.CrossRefGoogle ScholarPubMed
Marshall, J., Atkinson, J., Woll, B., & Thacker, A. (2005). Aphasia in a bilingual user of British sign language and English: Effects of cross-linguistic cues. Cognitive Neuropsychology, 22, 719–736.CrossRefGoogle Scholar
McBride-Chang, C., Lam, F., Lam, C., Chan, B., Fong, C. Y. C., Wong, T. T. Y., & Wong, S. W. (2011). Early predictors of dyslexia in Chinese children: Familial history of dyslexia, language delay, and cognitive profiles. Journal of Child Psychology and Psychiatry, 52, 204–211.CrossRefGoogle ScholarPubMed
McBride-Chang, C., Liu, P. D., Wong, T., Wong, A., & Shu, H. (2012). Specific reading difficulties in Chinese, English, or both: Longitudinal markers of phonological awareness, morphological awareness, and RAN in Hong Kong Chinese children. Journal of Learning Disabilities, 45 (6), 503–514.CrossRefGoogle ScholarPubMed
McMurtray, A., Saito, E., & Nakamoto, B. (2009). Language preference and development of dementia among bilingual individuals. Hawaii Medical Journal, 68, 223–226.Google ScholarPubMed
Meguro, K., Constans, J. M., Shimada, M., Yamaguchi, S., Ishizaki, J., Ishii, H., & Sekita, Y. (2003). Corpus callosum atrophy, white matter lesions, and frontal executive dysfunction in normal aging and Alzheimer's disease. A community-based study: The Tajiri project. International Psychogeriatrics, 15, 9–25.CrossRefGoogle Scholar
Meinzer, M., Obleser, J., Flaisch, T., Eulitz, C., & Rockstroh, B. (2007). Recovery from aphasia as a function of language therapy in an early bilingual patient demonstrated by fMRI. Neuropsychologia, 45, 1247–1256.CrossRefGoogle Scholar
Melby-Lervåg, M., Lyster, S.-A. H., & Hulme, C. (2012). Phonological skills and their role in learning to read: A meta-analytic review. Psychological Bulletin, 138, 322–352.CrossRefGoogle Scholar
Mendez, M. F., & Cummings, J. L. (2003). Dementia: A clinical approach (3rd ed.). Amsterdam, the Netherlands: Butterworth-Heinemann Medical.Google Scholar
Mendez, M. F., Perryman, K. M., Pontón, M. O., & Cummings, J. L. (1999). Bilingualism and dementia. Journal of Neuropsychiatry and Clinical Neurosciences, 11, 411–412.CrossRefGoogle ScholarPubMed
Mendez, M. F., Saghafi, S., & Clark, D. G. (2004). Semantic dementia in multilingual patients. Journal of Neuropsychiatry and Clinical Neurosciences, 16, 381.CrossRefGoogle ScholarPubMed
Mesulam, M., Rogalski, E., Wieneke, C., Cobia, D., Rademaker, A., Thompson, C., & Weintraub, S. (2009). Neurology of anomia in the semantic variant of primary progressive aphasia. Brain, 132, 2553–2565.CrossRefGoogle ScholarPubMed
Miertsch, B., Meisel, J. M., & Isel, F. (2009). Non-treated languages in aphasia therapy of polyglots benefit from improvement in the treated language. Journal of Neurolinguistics, 22, 135–150.CrossRefGoogle Scholar
Miller Amberber, A. (2012). Language intervention in French-English bilingual aphasia: Evidence of limited therapy transfer. Journal of Neurolinguistics, 25, 588–614.CrossRefGoogle Scholar
Nation, K. (2008). Children's reading comprehension difficulties. In Snowling, M. J. & Hulme, C. (Eds.), The science of reading: A handbook (pp. 248–265). Oxford, UK: Blackwell.Google Scholar
Nijakowska, J. (2011). Multilingual/multicultural perspective on the identification of dyslexia. In Arabski, J. & Wojtaszek, A. (Eds.), Aspects of culture in second language acquisition and foreign language learning (pp. 95–106). Berlin, Germany: Springer.CrossRefGoogle Scholar
Ober, B. A. (2002). RT and non-RT methodology for semantic priming research with Alzheimer's disease patients: A critical review. Journal of Clinical and Experimental Neuropsychology (Neuropsychology, Development and Cognition: Section A), 24, 883–911.CrossRefGoogle ScholarPubMed
Obler, L. K., & Park, Y. (2012). The study of bilingual aphasia: The questions addressed. In Gitterman, M. R., Goral, M., & Obler, L. K. (Eds.), Aspects of multilingual aphasia (pp. 3–15). Bristol, UK: Multilingual Matters.CrossRefGoogle Scholar
Ohashi, J. K., Mirenda, P., Marinova-Todd, S., Hambly, C., Fombonne, E., Szatmari, P., . . . Thompson, A. (2012). Comparing early language development in monolingual- and bilingual-exposed young children with autism spectrum disorders. Research in Autism Spectrum Disorders, 6, 890–897.CrossRefGoogle Scholar
Oren, R., & Breznitz, Z. (2005). Reading processes in L1 and L2 among dyslexic as compared to regular bilingual readers: Behavioral and electrophysiological evidence. Journal of Neurolinguistics, 18, 127–151.CrossRefGoogle Scholar
Orgassa, A., & Weerman, F. (2008). Dutch gender in specific language impairment and second language acquisition. Second Language Research, 24, 333–364.CrossRefGoogle Scholar
Ouellette, G., & Beers, A. (2010). A not-so-simple view of reading: How oral vocabulary and visual-word recognition complicate the story. Reading and Writing: An Interdisciplinary Journal, 23, 189–208.CrossRefGoogle Scholar
Paradis, J. (2010a). The interface between bilingual development and specific language impairment. Applied Psycholinguistics, 31 (2), 227–252.CrossRefGoogle Scholar
Paradis, J. (2010b). Response to commentaries on the interface between bilingual development and specific language impairment. Applied Psycholinguistics, 31, 345–362.CrossRefGoogle Scholar
Paradis, J., & Crago, M. (2001). The morphosyntax of specific language impairment in French: An extended optional default account. Language Acquisition, 9, 269–300.CrossRefGoogle Scholar
Paradis, J., Emmerzael, K., & Duncan, T. S. (2010). Assessment of English language learners: Using parent report on first language development. Journal of Communication Disorders, 43, 474–497.CrossRefGoogle ScholarPubMed
Paradis, J., Genesee, F., & Crago, M. B. (2011). Reading impairment in dual language children. Dual language development & disorders: A handbook on bilingualism & second language learning (2nd ed., pp. 234–261). Baltimore, MD: Paul H. Brookes.Google Scholar
Paradis, J., Schneider, P., & Duncan, T. S. (2013). Discriminating children with language impairment among English language learners from diverse first language backgrounds. Journal of Speech Language Hearing Research, 56 (3), 971–981.CrossRefGoogle ScholarPubMed
Paradis, M. (1983). Readings on aphasia in bilinguals and polyglots. Montreal, Quebec: Marcel Didier.Google Scholar
Paradis, M. (2004). A neurolinguistic theory of bilingualism. Amsterdam, the Netherlands: John Benjamins.CrossRefGoogle Scholar
Paradis, M., & Libben, G. (1987). The assessment of bilingual aphasia. Hillsdale, NJ: Erlbaum.Google Scholar
Pasquarella, A., Chen, X., Lam, K., Luo, Y. C., & Ramirez, G. (2011). Cross-language transfer of morphological awareness in Chinese-English bilinguals. Journal of Research in Reading, 34, 23–42.CrossRefGoogle Scholar
Paulesu, E., Brunswick, N., & Paganelli, F. (2010). Cross-cultural differences in unimpaired and dyslexic reading: Behavioral and functional anatomical observations in readers of regular and irregular orthographies. In Brunswick, N., McDougall, S., & de Mornay Davies, P. (Eds.), Reading and dyslexia in different orthographies (pp. 249–271). New York, NY: Psychology Press.Google Scholar
Paulesu, E., Demonet, J. F., Fazio, F., McCrory, E., Chanoine, V., Brunswick, N., . . . Frith, U. (2001). Dyslexia: Cultural diversity and biological unity. Science, 291, 2165–2167.CrossRefGoogle ScholarPubMed
Peña, E., & Bedore, L. (2009). Child language disorders in bilingual context. In: Schwartz, R. G. (Ed.), Handbook of Child Language Disorders (pp. 281–307). New York, NY: Psychology Press.Google Scholar
Peña, E. D., Gutérrez-Clellen, V. F., Iglesias, A., Goldstein, B. A., & Bedore, L. M. (manuscript in preparation). Bilingual English Spanish Assessment (BESA).Google Scholar
Petersen, J., Marinova-Todd, S., & Mirenda, P. (2012). Brief report: An exploratory study of lexical skills in bilingual children with autism spectrum disorder. Journal of Autism and Developmental Disorders, 42, 1499–1503.CrossRefGoogle ScholarPubMed
Petersen, R. C. (2002). Mild cognitive impairment: Transition from aging to Alzheimer's Disease. In Iqbal, K., Sisodia, S. S., & Winblad, B. (Eds.), Alzheimer's disease: Advances in etiology, pathogenesis, and therapeutics (pp. 141–151). Chichester, UK: Wiley.Google Scholar
Pham, G., Kohnert, K., & Mann, D., (2011). Addressing clinician-client mismatch: A preliminary intervention study with a bilingual Vietnamese-English preschooler. Language, Speech, and Hearing Services in Schools, 42, 408–422.CrossRefGoogle ScholarPubMed
Raut, P., Sriram, B., Yeoh, A., Hee, K. Y., Lim, S. B., & Daniel, M. L. (2011). High prevalence of hearing loss in Down syndrome at first year of life. Annals of the Academy of Medicine, Singapore, 40, 493–498.CrossRefGoogle ScholarPubMed
Rezaie, R., Simos, P., Fletcher, J., Denton, C., & Papanicolaou, A. (2012). Magnetic source imaging: A suitable tool of exploring the neurophysiology of typical and impaired reading ability. In Breznitz, Z., Rubinsten, O., Molfese, V. J., & Molfese, D. L. (Eds.), Reading, writing, mathematics and the developing brain: Listening to many voices (Vol. 6, pp. 25–47): Dordrecht, the Netherlands: Springer.CrossRefGoogle Scholar
Restrepo, M. A., Morgan, G. P., & Thompson, M. S. (2013). The efficacy of a vocabulary intervention for dual-language learners with language impairment. Journal of Speech Language Hearing Research, 56 (2), 748–765.CrossRefGoogle ScholarPubMed
Rice, M. L. (2004). Growth models of developmental language disorders. In Rice, M. L. & Warren, S. (Eds.), Developmental language disorders: From phenotypes to etiologies (pp. 207–240). Mahwah, NJ: Erlbaum.CrossRefGoogle Scholar
Rice, M. L. (2012). Toward epigenetic and gene regulation models of specific language impairment: Looking for links among growth, genes, and impairments. Journal of Neurodevelopmental Disorders, 4, 27.CrossRefGoogle ScholarPubMed
Rice, M. L., Wexler, K., Marquis, J., & Hershberger, S. (2000). Acquisition of irregular past tense by children with SLI. Journal of Speech, Language, and Hearing Research, 43, 1126–1145.CrossRefGoogle Scholar
Rivera Mindt, M., Arentoft, A., Kubo Germano, K., D'Aquila, E., Scheiner, D., Pizzirusso, M., . . . Gollan, T. H. (2008). Neuropsychological, cognitive, and theoretical considerations for evaluation of bilingual individuals. Neuropsychology Review, 18, 255–268.CrossRefGoogle ScholarPubMed
Rogers, T. T., Ivanoiu, A., Patterson, K., & Hodges, J. R. (2006). Semantic memory in Alzheimer's disease and the frontotemporal dementias: A longitudinal study of 236 patients. Neuropsychology, 20, 319.CrossRefGoogle ScholarPubMed
Salvatierra, J. L., & Rosselli, M. (2011). The effect of bilingualism and age on inhibitory control. International Journal of Bilingualism, 15, 26–37.CrossRefGoogle Scholar
Schiff, R., Schwartz-Nahshon, S., & Nagar, R. (2011). Effect of phonological and morphological awareness on reading comprehension in Hebrew-speaking adolescents with reading disabilities. Annals of Dyslexia, 61, 44–63.CrossRefGoogle ScholarPubMed
Schwartz, R. G. (2009). Specific language impairment. In Schwartz, R. G. (Ed.), Handbook of child language disorders (pp. 3–43). New York, NY: Psychology Press.Google Scholar
Sebastian, D., Dalvi, U., & Obler, L. K. (2012). Language deficits, recovery patterns, and effective intervention in a multilingual 16 years post-TBI. In Gitterman, M. R., Goral, M., & Obler, L. K., Aspects of multilingual aphasia. (pp. 122–138). Bristol, UK: Multilingual Matters.CrossRefGoogle Scholar
Semel, E., Wiig, E. H., & Secord, W. A. (2004). Clinical evaluation of language fundamentals (CELF-4). San Antonio, TX: Pearson.Google Scholar
Shaywitz, S. (2003). Overcoming dyslexia: A new and complete science-based program for reading problems at any level. New York, NY: Knopf.Google Scholar
Shu, H., Wu, S., McBride-Chang, C., & Liu, H. (2006). Understanding Chinese developmental dyslexia: Morphological awareness as a core cognitive construct. Journal of Educational Psychology, 98, 122–133.CrossRefGoogle Scholar
Stern, Y. (2002). What is cognitive reserve? Theory and research application of the reserve concept. Journal of the International Neuropsychological Society, 8, 448–460.CrossRefGoogle ScholarPubMed
Stern, Y. (2009). Cognitive reserve. Neuropsychologia, 47, 2015–2028.CrossRefGoogle ScholarPubMed
Suárez-Coalla, P., & Cuetos, F. (2012). Reading strategies in Spanish developmental dyslexics. Annals of Dyslexia, 62, 71–81.CrossRefGoogle ScholarPubMed
Swanson, T. J., Hodson, B. W., & Schommer-Aikins, M. (2005). An examination of phonological awareness treatment outcomes for seventh-grade poor readers from a bilingual community. Language Speech Hearing Services in the Schools, 36, 336–345.CrossRefGoogle ScholarPubMed
Tavano, A., Galbiati, S., Recla, M., Formica, F., Giordano, F., Genitori, L., & Strazzer, S. (2009). Language and cognition in a bilingual child after traumatic brain injury in infancy: Long-term plasticity and vulnerability. Brain Injury, 23, 167–171.CrossRefGoogle 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 and Hearing Research, 51, 922–937.CrossRefGoogle ScholarPubMed
Thordardottir, E. (2010). Towards evidence-based practice in language intervention for bilingual children. Journal of Communication Disorders, 43, 523–537.CrossRefGoogle ScholarPubMed
Tomblin, J. B., Records, N. L., Buckwalter, P., Zhang, X., Smith, E., & O'Brien, M. (1997). Prevalence of specific language impairment in kindergarten children. Journal of Speech, Language, and Hearing Research, 40, 1245–1260.CrossRefGoogle ScholarPubMed
Tong, X., Deacon, S. H., Kirby, J. R., Cain, K., & Parrila, R. (2011). Morphological awareness: A key to understanding poor reading comprehension in English. Journal of Educational Psychology, 103, 523–534.CrossRefGoogle Scholar
Tropper, B. (2009). An electrophysiological and behavioral examination of cognitive control in children with specific language impairment (Unpublished doctoral dissertation). City University of New York, New York.Google Scholar
Tunmer, W. E., & Chapman, J. W. (2012). The simple view of reading redux. Journal of Learning Disabilities, 45, 453–466.CrossRefGoogle ScholarPubMed
Tyrrell, J., Cosgrave, M., McCarron, M., McPherson, J., Calvert, J., Kelly, A., . . . Lawlor, B. A. (2001). Dementia in people with Down's syndrome. International Journal of Geriatric Psychiatry, 16, 1168–1174.CrossRefGoogle ScholarPubMed
van der Lely, H. K. J. (2005). Domain-specific cognitive systems: Insight from grammatical specific language impairment. Trends in Cognitive Sciences, 9, 53–59.CrossRefGoogle Scholar
Vaughn, S., Linan-Thompson, S., Mathes, P. G., Cirino, P. T., Carlson, C. D., Pollard-Durodola, S. D., . . . Francis, D. J. (2006). Effectiveness of Spanish intervention for first-grade English language learners at risk for reading difficulties. Journal of Learning Disabilities, 39, 56–73.CrossRefGoogle ScholarPubMed
Vellutino, F. R., Tunmer, W. E., Jaccard, J. J., & Chen, R. (2007). Components of reading ability: Multivariate evidence for a convergent skills model of reading development. Scientific Studies of Reading, 11, 3–32.CrossRefGoogle Scholar
Verhoeven, L., Steenge, J., & van Balkom, H. (2012). Linguistic transfer in bilingual children with specific language impairment. International Journal of Language & Communication Disorders, 47, 176–183.CrossRefGoogle ScholarPubMed
Verhoeven, L., Steenge, J., van Weerdenburg, M., & van Balkom, H. (2011). Assessment of second language proficiency in bilingual children with specific language impairment: A clinical perspective. Research in Developmental Disabilities, 32, 1798–1807.CrossRefGoogle ScholarPubMed
Vicari, S., Albertoni, A., Chilosi, A., Cipriani, P., Cioni, G., & Bates, E. (2000). Plasticity and reorganization during language development in children with early brain injury. Cortex, 36, 31–46.CrossRefGoogle ScholarPubMed
Wang, M., Ko, I. Y., & Choi, J. (2009). The importance of morphological awareness in Korean–English biliteracy acquisition. Contemporary Educational Psychology, 34, 132–142.CrossRefGoogle Scholar
Welland, R. J., Lubinski, R., & Higginbotham, D. J. (2002). Discourse comprehension test performance of elders with dementia of the Alzheimer type. Journal of Speech, Language, and Hearing Research, 45, 1175–1187.CrossRefGoogle ScholarPubMed
Wimmer, H. (1993).Characteristics of developmental dyslexia in a regular writing system. Applied Psycholinguistics, 14, 1–33.CrossRefGoogle Scholar
Windsor, J., Kohnert, K., Loxtercamp, A. L., & Kan, P. (2008). Performance on nonlinguistic visual tasks by children with language impairment. Applied Psycholinguistics, 29, 237.CrossRefGoogle Scholar
Woll, B., & Grove, N. (1996). On language deficits and modality in children with Down syndrome: A case study of twins bilingual in BSL and English. Journal of Deaf Studies and Deaf Education, 1, 271–278.CrossRefGoogle ScholarPubMed
Woll, B., & Morgan, G. (2012). Language impairments in the development of sign: Do they reside in a specific modality or are they modality-independent deficits? Bilingualism: Language and Cognition, 15, 75–87.CrossRefGoogle Scholar
Wu, S., Packard, J. L., & Shu, H. (2009). Morphological deficit and dyslexia subtypes in Chinese. In Law, S.-P., Weekes, B. & Wong, A. M.-Y. (Eds.), Language disorders in speakers of Chinese (pp. 112–137). Tonawanda, NY: Multilingual Matters.Google Scholar
Wydell, T. N. (2012). Cross-cultural/linguistic differences in the prevalence of developmental dyslexia and the hypothesis of granularity and transparency. In Wydell, T. (Ed.), Dyslexia—A comprehensive and international approach (pp. 1–14). Croatia, Rijeka: INTECH Open Science/Open Minds.CrossRefGoogle Scholar
Ziegler, J. C., & Goswami, U. (2005). Reading acquisition, developmental dyslexia, and skilled reading across languages: A psycholinguistic grain size theory. Psychological Bulletin, 131, 3–29.CrossRefGoogle ScholarPubMed
Ziegler, J. C., & Goswami, U. (2006). Becoming literate in different languages: Similar problems, different solutions. Developmental Science, 9, 429–436.CrossRefGoogle ScholarPubMed
Zoccolotti, P., De Luca, M., Di Pace, E., Judica, A., & Orlandi, M. (1999). Markers of developmental surface dyslexia in a language (Italian) with high grapheme–phoneme correspondence. Applied Psycholinguistics, 20, 191–216.CrossRefGoogle Scholar