Armon-Lotem, S. (2010). Instructive bilingualism: can bilingual children with SLI rely on one language in learning a second one? Applied Psycholinguistics 31(2), 29–36.
Armon-Lotem, S., Danon, G. & Walters, J. (2008). The use of prepositions by bilingual SLI children: the relative contribution of representation and processing. Proceedings of the Generative Assembly on Language Acquisition 41–46.
Babyonyshev, M., Hart, L. & Grigorenko, E. (2005). The acquisition of passive constructions in Russian children with SLI. Paper presented at Formal Approaches to Slavic Linguistics – The Princeton Meeting.
Bialystok, E. (2009). Bilingualism: the good, the bad, and the indifferent. Bilingualism: Language and Cognition 12(1), 3–11.
Bishop, D. V. M. (1994). Grammatical errors in Specific Language Impairment: competence or performance limitation. Applied Psycholinguistics 15, 507–50.
Bishop, D. V. M., Bright, P., James, C., Bishop, S. J. & van der Lely, H. K. J. (2000). Grammatical SLI: a distinct subtype of developmental language impairment. Applied Psycholinguistics 21, 159–81.
Botwinik-Rotem, I. (2004). The category P: features, projections, interpretation. Unpublished doctoral dissertation, Tel Aviv University.
Clahsen, H., Bartke, S. & Göllner, S. (1997). Formal features in impaired grammars: a comparison of English and German SLI children. Journal of Neurolinguistics 10, 151–71.
Conti-Ramsden, G., Botting, N. & Faragher, B. (2001). Psycholinguistic markers for specific language impairment (SLI). Journal of Child Psychology and Psychiatry 42, 741–48.
Crago, M. & Paradis, J. (2003). Two of a kind? Commonalities and variation in languages and language learners. In Levy, Y. & Schaeffer, J. (eds.), Language competence across populations: towards a definition of specific language impairment. Mahwah, NJ: Lawrence Erlbaum Associates.
Dromi, E., Leonard, L. & Adam, G. (1997). Evaluating the morphological abilities of Hebrew-speaking children with SLI. Amsterdam Series in Child language Development 6, 65–78.
Dromi, E., Leonard, L., Adam, G. & Zadunaisky-Ehrlich, S. (1999). Verb agreement morphology in Hebrew-speaking children with Specific Language Impairment. Journal of Speech, Language and Hearing Research 42, 1414–31.
Dromi, E., Leonard, L. & Shteiman, M. (1993). The grammatical morphology of Hebrew speaking children with specific language impairment: some competing hypotheses. Journal of Speech and Hearing Research 36, 760–71.
Dulay, H. & Burt, M. (1974). Natural sequences in child second language acquisition. Language Learning 24, 37–53.
Eubank, L. (1994). Optionality and the initial state in L2 development. In Hoekstra, T. & Schwartz, B. D. (eds.), Language acquisition studies in generative grammar. Amsterdam: Benjamins.
Fletcher, P. & Garman, M. (1988). Normal language development and language impairment. Clinical Linguistics and Phonetics 2, 97–113.
Francis, N. (2011). Imbalances in bilingual development: a key to understanding the faculty of language. Language Sciences 33, 76–89.
Gauthier, K., Genesee, F. & Kasparian, K. (2012). Acquisition of complement clitics and tense morphology in internationally adopted children acquiring French. Bilingualism: Language and Cognition 15(2), 304–19.
Gopnik, M. (1990). Feature-blindness: a case study. Langauge Acquisition 1(2), 139–64.
Goralnik, E. (1995). Goralnik Screening Test for Hebrew. Even Yehuda: Matan [in Hebrew].
Grela, B., Rashiti, L & Soares, M. (2004). Dative prepositions in children with Specific Language Impairment. Applied Psycholinguistics 25, 467–80.
Grüter, T. & Crago, M. (2011). Object clitics and their omission in child L2 French: the contributions of processing limitations and L1 transfer. Bilingualism: Language and Cognition 14(1), 1–19.
Hadley, P. & Rice, M. (1996). Emergent use of BE and DO: evidence from children with specific language impairment. Language Acquisition 5, 209–43.
Hamann, C. & Belletti, A. (2008). Developmental patterns in the acquisition of complement clitic pronouns: comparing different acquisition modes with an emphasis on French. Rivista di Grammatica Generativa 31, 39–78.
Iluz-Cohen, P. (2008). Language proficiency, language control and executive control in bilingual children. Unpublished master's thesis, Bar-Ilan University, Israel.
Johnston, J. R. & Kamhi, A. G. (1984). Syntactic and semantic aspects of the utterances of language impaired children: the same can be less. Merrill-Palmer Quarterly 30, 65–85.
Kohnert, K. (2008). Language disorders in bilingual children and adults. San Diego, CA: Plural.
Leonard, L. (1998). Children with Specific Language Impairment. Cambridge, MA: MIT Press.
Leonard, L. (2003). Specific Language Impairment: characterizing the deficit. In Levy, Y. & Schaeffer, J. (eds.), Language competence across populations: toward a definition of specific language impairment. Mahwah, NJ: Erlbaum.
Nicoladis, N. (2006). Cross-linguistic transfer in adjective–noun strings by preschool bilingual children. Bilingualism: Language and Cognition 9(1), 15–32.
Novogrodsky, R. & Friedmann, N. (2006). The production of relative clauses in SLI: a window to the nature of the impairment. Advances in Speech-Language Pathology 8(4), 364–75.
Paradis, J. (1999). What do specifically-language impaired and second language children have in common. Child Language Bulletin 19, 4–6.
Paradis, J. (2008). Tense as a clinical marker in English L2 acquisition with language delay/impairment. In Gavruseva, E. & Haznedar, B. (eds.), Current trends in child second language acquisition: a generative perspective. Amsterdam: John Benjamins.
Paradis, J. (2010a). The interface between bilingual development and specific language impairment. Applied Psycholinguistics 31, 227–52.
Paradis, J. (2010b). Response to commentaries on the interface between bilingual development and specific language impairment. Applied Psycholinguistics 31, 345–62.
Paradis, J. & Crago, M. (2000). Tense and temporality: similarities and differences between language-impaired and second-language children. Journal of Speech, Language and Hearing Research 43(4), 834–48.
Paradis, J. & Crago, M. (2003). What can SLI tell us about transfer in SLA? In Liceras, J. M. et al. (eds.), Proceedings of the 6th Generative Approaches to Second Language Acquisition Conference (GASLA 2002), 219–26. Somerville, MA: Cascadilla Proceedings Project.
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(6), 474–97.
Portocarrero, J. S., Burright, R. G. & Donovick, P. J. (2007). Vocabulary and verbal fluency of bilingual and monolingual college students. Archives of Clinical Neuropsychology 22, 415–22.
Pyers, J. E., Gollan, T. H. & Emmorey, K. (2009). Bimodal bilinguals reveal the source of tip-of-the-tongue states. Cognition 112, 323–29.
Ravid, D., Levie, R. & Avivi-Ben Zvi, G. (2003). Morphological disorders. In Verhoeven, L. & van Balkom, Hans (eds.), Classification of developmental language disorders: theoretical issues and clinical implications. Mahwah, NJ: Erlbaum.
Rice, M. L. (2004). Growth models of developmental language disorders. In Rice, M. L. & Warren, S. (eds.), Developmental language disorders: from phenotypes to etiologies. Mahwah, NJ: Lawrence Erlbaum.
Rice, M. L. & Wexler, K. (1996). Toward tense as a clinical marker of specific language impairment in English-speaking children. Journal of Speech and Hearing Research 39, 1239–57.
Roeper, T., Ramos, E., Seymour, H. N. & Abdul-Karim, L. (2001). Language disorders as a window on a universal grammar: an abstract theory of agreement for IP, DP, and V-PP. Brain and Language 77(3), 378–97.
Rohrer, D., Wixted, J. T., Salmon, D. P. & Butters, N. (1995). Retrieval from semantic memory and its implications for Alzheimer's disease. Journal of Experimental Psychology: Learning, Memory, and Cognition 21, 1127–39.
Sandoval, T. C., Gollan, T. H., Ferreira, V. S. & Salmon, D. P. (2010). What causes the bilingual disadvantage in verbal fluency? The dual-task analogy. Bilingualism: Language and Cognition 13(2), 231–52.
Schwartz, B. D. (2004). Why Child L2 Acquisition? In Van Kampen, J. & Baauw, S. (eds.), The proceedings of GALA 2003. LOT Occasional Series.
Tallal, P. & Stark, R. (1981). Speech acoustic-cue discrimination abilities of normally developing and language-impaired children. Journal of the Acoustical Society of America 69, 568–79.
Talmy, L. (2000). Toward a cognitive semantics. Cambridge, MA: MIT Press.
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, Language and Hearing Research 51, 922–37.
Vainikka, A. (2010). All acquisition begins with the projection of a bare verb phrase. Applied Psycholinguistics 31, 332–39.
Vainikka, A. & Young-Scholten, M. (2007). Minimalism vs. organic syntax. In Karimi, S., Samiian, V. & Wilkins, W. (eds.), Clausal and phrasal architecture: syntactic derivation and interpretation. Papers in honour of Joseph Emonds. Amsterdam: Benjamins.
van der Lely, H. (2003). Do heterogeneous deficits require heterogeneous theories? SLI subgroups and the RDDR hypothesis. In Levy, Y. & Schaeffer, J. (eds.), Language competence across populations: toward a definition of specific language impairment. Mahwah, NJ: Erlbaum.
van der Lely, H. (1998). SLI in children: movement, economy and deficits in the computational-syntactic system. Language Acquisition 7, 161–92.
Walters, J. (2005). Bilingualism: the sociopragmatic and psycholinguistic interface. Mahwah, NJ: Erlbaum.
Washington, J. A. & Craig, H. K. (2004). A language screening protocol for use with young African American children in urban settings. American Journal of Speech-Language Pathology 13, 329–40.
Watkins, R. & Rice, M. (1991). Verb particle and preposition acquisition in language impaired preschoolers. Journal of Speech and Hearing Research 34, 1130–41.
Wexler, K. (1998). Very early parameter setting and the unique checking constraint: a new explanation of the optional infinitive stage. Lingua 106, 23–79.
Wiig, E. H., Secord, W. A. & Semel, E. M. (2004). Clinical evaluation of language fundamentals – preschool 2. San Antonio, TX: Harcourt/Psych Corp.
Yan, S. & Nicoladis, E. (2009). Finding le mot juste: differences between bilingual and monolingual children's lexical access in comprehension and production. Bilingualism: Language and Cognition 12, 323–35.