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Discriminating disorder from difference using dynamic assessment with bilingual children

Child language teaching and therapy, 2013-02, Vol.29 (1), p.57-75

2013

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Applying behaviour change theory to parent‐led language interventions for children in the early years

International journal of language & communication disorders, 2024-05, Vol.59 (3), p.1194-1210

2024

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Lexical choice and language selection in bilingual preschoolers

Child language teaching and therapy, 2013-02, Vol.29 (1), p.27-39

2013

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Verb morphology in German-speaking children with developmental language disorder and phonological impairment

Clinical linguistics & phonetics, 2020-07, Vol.34 (7), p.671-691

2020

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Simultaneous bilingual language acquisition: The role of parental input on receptive vocabulary development

Child language teaching and therapy, 2013-02, Vol.29 (1), p.131-142

2013

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Diagnosing language impairment in bilinguals: Professional experience and perception

Child language teaching and therapy, 2013-02, Vol.29 (1), p.91-109

2013

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Case marking in German-speaking children with specific language impairment and with phonological impairment

Clinical linguistics & phonetics, 2019-02, Vol.33 (1-2), p.117-134

2019

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Collocational knowledge in children: a comparison of English-speaking monolingual children, and children acquiring English as an Additional Language

Journal of child language, 2022-09, Vol.49 (5), p.1008-1023

2022

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Developmental Change Is Key to Understanding Primary Language Impairment: The Case of Phonotactic Probability and Nonword Repetition

Journal of speech, language, and hearing research, 2013-10, Vol.56 (5), p.1579-1594

2013

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Multilingual children with hearing loss: Factors contributing to language use at home and in early education

Child language teaching and therapy, 2013-02, Vol.29 (1), p.111-129

2013

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Socio-economic status and language acquisition: children's performance on the new Reynell Developmental Language Scales

International journal of language & communication disorders, 2013-03, Vol.48 (2), p.131-143

2013

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Can a novel word repetition task be a language-neutral assessment tool? Evidence from Welsh–English bilingual children

Child language teaching and therapy, 2013-02, Vol.29 (1), p.77-89

2013

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Adapting early years language and communication support in response to COVID-19 – A catalyst for reflection and more successful parental engagement?

Child language teaching and therapy, 2024-09

2024

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The production of referring expressions in oral narratives of Chinese–English bilingual speakers and monolingual peers

Child language teaching and therapy, 2013-02, Vol.29 (1), p.41-55

2013

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Validation of a measure of parental responsiveness: Comparison of the brief Parental Responsiveness Rating Scale with a detailed measure of responsive parental behaviours

Journal of child health care, 2022-03, Vol.26 (1), p.56-67

2022

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Triggering word learning in children with Language Impairment: the effect of phonotactic probability and neighbourhood density

Journal of child language, 2014-11, Vol.41 (6), p.1224-1248

2014

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Functional reorganization in the developing lexicon: separable and changing influences of lexical and phonological variables on children's fast-mapping

Journal of child language, 2013-03, Vol.40 (2), p.307-335

2013

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A review of the impact of bilingualism on the development of phonemic awareness skills in children with typical speech development

Child language teaching and therapy, 2013-02, Vol.29 (1), p.11-25

2013

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Comprehension of inferential meaning in language-impaired and language normal children

International journal of language & communication disorders, 2001-07, Vol.36 (3), p.307-328

Leinonen, Carolyn Letts, Eeva

2001

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Corrigendum to Early years education, language and social background: A decade of changing policy and practice [EuJAL DOI: 10.1515/eujal-2014-0003]

European journal of applied linguistics, 2015-03, Vol.3 (1), p.155-155

2015

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Research and practice in working with children who are bilingual or have English as an additional language and who have language and communication needs

Child language teaching and therapy, 2013-02, Vol.29 (1), p.7-9

2013

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Early years education, language and social background: A decade of changing policy and practice

European journal of applied linguistics, 2014-04, Vol.2 (1), p.79-100

2014

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Regarding "Syrnyk, C. and Meints, K., 2012, Fishy fishes: the typicality of object stimuli used to assess children's language in the Reynell Development Language Scales - III

International journal of language & communication disorders, 2012-11, Vol.47 (6), p.752-752

2012

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List of reviewers

Child language teaching and therapy, 2013-02, Vol.29 (1), p.149-149

2013

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Notes on contributors

Child language teaching and therapy, 2013-02, Vol.29 (1), p.3-5

2013

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Discriminating disorder from difference using dynamic assessment with bilingual children

Applying behaviour change theory to parent‐led language interventions for children in the early years

Lexical choice and language selection in bilingual preschoolers

Verb morphology in German-speaking children with developmental language disorder and phonological impairment

Simultaneous bilingual language acquisition: The role of parental input on receptive vocabulary development

Diagnosing language impairment in bilinguals: Professional experience and perception

Case marking in German-speaking children with specific language impairment and with phonological impairment

Collocational knowledge in children: a comparison of English-speaking monolingual children, and children acquiring English as an Additional Language

Developmental Change Is Key to Understanding Primary Language Impairment: The Case of Phonotactic Probability and Nonword Repetition

Multilingual children with hearing loss: Factors contributing to language use at home and in early education

Socio-economic status and language acquisition: children's performance on the new Reynell Developmental Language Scales

Can a novel word repetition task be a language-neutral assessment tool? Evidence from Welsh–English bilingual children

Adapting early years language and communication support in response to COVID-19 – A catalyst for reflection and more successful parental engagement?

The production of referring expressions in oral narratives of Chinese–English bilingual speakers and monolingual peers

Validation of a measure of parental responsiveness: Comparison of the brief Parental Responsiveness Rating Scale with a detailed measure of responsive parental behaviours

Triggering word learning in children with Language Impairment: the effect of phonotactic probability and neighbourhood density

Functional reorganization in the developing lexicon: separable and changing influences of lexical and phonological variables on children's fast-mapping

A review of the impact of bilingualism on the development of phonemic awareness skills in children with typical speech development

Comprehension of inferential meaning in language-impaired and language normal children

Corrigendum to Early years education, language and social background: A decade of changing policy and practice [EuJAL DOI: 10.1515/eujal-2014-0003]

Research and practice in working with children who are bilingual or have English as an additional language and who have language and communication needs

Early years education, language and social background: A decade of changing policy and practice

Regarding "Syrnyk, C. and Meints, K., 2012, Fishy fishes: the typicality of object stimuli used to assess children's language in the Reynell Development Language Scales - III

List of reviewers

Notes on contributors

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