Neurodevelopmental disorders and language

Παντελιάδου, Σ. (2011). Μαθησιακές Δυσκολίες και Εκπαιδευτική Πράξη. Τι & Γιατί. Αθήνα: Εκδόσεις Πεδίο. Διευρυμένη έκδοση Σταυρακάκη, Σ (2019). Νευροαναπτυξιακές διαταραχές: Η περίπτωση της Αναπτυξιακής Γλωσσικής Διαταραχής. Θεσ/νίκη: Επίκεντρο. American Psychiatric Association (2013). Diagnostic and Statistical Manual of Mental Disorders (DSM- 5). Arlington, VA: American Psychiatric Publishing. American Speech-Language-Hearing Association (ASHA) (1982). Communication Disorders and Variations, Asha, 949–95O. Archibald, L.M.D. and Gathercole, S. (2006) Short term and working memory in Specific Language Impairment. International Journal of Language and Communication Disorders 41 (6): 675-693. Arosio, F., Branchini, C., Barbieri, L., & Guasti, M. (2014). Failure to produce direct object clitic pronouns as a clinical marker of SLI in school-aged Italian speaking children. Clinical Linguistics & Phonetics, 28(9), 639-663. Baird, G. (2014). Lumping, splitting, drawing lines, statistical cut offs and impairment. Commentary on Bishop, D.V.M. Ten questions about terminology for children with unexplained language problems. International Journal of Language and Communication Disorders, 49, 381–415. doi: 10.1111/14606984.12101 .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, 1-29. Bishop, D. M., North, T. & Donlan, C. (1996). Nonword repetition as a behavioral marker for inherited language impairment: Evidence from a twin study. Journal of Child Psychology and Psychiatry, 37, 391- 403. Bishop, D.V.M. & Rutter, M. (2008). Neurodevelopmental disorders: conceptual issues. Rutter's child and adolescent psychiatry, 32-41. Bishop, D.V.M, Snowling, M.J., Thompson, P.A., Greenhalgh, T. & the CATALISE consortium (2016). CATALISE: A multinational and multidisciplinary Delphi consensus study. Identifying language impairments in children. PLOS one, 11 (7) DOI: 10.1371/journal.phone.0158753 Bishop, D.V.M, Snowling, M.J., Thompson, P.A., Greenhalgh, T. & the the CATALISE-2 consortium. (2017). Phase 2 of CATALISE: a multinational and multidisciplinary Delphi consensus study of problems with language development. Journal of Child Psychology and Psychiatry, 58 (10), 1068- 1080, DOI:10.1111/jcpp.12721 Blom, W.B.T. & Boerma, T.D. (25.09.2016). Effects of language impairment and bilingualism across domains: vocabulary, morphology and verbal memory. Language Impairment in Bilingual Children Special issue of Linguistic Approaches to Bilingualism, 7 (3/4), 277-300 Conti-Ramsden, G.& Botting, N. (1999). Classification of children with Specific Language Impairment: longitudinal considerations. Journal of Speech Language and Hearing Research, 42, 1195-1204. Conti-Ramsden, G. (2014). What should we call children who struggle to talk? Taking a developmental, global perspective of diagnostic labels—reflections on Bishop (2014). Commentary on Bishop, D. V. M., Ten questions on terminology for children with unexplained language problems. International Journal of Language and Communication Disorders, 49, 381– 415. doi: 10.1111/1460-6984.12101 Conti-Ramsden, G. (2008). Heterogeneity of Specific Language Impairment in adolescent outcomes. In C.F. Norbury, J.B. Tomblin & D.V.M. Bishop (eds). Understanding Developmental Language Disorders: From theory to practice. 117-130. East Sussex: Psychology Press Eysenck, M. W. & Keane, M.T. (1995). Cognitive Psychology. A student’s handbook. Psychology Press. UK. Fey, M. & Leonard, L., 1983, Pragmatic skills of children with specific language impairment. In T. Gallagher and C. Prutting (Eds), Pragmatic Assessment and Intervention Issues in Language (pp. 65- 82). San Diego, CA: College-Hill Press Fisher, S.E. (2005). Dissection of molecular mechanisms underlying speech and language disorders. Applied Psycholinguistics, 26, 111–128. Fisher, S. E. (2006). Tangled webs: Tracing the connections between genes and cognition. Cognition, 101 (2), 270-297. Fodor, J.A. (1983). The modularity of mind. Cambridge, MA: MIT Press. Friedmann, N., & Novogrodsky, R. (2007). Is the movement deficit in syntactic SLI related to traces or to thematic role transfer? Brain and Language, 101, 50-63. Friedmann, N., & Novogrodsky, R. (2008). Subtypes of SLI: SySLI, PhoSLI, LeSLI, and PraSLI. In A. Gavarró, & M. João Freitas (Eds.), Language acquisition and development (pp. 205-217). Newcastle, UK: Cambridge Scholars Press. Friedmann, N., & Novogrodsky, R. (2011). Which questions are most difficult to understand? The comprehension of Wh questions in three subtypes of SLI. Lingua, 121, 367-382. doi: 10.1016/j.lingua.2010.10.004 Rice, M.L., Tomblin, J.B., Hoffman, L, Richman, W.A., & Marquis, J. (2004). Grammatical tense deficits in children with SLI and non specific language impairment: Relationships with nonverbal IQ over time. Journal of Speech, Language, and Hearing Research, 47, 816-834 tavrakaki, S. (2005). Greek Neurolinguistics: The State-of-the-Art. Journal of Greek Linguistics, 6, 187-234. Stavrakaki, S. (2006). Developmental perspectives on Specific Language Impairment: Evidence from the production of wh-questions by Greek SLI children over time. Advances in Speech–Language Pathology, 8(4): 384 – 396 Stavrakaki, S. & van der Lely, H. (2010). Production and comprehension of pronouns by Greek children with Specific Language Impairment. British Journal of Developmental Psychology, 28, 189–216. Stothard, S. E., Snowling, M. J., Bishop, D.V.M., Chipchase, B.B. & Kaplan, C.A. (1998). Language- Impaired Preschoolers. A Follow-Up Into Adolescence. Journal of Speech, Language, and Hearing Research, 41, 407-418. doi:10.1044/jslhr.4102.407