Grammatical correction and morphological productivity tasks as potential identifiers of developmental language disorder in Spanish-Catalan bilingual children: a pilot study-Reference-Cited by-同舟云学术

Grammatical correction and morphological productivity tasks as potential identifiers of developmental language disorder in Spanish-Catalan bilingual children: a pilot study

Published:2024-05-15 Issue: Volume: Page:1-23
ISSN:0269-9206
Container-title:Clinical Linguistics & Phonetics
language:en
Short-container-title:Clinical Linguistics & Phonetics

Author:

Balboa-Castells Raquel¹²,Ahufinger Nadia²³,Ferinu Laura²³,Castilla-Earls Anny⁴,Andreu Llorenç²,Sanz-Torrent Mònica²³

Affiliation:

1. Departament de Cognició Desenvolupament i Psicologia de l’Educació, Secció Cognició, Universitat de Barcelona (UB), Barcelona, Spain

2. NeuroDevelop eHealth Lab, eHealth Center, Universitat Oberta de Catalunya, Barcelona, Spain

3. Estudis de Psicologia i Ciències de l’Educació, Universitat Oberta de Catalunya (UOC), Barcelona, Spain

4. Department of Communication Sciences and Disorders, University of Houston, Houston, Texas, USA

Funder

Agència de Gestió d’Ajuts Universitaris i de Recerca (AGAUR) de la Generalitat de Catalunya

Ministerio de Ciencia e Innovación del Gobierno de España

Ministerio de Economía y Competitividad del Gobierno de España

Publisher

Informa UK Limited

Link

https://www.tandfonline.com/doi/pdf/10.1080/02699206.2024.2350492

Reference78 articles.

1. Documento de consenso elaborado por el comité de expertos en TEL sobre el diagnóstico del trastorno

2. Academic Outcomes in Bilingual Children With Developmental Language Disorder: A Longitudinal Study

3. Influence of phonology on morpho‐syntax in Romance languages in children with Specific Language Impairment (SLI)

4. Consistency of a Nonword Repetition Task to Discriminate Children with and without Developmental Language Disorder in Catalan–Spanish and European Portuguese Speaking Children

5. Statistical word learning in Catalan–Spanish and English‐speaking children with and without developmental language disorder