The sentence repetition (SR) test is considered as a promising diagnostic tool for detecting language proficiency in monolingual learners, but less is known about its potential to identify dual language learners' (DLLs) linguistic proficiency. Considering that challenges with language learning, such as developmental language disorders (DLDs), is…

Socioeconomic disparities in early language are widespread and have long-lasting effects. The aim of this study is to investigate when social gaps in language problems arise and how they change across the first years of schooling. We address this question in two large longitudinal Norwegian datasets: the Behavior Outlook Norwegian Developmental…

Purpose: This study examines English performance on a set of 11 grammatical forms in Spanish-English bilingual, school-age children in order to understand how item difficulty of grammatical constructions helps correctly classify language impairment (LI) from expected variability in second language acquisition when taking into account linguistic…

Children who begin school with proficient language skills are more likely to develop adequate reading comprehension abilities and achieve academic success than children who struggle with poor language skills in their early years. Individual language difficulties, environmental factors related to socioeconomic status (SES), and having the…

Purpose: This study examined the use of African American English (AAE) among a group of young Latinx bilingual children and the accuracy of the English Morphosyntax subtest of the Bilingual English-Spanish Assessment (BESA) in classifying these children with and without developmental language disorder (DLD). Method: Children (N = 81) between the…

Purpose: This single-case study examines a complexity approach to target selection in grammatical intervention in three children with varying levels of mastery of tense and agreement. Specifically, we examine whether targeting a complex tense and agreement grammatical structure (auxiliary BE in questions) leads to generalization to other less…

This study investigated the effects of a narrative intervention that employed repeated story retells and a Story Grammar Marker on the oral narrative skills of Spanish-speaking English learners with language impairments. Four third- and fourth-grade students participated in the study. Using a single-case multiple probe across participants design,…

The READERS (Rapid English Assimilation Developing English Reading and Speaking) program is designed to facilitate teachers and students in rapid English assimilation, focusing on grammar and verbal recall as pertaining to the English language. The purpose of this qualitative method case study was to investigate the effects of rapid English…

Purpose: This study investigated the nature of the association of lexical-grammatical abilities within and across languages in Latino dual language learners (DLLs) with specific language impairment (SLI) using language-specific and bilingual measures. Method: Seventy-four Spanish/English-speaking preschoolers with SLI from preschools serving…

This study investigates the use of the Spanish subjunctive in bilingual children with and without specific language impairments (SLI). Using an elicitation task, we examine: (i) the potential of the subjunctive as a grammatical marker of SLI in Spanish-English bilingual children, (ii) the extent to which degree of bilingualism affects performance,…

This article suggests a method to deal with cross-linguistic differences in children with Specific Language Impairment. The differences in vulnerable structures reflect typological properties of the surrounding language (e.g., Leonard 2014a, 2014b). This article adds a developmental perspective to the discussion by interpreting the vulnerable…

We begin with the hypothesis that all people are "bilingual" because every language contains ingredients from several grammars, just as English exhibits both an Anglo-Saxon and a Latinate vocabulary system. We argue that the dominant grammar is defined by productivity and recursion in particular. Although current evidence is sparse, in principle,…

This study examined object clitic pronouns (OCPs) and verb inflections in twenty-five school-age children with typical development (TD) and twenty children with bilingual language impairment (BLI). MANOVA and ANOVA were used to explore differences according to grade level and language status (TD vs. BLI). Although children with BLI produced higher…

Against the background of the increasing number of multilingual children with atypical language development around the world, this study reports research results on grammatical word class processing involving children with specific language impairment (SLI). The study investigates lexical retrieval of verbs (through picture-naming actions) and…

This study investigates the production and online processing of English tense morphemes by sequential bilingual (L2) Turkish-speaking children with more than three years of exposure to English. Thirty-nine six- to nine-year-old L2 children and twenty-eight typically developing age-matched monolingual (L1) children were administered the production…