Reading List 2016; "Why do some children find language so hard to learn?"
Why do some children find language so hard to learn?
Dorothy V. M. Bishop
VIIIth International Conference of Language Acquisition
Palma de Mallorca, Spain
Bishop, D. V. M. (1997). Uncommon Understanding: Development and Disorders of
Language Comprehension in Children. Hove: Psychology Press.
Bishop, D. V. M., Adams, C. V., & Rosen, S. (2006). Resistance of grammatical impairment
to computerized comprehension training in children with specific and non-specific language
impairments. International Journal of Language and Communication Disorders, 41, 19-40
Bishop, D. V. M., & Hsu, H., J. (2015). The declarative system in children with specific
language impairment: a comparison of meaningful and meaningless auditory-visual paired
associate learning. BMC Psychology, 3(3). doi: doi:10.1186/s40359-015-0062-7
Ebbels, S. (2014). Effectiveness of intervention for grammar in school-aged children with
primary language impairments: A review of the evidence. Child Language Teaching and
Therapy, 30(1), 7-40. doi: 10.1177/0265659013512321
Hsu, H. J., & Bishop, D. V. M. (2014). Sequence-specific procedural learning deficits in
children with specific language impairment. Developmental Science, 17(3), 352–365. doi:
Hsu, H. J., & Bishop, D. V. M. (2014). Training understanding of reversible sentences: a
study comparing language-impaired children with age-matched and grammar-matched
controls. PeerJ, 2, e656. doi: 10.7717/peerj.656
Krishnan, S., Watkins, K. E., & Bishop, D. V. (2016). Neurobiological basis of language
learning difficulties. Trends in Cognitive Science, 20, 701-714.
Lum, J. A. G., Conti-Ramsden, G., Morgan, A. T., & Ullman, M. T. (2014). Procedural
learning deficits in specific language impairment (SLI): A meta-analysis of serial reaction
time task performance. Cortex, 51(0), 1-10.
Strong, G. K., et al. (2010). A systematic meta-analytic review of evidence for the
effectiveness of the ‘Fast ForWord’ language intervention program. Journal of Child
Psychology and Psychiatry, 52(3), 224-235.
Tallal, P. (2003). Language learning disabilities: integrating research approaches. Current
Directions in Psychological Science, 12(6), 206-211. doi: 10.1046/j.0963-7214.2003.01263.x
Ullman, M. T., & Pierpont, E. I. (2005). Specific language impairment is not specific to
language: The procedural deficit hypothesis. Cortex, 41, 399-433.