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MARCS Auditory Laboratories. (2004). Australian English developmental vocabulary inventory – OZI . Sydney: MARCS Auditory Laboratories, University of Western Sydney. Nathan, L., & Simpson, S. (2001). Designing a literacy programme for a child with a history of speech difficulties. In J. Stackhouse & B. Wells (Eds.), Children’s speech and literacy difficulties: Identification and intervention (pp. 249–298). London: Whurr Publishers. Richardson, U., Kulju, P., Neiminen, L., & Torvelainen, P. (2009). Early signs of dyslexia from the speech and language processing of children. International Journal of Speech-Language Pathology , 11 , 366–380. Savinainen-Makkonen, T. (2000). Learning long words: A typological perspective. Language and Speech , 43 , 205–225. Seeff-Gabriel, B., Chiat, S., & Roy, P. (2008). The Early Repetition Battery . London: Pearson Assessment. Seeff-Gabriel, B., Chiat, S., & Roy, P. (2010). More to repetition than meets the ear. Bulletin of the Royal College of Speech Language Therapists , May, 20–21. Shriberg, L. D., & Lohmeier, H. L. (2008). The Syllable Repetition Task (SRT) [Technical Report No. 14]. Madison, WI: Waisman Center. Shriberg, L. D., Lohmeier, H. L., Campbell, T. F., Dollaghan, C. A., Green, J. R., & Moore, C. A. (2009). A nonword repetition task for speakers with misarticulations: The Syllable Repetition Task (SRT). Journal of Speech, Language, and Hearing Research , 52 , 1189–1212.

Stokes, S. F., & Klee, T. (2009a). Factors that influence vocabulary development in two-year-old children. Journal of Child Psychology and Psychiatry , 50 (4), 498–505. Stokes, S. F., & Klee, T. (2009b). The diagnostic accuracy of a new test of early nonword repetition for differentiating late talking and typically developing children. Journal of Speech, Language, and Hearing Research , 52 , 872–882. Sutherland, D., & Gillon, G. (2005). Assessment of phonological representations in children with speech impairment. Language, Speech, and Hearing Services in Schools , 36 (4), 294–307. Elise Baker, PhD, and Natalie Munro , PhD, are co-directors of the Kids Talk Lab at The University of Sydney and have complementary clinical and research interests in paediatric communication disorders. Elise’s interests focus on speech sound disorders (SSD) while Natalie’s focus is on specific language impairment (SLI). Together, they are exploring the difficulties that underlie SSD and SLI in children.

Correspondence to: Elise Baker, PhD Discipline of Speech Pathology Faculty of Health Sciences The University of Sydney PO Box 170 Lidcombe 1825, Australia phone: 61 2 9351 9121 email: elise.baker@sydney.edu.au

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ACQ Volume 13, Number 2 2011

ACQ uiring Knowledge in Speech, Language and Hearing