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154

ACQ

Volume 13, Number 3 2011

ACQ

uiring Knowledge in Speech, Language and Hearing

Paradis, J., Nicoladis, E., Crago, M., & Genesee, F.

(2011). Bilingual children’s acquisition of the past tense: A

usage-based approach.

Journal of Child Language

,

38

,

554–578.

Paradis, J., Crago, M., Genesee, F., & Rice, M. (2003).

French-English bilingual children with SLI: How do they

compare with their monolingual peers?

Journal of Speech,

Language, and Hearing Research

,

46

, 113–127.

Pihko, E., Mickos, A., Kujala, T., Pihlgren, A.,Westman,

M., Alku, P., Korkman, M. (2007). Group intervention

changes brain activity in bilingual language impaired

children.

Cerebral Cortex

,

17

, 849–858.

Pring, T. (2004). Ask a silly question: Two decades of

troublesome trials.

International Journal of Language and

Communication Disorders

,

39

(3), 285–302.

Rolstad, K., Mahoney, K., & Glass, G. (2005). The big

picture: A meta-analysis of program effectiveness research

on English language learners.

Educational Policy

,

19

,

572–594.

Roseberry-McKibbin, C. (2007).

Language disorders in

children: A multicultural and case perspective

. Boston, MA:

Pearson.

Seung, H., Siddiqi, S., & Elder, J. (2006). Intervention

outcomes of a bilingual child with autism.

Journal of

Medical Speech-Language Pathology

,

14

(1), 53–63.

Slavin, E., & Cheung, A. (2005). A synthesis of research

on language of reading instruction for English language

learners.

Review of Educational Research

,

75

(2), 247–284.

Speech Pathology Australia (2008).

Code of ethics

.

Melbourne: Author.

Thordardottir, E. (2010). Towards evidence-based

practice in language intervention for bilingual children.

Journal of Communication Disorders

,

43

(6), 523–537.

Thordardottir, E., Ellis Weismer, S., & Smith, M. (1997).

Vocabulary learning in bilingual and monolingual clinical

intervention.

Child Language Teaching and Therapy

,

13

,

215–227.

Tsybina, I., & Eriks-Brophy, A. (2010). Bilingual

dialogic book-reading intervention for preschoolers with

slow expressive vocabulary development.

Journal of

Communication Disorders

,

43

(6), 538–556.

Wauters, L., Knoors, H., Vervloed, M., & Aarnoutse,

C. (2001). Sign facilitation in word recognition.

Journal of

Special Education

,

35

(1), 31–40.

Waltzman, S. B., Robbins, A.M., Green, J., & Cohen,

N. (2003). Second oral language capabilities in children

with cochlear implants.

Otology and Neurotology

,

24

(5),

757–763.

World Health Organization (2001).

International

classification of functioning, disability and health (ICF)

.

Geneva, Switzerland.

Dr Linda Hand

is a senior lecturer in the Speech Sciences

Programme at the University of Auckland. She trained as a speech

pathologist in New Zealand, gained her Master’s at the University of

Iowa, and her PhD in Linguistics at Macquarie University. She worked

for 20 years at the University of Sydney, and returned home in 2007.

Linda was instrumental in the Multicultural Interest Group in Australia

for many years, and now helps run a website called CLD-SIG in NZ.

All enquiries welcome. She is acquiring bilingualism at the time of

writing.

Correspondence to:

Linda Hand, PhD

email:

l.hand@auckland.ac.nz