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Lista de candidatos sometidos a examen:
1) language impairment (*)
(*) Términos presentes en el nuestro glosario de lingüística

1) Candidate: language impairment


Is in goldstandard

Evaluando al candidato language impairment:



language impairment
Lengua:
Frec: 63
Docs: 6
Nombre propio: / 63 = 0%
Coocurrencias con glosario:
Puntaje: 0.143 = ( + (1+0) / (1+6)));
Candidato aceptado

Referencias bibliográficas encontradas sobre cada término

(Que existan referencias dedicadas a un término es también indicio de terminologicidad.)
language impairment
: Acosta, V., Ramírez, G. & Hernández, S. (2016). Intervention in fluency problems in pupils with Specific Language Impairment (SLI). Infancia y Aprendizaje, 39(3), 1-15. Doi: 10.1080/02103702.2016.1189118.
: Anderson, R. & Souto, S. (2005). The use of articles by monolingual Puerto Rican Spanish-speaking children with specific language impairment. Applied Psycholinguistics, 26(4), 621-647.
: Anderson, R. (2007). Exploring the grammar of Spanish-speaking children with specific language impairment. En J. Centeno, R. Anderson & L. Obler (Eds.), Communication disorders in Spanish speakers (pp. 113-126). Londres: Multilingual Matters.
: Auza, A. & Morgan, G. (2013). The use of prepositions in storytelling: Comparison between Spanish-speaking children with and without language impairment. Infancia y Aprendizaje, 36, 35-49. Doi: 10.1174/021037013804826573.
: Bedore, L. & Leonard, L. (2001). Grammatical morphology deficits in Spanish speaking-children with Specific Language Impairment. Journal of Speech, Language, and Hearing Research, 44, 905-924.
: Bedore, L. & Leonard, L. B. (2005). Verb inflections and noun phrase morphology in the spontaneous speech of Spanish-speaking children with specific language impairment. Applied Psycholinguistics, 26(2), 195-225.
: Bishop, D. & Adams, C. (1992). Comprehension problems in children with specific language impairment: Literal and inferential meaning. Journal of Speech and Hearing Research, 35(1), 119-129.
: Bishop, D. (2006). What causes Specific Language Impairment in children? Current Directions in Psychological Science, 15(5), 2217-221.
: Bortolini, U., Arfé, B., Caselli, M., Degasperi, L., Deevy, P. & Leonard, L. (2006). Clinical markers for specific language impairment in Italian: The contribution of clitics and non-word repetition. International Journal of Language Communication Disorders, 41(6), 695-712.
: Carter, A. & Gerken, L. (2003). Similarities in weak syllable omission between children with specific language impairment and normally developing language: A preliminary report. Journal of Communication Disorders, 36(2), 165-179.
: Carvalho, A. M., Befi-López, D. M. & Limongi, S. C. (2014). Mean length utterance in Brazilian children: A comparative study between Down syndrome, specific language impairment, and typical language development. Codas, 26(3), 201-207.
: Cleave, P., Girolametto, L., Chen, X. & Johnson, C. (2010). Narrative abilities in monolingual and dual language learning children with Specific Language Impairment. Journal of Communication & Disorders, 43, 511-522.
: Conti-Ramsden, G. & Durkin, K. (2008). Language and independence in adolescents with and without a history of Specific Language Impairment (SLI). Journal of Speech, Language and Hearing Research, 51(1), 70-83.
: Conti-Ramsden, G. (2003). Processing and linguistics markers in young children with Specific Language Impairment (SLI). Journal of Speech, Language, and Hearing Research, 46, 1029-1037.
: Conti-Ramsden, G., Mok, P., Pickles, A. & Durkin, K. (2013). Adolescents with a history of specific language impairment (SLI): Strengths and difficulties in social, emotional and behavioral functioning. Research in Developmental Disabilities, 34(11), 4161-4169.
: Dodwell, K. & Bavin, A. (2008). Children with Specific Language Impairment: And investigation of their narratives and memory. International journal of language and communication disorders, 43(2), 201-218.
: Eisenberg, S. & Guo, L. (2013). Differentiating children with and without language impairment based on grammaticality. Language, speech, and hearing services in schools, 44(1), 20-31.
: Fey, M., Catts, H., Proctor-Williams, K., Tomblin, B. & Zhang, X. (2004). Oral and written story composition skills of children with Language Impairment. Journal of Speech, Language, and Hearing Research, 47, 1301-1318.
: Frizelle, P. & Fletcher, P. (2014). Relative clause construction in children with specific language impairment. International Journal of Language and Communication Disorders, 49, 255-264. Doi: 10.1111/1460-6984.12070.
: Girbau, D. (2016). The non-word repetition task as a clinical marker of specific language impairment in Spanish-speaking children. First Language, 36(1), 30-49.
: Hays, S. J., Niven, B., Godfrey, H. & Linscott, R. (2010). Clinical assessment of pragmatic language impairment: A generalisability study of older people with Alzheimer’s disease. Aphasiology, 18(8), 693-714.
: Hsu, H. & Bishop, D. (2011). Grammatical difficulties in children with specific language impairment: Is learning deficient? Human Development, 53(5), 264-277.
: Jackson-Maldonado, D. & Maldonado, R. (2017). Grammaticality differences between Spanish-speaking children with specific language impairment and their typically developing peers. International Journal of Language & Communications Disorders, 52(6), 750-765.
: Kaderavek, J. N. & Sulzby, E. (2000). Narrative production by children with and without specific language impairment: Oral narratives and emergent Reading. Journal of Speech, Language and Hearing Research, 43(1), 34-49.
: Law, J. (1992). The early identification of language impairment in children. London: Chapman & Hall.
: Leonard, L. & Dispaldro, M. (2013). The effects of production demands on grammatical weaknesses in specific language impairment: The case of clitic pronouns in italian. Journal of Speech, Language, and Hearing Research, 56(4), 1272-1286.
: Leonard, L. (1998). Children with Specific Language Impairment. Cambridge MA: MIT Press.
: Leonard, L. (2009). Some reflections on the study of children with Specific Language Impairment. Child Language teaching and Therapy, 25(2), 169-171.
: Leonard, L. (2014). Children with specific language impairment. Cambridge: MIT Press.
: Leonard, L. (2014b). Specific language impairment across languages. Child development perspective, 8(1), 1-5.
: Leonard, L., Ellis Weismer, S., Miller, C., Francis, D., Tombling, J. & Kail, R. (2007). Speed of processing, working memory, and language impairment in children. Journal of Speech and Hearing Research, 50, 408-428. Doi: 10.1044/1092-4388(2007/029).
: Leonard, L., Hansson, K., Nettelbladt, U. & Deevy, P. (2004). Specific language impairment in children: A comparison of english and swedish. Language Acquisition, 12(4), 219-246.
: Leonard, L., Wong, A., Deevy, P., Stokes, S. & Fletcher, P. (2006). The production of passives by children with specific language impairment acquiring english or cantonese. Applied Psycholinguistics, 27(2), 267-299.
: Morgan, G., Restrepo, A. & Auza, A. (2013). Comparison of Spanish morphology in monolingual and Spanish-English bilingual children with and without language impairment. Bilingualism: Language and Cognition, 16(3), 578-596.
: Pearce, W., James, D. & McCormack, P. (2010). A comparison of oral narratives children with specific language and non-Specific Language Impairment. Clinical Linguistics & Phonetics, 24(8), 622-646.
: Restrepo, M. & Gutiérrez-Clellen, V. (2001). Article use in Spanish-speaking children with Specific Language Impairment. Journal of Child Language, 28, 433-452.
: Reuterskiölds, C., Hansson, K. & Sahlen, B. (2011). Narrative skills in Swedish Children with language impairment. Journal of Communication Disorders, 44, 733-744.
: Rice, M. & Blossom, M. (2013). What do children with Specific Language Impairment do with multiple forms of DO? Journal of Speech, Language, and Hearing Research, 56(1), 222-235.
: Riches, N., Loucas, T., Baird, G., Charman, T. & Simonov, E. (2010). Sentence repetition in adolescents with specific language impairment and autism: An investigation of complex syntax. International Journal of Language and Communication Disorders, 45, 47-60.
: Sanz, M., Serrat, M., Andreu, Ll. & Serra, M. (2008). Verb morphology in Catalan and Spanish in children with Specific Language Impairment: A developmental study. Clinical Linguistic & Phonetics, 22, 459-474. Doi:10.1080/02699200801892959.
: Simón-Cereijido, G. & Gutiérrez-Clellen, V. (2007). Spontaneous language markers of Spanish language impairment. Applied Psycholinguistics, 28, 317-339.
: St. Clair, M., Pickles, A., Durkin, K. & Conti-Ramsden, G. (2011). A longitudinal study of behavioral, emotional and social difficulties in individuals with a history of specific language impairment (SLI). Journal of Communication Disorders, 44(2), 186-199.
: Thordardottir, E. (2008). Language specific effects of task demands on the manifestation of specific language impairment: A comparison of English and Icelandic. Journal of Speech and Hearing Research, 51, 922-937. Doi: 10.1044/1092-4388(2008/068).
: Ukrainetz, T. & Gillam, R. (2009). The expressive elaboration of imaginative Narratives by children with Specific Language Impairment. Journal of Speech, Language and Hearing Research, 52, 883-898.
: Van der Lely, H. & Stolwerck, L. (1997). Binding theory and grammatical specific language impairment in children. Cognition, 62, 245-290. Doi:10.1016/S0010-0277(96)00783-4.
: Van der Lely, H., Rosen, S. & Adlard, A. (2004). Grammatical language impairment and the specificity of cognitive domains: Relations between auditory and language abilities. Cognition, 94(2), 167-183.
: Wetherell, D., Botting, N. & Conti-Ramsden, G. (2007). Narrative in adolescent Specific Language Impairment (SLI): A comparison with peers across two different narrative genres. International Journal of Language & Communication Disorder, 42(5), 583-605.