AltM.PlanteE.CreusereM. (2004). Semantic features in fast-mapping: Performance of preschoolers with specific language impairment versus preschoolers with normal language. Journal of Speech, Language, and Hearing Research, 47, 407–420.
2.
BishopD. V. M.SnowlingM. J. (2004). Developmental dyslexia and specific language impairment: Same or different?Psychological Bulletin, 130, 858–886.
3.
BrownL.SherbenouR. J.JohnsenS. K. (1997). Test of Nonverbal Intelligence (3rd ed.). Bloomington, MN: Pearson Assessments.
4.
CarnineD.KameenuiE. J.CoyleG. (1984). Utilization of contextual information in determining the meaning of unfamiliar words. Reading Research Quarterly, 19, 188–204.
5.
CarrollJ. M.SnowlingM. J. (2004). Language and phonological skills in children at high risk of reading difficulties. Journal of Child Psychology and Psychiatry, 45, 631–640.
6.
CattsH. W. (1993). The relationship between speech-language impairments and reading disabilities. Journal of Speech and Hearing Research, 36, 948–958.
7.
CattsH. W.FeyM. E.TomblinJ. B.ZhangX. (2002). A longitudinal investigation of reading outcomes in children with language impairments. Journal of Speech, Language, and Hearing Research, 45, 1142–1157.
8.
CattsH. W.KamhiA. G. (1999). Language and reading disabilities. Boston, MA: Allyn & Bacon.
9.
DunnL. M.DunnD. M. (2007). Peabody Picture Vocabulary Test (4th ed.). Minneapolis, MN: Pearson Assessments.
10.
JenkinsJ. R.SteinM. L.WysockiK. (1984). Learning vocabulary through reading. American Educational Research Journal, 21, 767–787.
11.
JustM. A.CarpenterP. A. (1992). A capacity theory of comprehension: individual differences in working memory. Psychological Review, 99, 122–149.
12.
MarinellieS. A.JohnsonC. J. (2002). Definitional skill in school-age children with specific language impairment. Journal of Communication Disorders, 35, 241–259.
13.
NagyW. E.HermanP. A.AndersonR. C. (1985). Learning words from context. Reading Research Quarterly, 20, 233–253.
14.
RiceM. L.CleaveP. L.OettingJ. B. (2000). The use of syntactic cues in lexical acquisition by children with SLI. Journal of Speech, Language, and Hearing Research, 43, 582–594.
15.
RiceM. L.OettingJ. B.MarquisJ.BodeJ.PaeS. (1994). Frequency of input effects on word comprehension of children with specific language impairment. Journal of Speech and Hearing Research, 37, 106–122.
16.
RiceM. L.WoodsmallL. (1988). Lessons from television: Children’s word learning when viewing. Child Development, 59, 420–429.
17.
SchatzE. K.BaldwinR. S. (1986). Context clues are unreliable predictors of word meanings. Reading Research Quarterly, 21, 439–453.
18.
SemelE.WiigE. H.SecordW. (2003). Clinical Evaluation of Language Fundamentals (4th ed.). San Antonio, TX: Harcourt Assessment.
19.
StahlS. A. (2003). Vocabulary and readability: How knowing word meanings affects comprehension. Topics in Language Disorders, 23, 241–247.
WindfuhrK. L.FaragherB.Conti-RamsdenG. (2002). Lexical learning skills in young children with specific language impairment (SLI). International Journal of Language & Communication Disorders, 37, 415–432.
22.
WindsorJ.ScottC. M.StreetC. K. (2000). Verb and noun morphology in the spoken and written language of children with language learning disabilities. Journal of Speech, Language, and Hearing Research, 43, 1322–1336.