BalthazarC. H.EbbelsS.ZwitserloodR. (2020). Explicit grammatical intervention for developmental language disorder: Three approaches. Language, Speech, and Hearing Services in Schools, 51(2), 226–246. https://doi.org/10.1044/2019_LSHSS-19-00046
2.
BishopD. V. M. (2003). Test for reception of grammar–Version 2 (TROG-2). Psychological Corp.
3.
DawsonJ. I.StoutC. E.EyerJ. A. (2003). Structured photographic expressive language test–Third edition (SPELT-3). Janelle Publications.
4.
DunnL. M.DunnD. M. (2007). Peabody picture vocabulary test–Fourth edition (PPVT-4) [Database record]. APA PsycTests.
5.
EbbelsS. H. (2007). Teaching grammar to school-aged children with specific language impairment using shape coding. Child Language Teaching and Therapy, 23(1), 67–93. https://doi.org/10.1191/0265659007072143
6.
EidsvågS. S.PlanteE.OglivieT.PrivetteC.MailendM.-L. (2019). Individual versus small group treatment of morphological errors for children with developmental language disorder. Language, Speech, and Hearing Services in Schools, 50(2), 237–252. https://doi.org/10.1044/2018_lshss-18-0033
7.
FinestackL. H.SatterlundK. E. (2018). Current practice of child grammar intervention: A survey of speech-language pathologists. American Journal of Speech-Language Pathology, 27(4), 1329–1351. https://doi.org/10.1044/2018_AJSLP17-0168
8.
RiceM. L.WexlerK. (2001). Test of early grammatical impairment. Psychological Corp.
9.
Smith-LockK. M.LeitãoS.LambertL.NickelsL. (2013). Effective intervention for expressive grammar in children with specific language impairment. International Journal of Language & Communication Disorders, 48(3), 265–282. https://doi.org/10.1111/1460-6984.12003
10.
Smith-LockK. M.LeitãoS.PriorP.NickelsL. (2015). The effectiveness of two grammar treatment procedures for children with SLI: A randomized clinical trial. Language, Speech, and Hearing Services in Schools, 46(4), 312–324. https://doi.org/10.1044/2015_LSHSS-14-0041
11.
UllmanM. T.PierpontE. I. (2005). Specific language impairment is not specific to language: The procedural deficit hypothesis. Cortex, 41(3), 399–433. https://doi.org/10.1016/S0010-9452(08)70276-4
12.
Van HorneA. J. O.FeyM.CurranM. (2017). Do the hard things first: A randomized controlled trial testing the effects of exemplar election on generalization following therapy for grammatical morphology. Journal of Speech, Language, and Hearing Research, 60(9), 2569–2588. https://doi.org/10.1044/2017_jslhr-l-17-0001