Références

1. Adams, A.M., & Gathercole, S.E. (2000). Limitations in working memory: implications for language development. International Journal of Language & Communication Disorders, 35(1), 95-116.
2. Adams, A.M., & Gathercole, S.E. (1996). Phonological working memory and spoken language development in children. Quarterly Journal of Experimental Psychology, 49A, 216-233.
3. Alcock, K., Passingham, R., Watkins, K., & Vargha-Khadem, F. (2000). Oral dyspraxia in inherited speech and language impairment and acquired dysphasia. Brain and Language, 75(1), 17-33.
4. Alegria, J., & Morais, J. (1989). Analyse segmentale et acquisition de la lecture. In L. Rieben & C.A. Perfetti (Eds.), L’apprenti-lecteur : recherches empiriques et implications pédagogiques. Neuchâtel et Paris : Delachaux & Niestlé.
5. Alloway, T., & Gathercole, S.E. (2005). Working memory and short-term sentence recall in young children. European Journal of Cognitive Psychology, 17(2), 207-220.
6. Alloway, T., Gathercole, S.E., Adams, A.M., Willis, C., Eaglen, R., & Lamont, E. (2005). Working memory and phonological awareness as predictors of progress towards early learning goals at school entry. British Journal of Developmental Psychology, 23(3), 417-426.
7. Alloway, T., Gathercole, S.E., Willis, C., & Adams, A.M. (2004). A structural analysis of working memory and related cognitive skills in young children. Journal of Experimental Child Psychology, 87(2), 85-106.
8. American Psychiatric Association. (2003). Manuel diagnostic et statistique des troubles mentaux: Text révisié (DSM-IV-TR). Paris: Masson.
9. American Psychiatric Association. (1994). Diagnostic and statistical manual of mental disorders (4th ed.). Washington, DC: Author.
10. Anthony, J., & Lonigan, C. (2004). The nature of phonological awareness: Converging evidence from four studies of preschool and early grade school children. Journal of Educational Psychology, 96(1), 43-55.
11. Anthony, J., Williams, J., McDonald, R., & Francis, D. (2007). Phonological processing and emergent literacy in younger and older preschool children. Annals of Dyslexia, 57(2), 113-137.
12. Aram, D.M., Ekelman, B.L., & Nation, J.E. (1984). Preschoolers with Language Disorders: 10 years later. Journal of Speech and Hearing Research, 27, 232–244.
13. Aram, D.M., & Nation, J.E. (1980). Preschool language disorders and subsequent language and academic difficulties. Journal of Communication Disorders, 13, 159–179.
14. Aram, D.M., & Nation, J.E. (1975). Patterns of language behavior in children with developmental language disorders. Journal of Speech and Hearing Research, 18, 229–241
15. Archibald, L.M.D., & Gathercole, S.E. (2007). The complexities of complex memory span: Storage and processing deficits in specific language impairment. Journal of memory and language, 57(2), 177-194.
16. Archibald, L.M.D., & Gathercole, S.E. (2006a). Short-term and working memory in SLI. International Journal of Language and Communication Disorders, 41, 675–693.
17. Archibald, L.M.D., & Gathercole, S.E. (2006b). Visuospatial immediate memory in Specific Language Impairment. Journal of Speech, Language, & Hearing Research, 49, 675-693.
18. Archibald, L.M.D., Gathercole, S.E., & Joanisse, M. (2009). Multisyllabic nonwords: more than a string of syllables. The Journal of the Acoustical Society of America, 125(3), 1712-22.
19. Atkinson, R., & Shiffrin, R. (1968). Human memory: a proposed system and its control processes. In K.W. Spence & J.T. Spence (Eds.), The Psychology of Learning and Motivation: Advances in Research and Theory (pp.90–195). New York :Academic Press.
20. Audollent, C., & Tuller, L. (2003). La dysphasie: quelles séquelles en français? ANAE. Approche neuropsychologique des apprentissages chez l'enfant, 74-75, 264-270.
21. Baddeley, A.D. (2003). Working memory and language: an overview. Journal of communication disorders, 36(3), 189-208.
22. Baddeley, A.D. (1986). Working Memory. Oxford : Clarendon Press.
23. Baddeley, A.D., Gathercole, S.E., & Papagno, C. (1998). The phonological loop as a language learning device. Psychological Review, 105, 158–173.
24. Baddeley, A.D., & Hitch, G.J. (1974). Working memory. In G. A. Bower (Ed.), Recent advances in learning and motivation (Vol. 8, pp. 47–90). New York: Academic Press.
25. Bailey, P.J., & Snowling, M.J. (2002). Auditory processing and the development of language and literacy. British Medical Bulletin, 63, 135-146.
26. Balthazar, C.H. (2003). The word length effect in children with language impairment. Journal of Communication Disorders, 36, 487–505.
27. Baker, L., & Cantwell, D.P. (1982). Psychiatric disorder in children with different types of communication disorders. Journal of Communication Disorders, 15(2), 113–126.
28. Barry, J., Yasin, I., & Bishop, D. (2007). Heritable risk factors associated with language impairments. Genes, Brain, and Behavior, 6(1), 66-76.
29. Bassano, D. (2007). Emergence et developpement du langage : enjeux et apports des nouvelles approches fonctionnalistes. In E. Demont & M.N. Metz-Lutz. (Eds.), L’acquisition du langage et ses troubles (pp. 13-46). Marseille : Solal.
30. Bavin, E.L., Wilson, P.H., Maruff, P., & Sleeman, F. (2005). Spatio-visual memory of children with specific language impairment: evidence for generalized processing problems. International Journal of Language and Communication Disorders, 40(3), 319-332.
31. Benasich, A., & Tallal, P. (2002). Infant discrimination of rapid auditory cues predicts later language impairment. Behavioural Brain Research, 136(1), 31-49.
32. Benton, A. (1964). Developmental aphasia and brain damage. Cortex, 1, 40-52.
33. Billard, C. (2001). Le dépistage des troubles du langage chez l'enfant: une contribution ą la prévention de l'illettrisme. Journal de Pédiatrie et de Puériculture, 14(1), 35-40.
34. Billard, C., Dubelleroy-Hommet, C., de Becque, B., & Gillet, P. (1996). Les dysphasies de developpement. Archives Pediatriques, 3, 580-587.
35. Billard, C., Ducot, B., Pinton, F., Coste-Zeitoun, D., Picard, S., & Warszawski, J. (2006). BREV, une batterie d’evaluation des fonctions cognitives : validation dans les troubles des apprentissages. Archives de Pediatrie, 13(1), 23-31.
36. Billard, C., Gillet, P., Loisel M.L., Boineau, B. (1991). Les troubles du langage écrit dans les dysphasies de développement. Bulletin d’Audiophonologie, 7, 271-88.
37. Billard, C., Pinton, F., Tarault, L., & Faye, E. (2007). Suivi à moyen terme d'une cohorte de 18 enfants dysphasiques: évolution du langage oral et d langage ecrit àl’adolescence. Rééducation Orthophonique, 45(230), 168-183.
38. Bird, J., & Bishop, D.V.M. (1992). Perception and awareness of phonemes in phonoogically impaired children. European Journal of Disorders and Communication, 27, 289-311.
39. Bishop, D.V.M. (2008). Les causes des troubles spécifiques du langage chez l’enfant . Approche Neuropsychologique des Apprentissages chez l'Enfant , 99, 196-201.
40. Bishop, D.V.M. (2006b). What causes specific language impairment in children? Current directions in psychological science , 15 (5), 217-221.
41. Bishop, D.V.M. (2004). Specific language impairment: diagnostic dilemmas. In L. Verhoeven & H. Van Balkom (Eds.), Classi fi cation of developmental language disorders (pp. 309-326). Mahwah, N.J: Erlbaum.
42. Bishop, D.V.M. (2002). The role of genes in the etiology of specific language impairment. Journal of communication disorders, 35(4), 311-328.
43. Bishop, D.V.M. (2001). Genetic and environmental risks for specific language impairment in children. Philosophical transactions of the Royal Society of London Series B, Biological sciences, 356(1407), 369-380.
44. Bishop, D.V.M. (1997). Uncommon understanding: Development and disorders of language comprehension in children. Hove, UK: Psychology Press.
45. Bishop, D.V.M. (1992). The underlying nature of specific language impairment. Journal of Child Psychology and Psychiatry, 33, 1-64.
46. Bishop, D.V.M., & Adams, C. (1990). A prospective study of the relationship between specific language impairment, phonological disorders and reading retardation. Journal of Child Psychology and Psychiatry, 31(7), 1027-1050.
47. Bishop, D.V.M, Adams, C., & Norbury, C.F. (2006) Distinct genetic influences on grammar and phonological short term memory deficits: Evidence from 6-year-old twins. Genes, Brain and Behavior, 5, 158-169.
48. Bishop, D.V.M., Adams, C., & Rosen, S. (2006). Resistance of grammatical impairment to computerized comprehension training in children with specific and non‐specific language impairments. International Journal of Language & Communication Disorders, 41(1), 19-40.
49. Bishop, D.V.M., Bishop, S.J., Bright, P., James, C., Delaney, T., & Tallal, P. (1999). Different origin of auditory and phonological processing problems in children with language impairment: evidence from a twin study. Journal of Speech, Language, and Hearing Research, 42, 155-168.
50. Bishop, D.V.M., Bright, P., James, C., Bishop, S., & van der Lely, H. K. J. (2000). Grammatical SLI: A distinct subtype of developmental language impairment? Applied Psycholinguistics, 21, 159-181.
51. Bishop, D.V.M., & Clarkson, B. (2003). Written language as a window into residual language deficits: a study of children with persistent and residual speech and language impairments. Cortex, 39(2), 215-238.
52. Bishop, D.V.M., McDonald, D., Bird, S., & Hayiou-Thomas, M. (2009). Children Who Read Words Accurately Despite Language Impairment: Who Are They and How Do They Do It? Child Development, 80(2), 593-605.
53. Bishop, D.V.M., North, T., & Donlan, C. (1996). Nonword repetition as a behavioural marker for inherited language impairment : Evidence from a twin study. Journal of Child Psychology and Psychiatry, 37, 391-403.
54. Bishop, D.V.M., & Snowling, M. (2004). Developmental dyslexia and specific language impairment: Same or different? Psychological Bulletin, 130, 858-886.
55. Borel-Maisonny, S. (1979) L'absence d'expression verbale chez l'enfant, réédition 2008. Numéro spécial Rééducation Orthophonique, 45, 232.
56. Bortolini, U., Arfé, B., Caselli, M., Degasperi, L., Deevy, P., & Leonard, L.B. (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.
57. Bortolini, U., Caselli, M., Deevy, P., & Leonard, L.B. (2002). Specific language impairment in Italian: the first steps in the search for a clinical marker. International Journal of Language & Communication Disorders, 37(2), 77-93.
58. Bortolini, U., & Leonard, L.B. (2000). Phonology and children with specific language impairment Status of structural constraints in two languages. Journal of communication disorders, 33(2), 131-150.
59. Bonneau, D., Verny, C., & Uzé, J. (2004). Les facteurs génétiques dans les troubles spécifiques du langage oral. Archives de Pediatrie, 11(10), 1213-1216.
60. Botting, N., & Conti-Ramsden, G. (2004). Characteristics of children with specific language impairment. In L. Verhoeven, & H. van Balkom (Eds.), Classification of developmental language disorders (pp. 22-38). Mahwah: Lawrence Erlbaum.
61. Botting, N., & Conti-Ramsden, G. (2001). Non-word repetition and language development in children with specific language impairment (SLI). International journal of language communication disorders, 36, 421-432.
62. Botting, N., & Conti-Ramsden, G. (1999). Pragmatic language impairment without autism: The children in question. Autism, 3(4), 371-396.
63. Briscoe, J., & Rankin, P. (2009). Exploration of a'double-jeopardy'hypothesis within working memory profiles for children with specific language impairment. International Journal of Language & Communication Disorders, 44(2), 236-250.
64. Bryant, P. (1998). Sensitivity to onset and rhyme does predict young children's reading: A comment on Muter, Hulme, Snowling, and Taylor (1997). Journal of Experimental Child Psychology, 71(1), 29-37.
65. Byrne, B., & Fielding-Barnsley, R. (1995). Evaluation of a program to teach phonemic awareness to young children: a 2- and 3-year follow-up and a new preschool trial. Journal of Educational Psychology, 87, 488 – 503
66. Campbell, T., Dollaghan, C., Needleman, H., & Janosky, J. (1997). Reducing bias in language assessment: processing-dependent measures. Journal of Speech, Language and Hearing Research, 40, 519–525.
67. Camilleri, B., & Law, J. (2007). Assessing children referred to speech and language therapy: Static and dynamic assessment of receptive vocabulary. Advances in Speech-Language Pathology, 9, 312-322.
68. Campione, J.C. & Brown, A.L. (1987). Linking dynamic assessment with school achievement. In C.S. Lidz (Ed.), Dynamic assessment: an interactional approach to evaluating learning potential. New York: The Guilford Press.
69. Caravolas, M., Hulme, C., & Snowling, M. (2001). The foundations of spelling ability: Evidence from a 3-year longitudinal study. Journal of memory and language, 45(4), 751-774.
70. Caravolas, M., Kessler, B., Hulme, C., & Snowling, M. (2005). Effects of orthographic consistency, frequency, and letter knowledge on children's vowel spelling development. Journal of Experimental Child Psychology, 92(4), 307-21.
71. Caravolas, M., Volín, J., & Hulme, C. (2005). Phoneme awareness is a key component of alphabetic literacy skills in consistent and inconsistent orthographies: Evidence from Czech and English children. Journal of Experimental Child Psychology, 92(2), 107-139.
72. Casalini, C., Brizzolara, D., Chilosi, A., Cipriani, P., Marcolini, S., Pecini, C., et al. (2007). Non-Word Repetition in Children with Specific Language Impairment: A Deficit in Phonological Working Memory or in Long-Term Verbal Knowledge? Cortex, 43(6), 769-776.
73. Casby, M. (1992). An intervention approach for naming problems in children. American Journal of Speech-Language Pathology and Audiology, 1, 35-42.
74. Case, R. (1985). Intellectual development : Birth to adulthood. New York : Academic Press.
75. Castles, A., & Coltheart, M. (2004). Is there a causal link from phonological awareness to success in learning to read? Cognition, 91(1), 77-111.
76. Catts, H.W. (1993). The relationship between speech-language impairments and reading disabilities. Journal of Speech, Language, and Hearing Research , 36 (5), 948.
77. Catts, H.W., Adlof, S., Hogan, T., & Weismer, S. (2005). Are specific language impairment and dyslexia distinct disorders? Journal of Speech, Language, and Hearing Research, 48(6), 1378.
78. Catts, H.W., Bridges, M.S., Little, T.D., & Tomblin, J.B. (2008). Reading achievement growth in children with language impairments. Journal of Speech, Language and Hearing Research, 51, 1569-1579.
79. Catts, H.W., Fey, M., Tomblin, J., & Zhang, X. (2002). A longitudinal investigation of reading outcomes in children with language impairments. Journal of Speech, Language, and Hearing Research, 45(6), 1142.
80. Catts, H.W., Hogan, T., & Fey, M. (2003). Subgrouping poor readers on the basis of individual differences in reading-related abilities. Journal of Learning Disabilities, 36(2), 151.
81. Chevrie-Muller, C., Billard, C., & Szliwowski, H.B. (1990). Enseignement spécialisé pour les enfants dysphasiques. Revue de l'Arploev, 28, 287-298.
82. Chevrie-Muller, C., & Plaza, M (2001). N-EEL : Les Nouvelles Epreuves pour l’examen du langage. Paris : Centre de psychologie appliquée.
83. Chiat, S. (2001). Mapping theories of developmental language impairment: Premises, predictions, and evidence. Language and cognitive processes in developmental disorders, 16(2/3), 113-142.
84. Chiat, S., & Hirson, A. (1987). From conceptual intention to utterance : A study of impaired language output in a child with developmental dysphasia. British Journal of Disorders and Communication, 22, 37-64.
85. Chillier, L., Arabatzi, M., Baranzini, L., Crounel-Ohayon, S., Deonna, T., Dube, S., Franck, J., Frauenfelder, U., Hamann, S., Rizzi, L., Starke, M., & Zesiger, P. (2002). The acquisition of French pronouns in normal children and in children with specific language impairment (SLI). Manuscript, Universite de Geneve.
86. Christiansen, M.H. & Ellefson, M.R. (2002). Linguistic adaptation without linguistic constraints : The rôle of sequential Learning in language évolution. In A. Wray (Ed.), The transition to Language. Oxford : Oxford University Press.
87. Claessen, M., Heath, S., Fletcher, J., Hogben, J., & Leitao, S. (2009). Quality of phonological representations: a window into the lexicon? International Journal of Language & Communication Disorders, 44(2), 121-144.
88. Clahsen, H. (1989). The grammatical characterization of developmental dysphasia. Linguistics, 27, 897-920
89. Clarke, M., & Leonard, L.B. (1996). Lexical comprehension and grammatical deficits in children with specific language impairment. Journal of communication disorders, 29(2), 95-105.
90. Coën, R (1886). Pathologie une Therapie der Sprachanomalien.Vienna : Urban & Schwarzenberg.
91. Coltheart, M. (1978). Lexical access in simple reading tasks. In G. Underwood (Ed.), Strategies of information processing. New York : Academic Press.
92. Coltheart, M., Rastle, K., Perry, C., Langdon, R., & Ziegler, J. C. (2001). DRC: A computational model of visual word recognition and reading aloud. Psychological Review, 108(1), 204-256.
93. Comblain, A. (2004). La composante morphosyntaxique du langage dans les dysphasies : données d'observation francophones. Enfance, 1, 36-45.
94. Comblain, A. (1996). Le fonctionnement de la mémoire de travail dans le syndrome de Down: implications pour le modèle de mémoire de travail. Approches Neuropsychologiques des Apprentissages de l'Enfant, 39-40, 137-147.
95. Conti-Ramsden, G. (2009). The field of language impairment is growing up. Child Language Teaching and Therapy, 25(2), 166-168.
96. Conti-Ramsden, G., Botting, N., & Faragher, B. (2001). Psycholinguistic markers for specific language impairment (SLI). Journal of Child Psychology and Psychiatry and Allied Disciplines, 42(6), 741-748.
97. Conti-Ramsden, G., & Durkin, K. (2007). Phonological short-term memory, language and literacy: developmental relationships in early adolescence in young people with SLI. Journal of Child Psychology and Psychiatry and Allied Disciplines, 48(2), 147-156.
98. Conti-Ramsden, G., & Gunn, M. (1986). The development of conversational ability : A case study. British Journal of Disorders and Communication, 21, 339-351.
99. Crosson, B. (1985). Sub-cortical functions in language : a working model. Brain and Language, 25, 257-292.
100. Dale, P., Price, T., Bishop, D., & Plomin, R. (2003). Outcomes of early language delay: I. Predicting persistent and transient language difficulties at 3 and 4 years. Journal of Speech, Language, and Hearing Research , 46 (3), 544.
101. Dantinne-Lovenfosse, G. (1993). La methode Lecoq-Dantinne (appelée aussi « Methode Ledan »). Questions de Logopedie, 26, 85-89.
102. De Ajuriaguerra, J., Jaeggi, A., Guinard, F., Kocher, F., Maquard, M., Roth, S., & Schmid, E. (1965). Evolution et pronostic de la dysphasie chez l’enfant. La psychiatrie de l’Enfant, 8, 291-352.
103. De Becque, B., Blot, S., Durand, H., Le Lay, C., & Hannequart, D. (1990). A propos d’une expérience intégrative pour la pédagogie des enfants porteurs d’une dysphasie de développement. Approche neuropsychologique des apprentissages chez l’enfant, 2, 205-207.
104. Deltour, J.J. (2002). Test de Closure Grammaticale [Test of Grammatical Closure]. Paris, EAP.
105. Demont, E., & Botzung, A. (2003). Contribution de la conscience phonologique et de la mémoire de travail aux difficultés en lecture : étude auprès d'enfants dyslexiques et apprentis lecteurs. L'année psychologique, 103(3), 377-409.
106. Demont, E., & Gombert, J.E. (2004). L'apprentissage de la lecture: évolution des procédures et apprentissage implicite. Enfance, 3, 245-257.
107. de Ribaupierre, A., & Lecerf, T. (2006). Relationships between working memory and intelligence from a developmental perspective: Convergent evidence from a neo‐Piagetian and a psychometric approach.
108. de Ribaupierre, A., Lecerf, T., & Bailleux, C. (2000). Is a nonverbal working memory task necessarily nonverbally encoded ? Cahiers de Psychologie Cognitive – Current Psychology of Cognition, 19, 135-170.
109. de Ribaupierre, A., Neirynck, I., & Spira, A. (1986). Interactions between basic capacity and strategies in children's memory: Construction of a developmental paradigm. Cahiers de Psychologie Cognitive, 9, 471-504.
110. de Weck, G. (2004). Les troubles pragmatiques et discursifs dans la dysphasie. Enfance, 1, 91-106.
111. de Weck, G., Laval, V., & Chaminaud, S. (2006). Comprendre les formes idiomatiques : une étude des capacités pragmatiques chez des enfants dysphasiques et typiques. Le Langage et l’Homme, 41(2), 61-78.
112. Dienes, Z., & Perner, J. (1999). A theory of implicit and explicit knowledge. Behavioral and Brain Sciences, 22(5), 735-808.
113. Dockrell, J.E. (2001). Assessing language skills in pre-school children. Child Psychology and Psychiatry Review, 6(2), 74-83.
114. Duncan, L., Colé, P., Seymour, P., & Magnan, A. (2006). Differring sequences of metaphonological development in French and English. Journal of Child Language, 33, 369-399.
115. E calle, J., & Magnan, A. (2007). Development of Phonological Skills and Learning to Read in French. European Journal of Psychology of Education, 22(2), 15.
116. Ecalle, J., & Magnan, A. (2002a). L’apprentissage de la lecture. Paris : Colin.
117. Ecalle, J., & Magnan, A. (2002b). The developpement of epiphonological and metaphonological processing at the start of reading: A longitudinal study. European Journal of Psychology of Education, 17(1), 47-62.
118. Ecalle, J., Magnan, A., & Bouchafa, H. (2002). Le developpement des habiletes phonogiques avant et au cours de l'apprentissage de la lecture: de l'evaluation à la remediation. Glossa, 82, 4-12.
119. Ehri, LC. (1987). Learning to read and to spell words. Journal of Reading Behaviour, 19, 5-31.
120. Eisenberg, S., Fersko, T., & Lundgren, C. (2001). The use of MLU for identifying language impairment in preschool children: A review. American Journal of Speech-Language Pathology, 10, 323–342.
121. Eisenson, J. (1968). Developmental aphasia : A spéculative view with theraputic implications. Journal of Speech and Hearing Disorders, 33, 396-409.
122. Eisenson, J. (1972). Aphasia in children. New York : Harper & Row.
123. Ellis-Weismer, S.E. (1996). Capacity limitations in working memory: The impact on lexical and morphological learning by children with language impairment. Topics in Language Disorders, 17, 33–44.
124. Ellis-Weismer, S.E., Evans, J.L., & Hesketh, L.J. (1999). An examination of verbal working memory capacity in children with specific language impairment. Journal of Speech, Language and Hearing Research, 42, 1249-1260.
125. Ellis-Weismer, S.E., Tomblin, J.B., Zhang, X., Buckwalter, P., Chynoweth, J., & Jones, M. (2000). Nonword repetition performance in school-age children with and without language impairment. Journal of Speech, Language and Hearing, 43, 865-878.
126. Evans, J. (2001). An emergent account of language impairments in children with SLI: Implications for assessment and intervention. Journal of communication disorders, 34(1-2), 39-54.
127. Evans, J., Saffran, J., & Robe-Torres, K. (2009). Statistical learning in children with specific language impairment. Journal of Speech, Language, and Hearing Research, 52(2), 321-335.
128. Feuerstein, R., Feuerstein, R.S., Falik, L., & Rand, Y. (2002). The dynamic assessment of cognitive modifiability. Jerusalem: ICELP Press.
129. Feuerstein, R., Rand, Y., Hoffman, M.B., & Miller, R. (1980). Instrumental enrichment: An intervention program for cognitive modifiability. Balitmore, MD. University Park Press.
130. Fey, M. (1986). Language intervention of Young children. San Diego, CA: College Hill Press.
131. Fey, M., & Leonard, L.B. (1983). Pragmatic skills of children with specific language impairment. In T. Gallagher & C. Prutting (Eds.), Pragmatic assessment and intervention issues in language (pp. 65-82). San Diego :College-Hill Press.
132. Fey, M., & Loeb, D. (2002). An evaluation of the facilitative effects of inverted yes-no questions on the acquisition of auxiliary verbs. Journal of Speech, Language, and Hearing Research, 45(1), 160.
133. Fey, M., Long, S., & Cleave, P. (1994). Reconsideration of IQ criteria in the definition of specific language impairment. In R. Watkins & M. Rice (Ed.), Specific language impairments in children (pp. 161-178). Baltimore: Paul H. Brookes Publishing.
134. Fletcher, J., Mayberry, M.T., & Bennett, S. (2000). Implicit learning differences: A question of developmental level? Journal of Experimental Psychology: Learning, Memory, & Cognition, 26, 246–252.
135. Fraser, J., & Conti-Ramsden, G. (2008). Contribution of phonological and broader language skills to literacy. International Journal of Language & Communication Disorders, 43(5), 552-569.
136. Frith, U. (1985). Beneath the surface of developmental dyslexia. In K. Patterson, J. Marshall & M. Coltheart (Eds.), Surface dyslexia (pp 301-330). Londres : Erlbaum.
137. Frost, R. (1998). Toward a strong phonological theory of visual word recognition: true issues and false trails. Psychological Bulletin, 123, 71–99.
138. Frost, R., Katz, L., & Bentin, S. (1987). Strategies for visual word recognition and orthographical depth: A multilingual comparison. Journal of Experimental Psychology: Human Perception and Performance, 13(1), 104–115.
139. Fundudis, T., Kolvin, I., & Garside, R. (1979). Speech retarded and deaf children: Their psychological development. New York: Academic Press.
140. Gabriel, A., Schmitz, X., Maillart, C., & Meulemans, T. (2009). Children with specific language impairment are impaired on implicit higher-order sequence learning, but not on implicit spatial context learning. 30th Symposium on Research in Child Language Disorders. Madison. WI, 4th-6th june
141. Gathercole, S.E., & Baddeley, A.D. (1997). Sense and sensitivity in phonological memory and vocabulary development: A reply to Bowey (1996). Journal of Experimental Child Psychology, 67(2), 290-294.
142. Gathercole, S.E., & Baddeley, A.D. (1993). Working memory and language. Hillside, N.J. : Lawrence Erbaum.
143. Gathercole, S.E., & Baddeley, A.D. (1990). Phonological memory deficits in language disordered children: Is there a causal connection? Journal of Memory and Language, 29, 336–360.
144. Gathercole, S.E., Alloway, T., Willis, C., & Adams, A.M. (2006). Working memory in children with reading disabilities. Journal of Experimental Child Psychology, 93(3), 265-81.
145. Gathercole, S.E., Briscoe, J., Thorn, A., Tiffany, C., & ALSPAC Study Team. (2008). Deficits in verbal long-term memory and learning in children with poor phonological short-term memory skills. Quarterly journal of experimental psychology, 61(3), 474-90.
146. Gérard, C.L. (2006). Non-specific language disorders in children. Neuropsychiatrie de l'enfance et de l'adolescence, 54(1), 54-61.
147. Gérard, C.L. (2003). Place des syndromes dysphasiques parmi les troubles du développement du langage chez l’enfant. In C.L. Gérard & V. Brun (Eds.), Les dysphasies (pp. 1-15). Paris : Masson.
148. Gérard, C.L. (1993). L’enfant dysphasique. Bruxelles: De Boeck Université.
149. Gesell, A., & Amartuda, C. (1947). Developmental diagnosis (Second édition). New York : Hoeber.
150. Gil, R. (2006). Neuropsychologie (4eme édition). Paris : Masson.
151. Gillam, R.B, & Johnston, J. (1992). Spoken and written language relationships in language/learning-impaired and normally achieving school-age children. Journal of Speech, Language, and Hearing Research, 35(6), 1303.
152. Gillam, R.B. & Hoffman, L.M. (2004). Information processing in children with specific language impairment. In L. Verhoeven & H. van Balkom (Eds.), Classification of developmental language disorders (pp. 137-157). London : Lawrence Erlbaum.
153. Gillet, P., Vigreux, K., de Becque, B., & Billard, C. (1995) La boucle phonologique chez l' enfant dysphasique. Revue Neuropsychologique, 5, 92-93.
154. Gombert, J.E. (2003). Implicit and explicit learning to read: Implication as for subtypes of dyslexia. Current Psychology Letters 10(1), Special Issue on Language Disorders and Reading Acquisition. http://cpl.revues.org/document202.html .
155. Gombert, J.E. (1995). Recherches sur l’utilisation des analogies orthographiques par l’apprenti lecteur. Glossa, 46/47, 40-50.
156. Gombert, J.E., Bryant, P., & Warrick, N. (1997). Les analogies dans l’apprentissage de la lecture et de l’orthographe. In L. Rieben, M. Fayol & C. Perfetti (Eds.), Des orthographes et leur acquisition (pp. 319-334). Paris: Delachaux & Niestlé.
157. Gombert, J.E., & Colé, P. (2000). Activités métalinguistiques, lecture et illettrisme. In M. Kail & M. Fayol (Eds.), L’acquisition du langage: le langage en développement au-delà de 3 ans (pp. 117-150). Paris: PUF.
158. Goswami, U. (1999). Causal connections in beginning reading: the importance of rhyme. Journal of Research in Reading, 22, 217-240.
159. Goswami, U. (1990). Phonological priming and orthographic analogies in reading. Journal of Experimental Child Psychology, 49, 323-340.
160. Goswami, U. (1986). Children’s use of analogy in learning to read: a developmental study. Journal of Experimental Child Psychology, 42, 72-83.
161. Goswami, U., & Bryant, P. (1990). Phonological Skills and Learning to Read. Hove, East Sussex: Lawrence Earlbaum.
162. Goswami, U., Ziegler, J., & Richardson, U. (2005). The effects of spelling consistency on phonological awareness: A comparison of English and German. Journal of Experimental Child Psychology, 92(4), 345-365.
163. Grey, S. (2003). Diagnostic accuracy and test-retest reliability of nonword repetition and digit span tasks administered to preschool children with specific language impairement. Journal of Communication Disorders, 36(2), 129-151.
164. Grigorenko, E. (2009). Dynamic Assessment and Response to Intervention. Journal of Learning Disabilities, 42, 111–132.
165. Gutiérrez-Clellen, V.F., & Peña, E. (2001). Dynamic Assessment of Diverse Children: A Tutorial. Language, Speech, and Hearing Services in Schools, 32, 212-224
166. Hamilton, J.L., & Budoff, M. (1973). Learning Potential among the moderately and severely retarded. Studies in Learning Potential, 3(52), 1-13.
167. Harris, M., & Coltheart, M. (1986). Language processing in children and adults : An introduction. London : Routledge & Kegan.
168. Hasson, N., & Botting, N. (2010). Dynamic assessment of children with language impairments : A pilot study. Child Language Teaching and Therapy.
169. Hasson, N., & Joffe, V. (2007). The case of dynamic assessment in speech and language therapy. Child Language Teaching and Therapy, 23(1), 9-25.
170. Hewitt, L., Scheffner-Hammer, C., Yont, K., & Tomblin, J. (2005). Language sampling for kindergarten children with and without SLI: Mean length of utterance, IPSYN, and NDW. Journal of communication disorders, 38(3), 197-213.
171. Hick, R., Botting, N., & Conti-Ramsden, G. (2005). Short-term memory and vocabulary development in children with Down syndrome and children with specific language impairment. Developmental Medicine and Child Neurology, 47, 532–538.
172. Hick, R., Joseph, K., Conti-Ramsden, G., Serratrice, L., & Faragher, B. (2002). Vocabulary profiles of children with specific language impairment. Child Language Teaching and Therapy, 18(2), 165.
173. Hiskey, M. S. (1966). The HiskeyeNebraska test of learning aptitude manual. (Revised). Nebraska: Baldwin Lincoln.
174. Hoffman, L., & Gillam, R. (2004). Verbal and spatial information processing constraints in children with specific language impairment. Journal of Speech, Language, and Hearing Research, 47(1), 114.
175. Hogan, T., Catts, H., & Little, T. (2005). The relationship between phonological awareness and reading: Implications for the assessment of phonological awareness. Language, Speech, and Hearing Services in Schools, 36(4), 285.
176. Hulme, C., Muter, V., & Snowling, M. (1998). Segmentation does predict early progress in learning to read better than rhyme: A reply to Bryant. Journal of Experimental Child Psychology, 71(1), 39-44.
177. Hurst, J., Baraitser, M., Auger, E., Graham, F. & Norell, S. (1990). An extended family with an inherited speech disorder. Developmental Medicine and Child Neurology, 32, 347-355.
178. Huteau, M. & Lautrey, J. (1999). Approches differentielles en psychologie. Rennes : Presses Universitaires.
179. Im-Bolter, N., Johnson, J., & Pascual-Leone, J. (2006). Processing limitations in children with specific language impairment: The role of executive function. Child Development, 77, 1822-1841.
180. Inhelder, B. (1963). Observations sur aspects of opératifs et figuratifs de la pensée chez des enfants dysphasiques. Problèmes de Psycholinguistique. 6, 143-153.
181. Ingram, T.T.S., & Reid, J. (1956). Developmental aphasia observed in a department of child psychiatry. Archives of Disorders in Childhood, 31, 162-172.
182. Isaki, E., & Plante, E. (1997). Short-term memory and working memory differences in language/learning and normal language adults. Journal of Communication Disorders, 30, 427–437.
183. Jacquier-Roux, M., Valdois, S., & Zorman, M. (2005). Outil de dépistage des dyslexies (ODEDYS). Grenoble : Cognit-Sciences IUFM.
184. Jakubowicz, C. (2003). Hypothèses psycholinguistiques sur la nature du déficit dysphasique. In C. Gérard & V. Brun (Eds.), Les dysphasies. Rencontres en rééducation. (pp. 23-70). Paris : Masson.
185. Jarrold, C., Baddeley, A.D. & Hewes, A.K. (2000). Verbal short-term memory deficits in Down syndrome: A consequence of problems in rehearsal? Journal of Child Psychology and Psychiatry, 41, 233-244.
186. Joanisse, M., & Seidenberg, M. (2003). Phonology and syntax in specific language impairment: evidence from a connectionist model. Brain and Language, 86(1), 40-56.
187. Joanisse, M., & Seidenberg, M. (1998). Specific Language Impairment : A deficit in grammar or processing ? Trends in Cognitive Science, 2, 240-247.
188. Johnston, J.R. (1994). Cognitive abilities of children with language impairment. In R. Watkins & M. Rice (Eds.), Specific language impairments in children (pp. 107-121). Baltimore : Paul H. Brookes.
189. Johnston, J.R. (1991). Questions about cognition in children with specific language impairment. In J. Miller (Ed.), Research on child language disorders (pp. 299-307). Austin, TX : ProEd.
190. Johnston, J.R. & Ellis-Weismer, S. E. (1983). Mental rotation abilities in language-disordered children. Journal of Speech and Hearing Research, 26397-403.
191. Johnston, J.R. & Kamhi, A. (1984). Syntactic and semantic aspects of the utterances of language-impaired children: The same can beless. Merrill-Palmer Quarterly, 30, 65-86.
192. Johnston, J.R. & Ramstad, V. (1983). Cognitive development in préadolescent language impaired children. British Journal of Disorders of Communication, 18, 49-55.
193. Jones, M. & Conti-Ramsden, G. (1997). A comparison of verb use in children with SLI and their jounger siblings. First Language, 17(50), 165-183.
194. Kail, R. & Hall, L.K. (2001). Distinguishing short-term memory from working memory. Memory and Cognition, 29(1), 1–9.
195. Kail, R., & Leonard, L.B. (1986). Word-finding abilities in language impaired children. ASHA Monographs, 25.
196. Kail, R., & Salthouse, T.A. (1994). Processing speed as a mental capacity. Acta Psychologica, 86, 199–225.
197. Karmiloff-Smith, A. (1992). Beyond the modularity. Cambridge : MIT Press.
198. Kelso, K., Fletcher, J., & Lee, P. (2007). Reading comprehension in children with specific language impairment: an examination of two subgroups. International Journal of Language & Communication Disorders, 42(1), 39-57.
199. Kerr, J. (1917). Congenital or developmental aphasia. Journal of Delinquency, 2, 6.
200. Khomsi, A. (2001). Evaluation du langage oral (ELO). Paris : ECPA.
201. Krassowski, E., & Plante, E. (1997). IQ variability in children with SLI: Implications for use of cognitive referencing in determining SLI. Journal of communication disorders, 30(1), 1-9.
202. Lahey, M. & Edwards J. (1996). Why do children with specific language impairment name pictures more slowly than their peers? Journal of Speech, Language and Hearing Research, 39, 1081–1098.
203. Lai, C.S.L., Fisher, S.E., Hurst, J.A., Vargha-Khadem, F., & Monaco, A. (2001). A forkhead-domain gene is mutated in a severe speech and language disorder. Nature, 413, 519–523.
204. Lecocq, P. (1992). La lecture : processus, apprentissage et troubles. Lille : PUL.
205. Lee, L.L. (1974). Developmental sentence analysis : a grammatical assessment procedure for speech and language clinicians. Evanston : Northwestern University Press.
206. Lefavrais, P. (1965). Description, définition et mesure de la dyslexie. Utilisation du test ‘L'Alouette’. Revue de Psychologie Appliquée, 15(1), 33-44.
207. Leonard, L.B. (2009). Some reflections on the study of children with specific language impairment. Child Language Teaching and Therapy, 25(2), 169-171.
208. Leonard, L.B. (2000). Children with Specific Language Impairment (Second Edition). Cambridge, MA : MIT Press.
209. Leonard, L.B. (1991). A closer look at explanation in the study of specific language impairment: The author's reply to the commentaries. Language, Speech, and Hearing Services in Schools, 22, 88.
210. Leonard, L.B. (1989). Language learnability and specific language impairment in children. Applied Psycholinguistics, 10, 179-202.
211. Leonard, L.B. (1981). Facilitating linguistic skills in children with specific language impairment. Applied Psycholinguistics, 2, 89-118.
212. Leonard, L.B. (1982). Phonological deficits in children with developmental language impairment. Brain and Language, 16(1), 73-86.
213. Leonard, L.B. (1972). What is déviant language ? Journal of Speech and Hearning Disorders, 37, 427-446.
214. Leonard, L.B., Bortolini, U., Caselli, M. C., McGregor, K., & Sabbadini, L. (1992). Morphological deficits in children with specific language impairment: The status of features in the underlying grammar. Language Acquisition, 2, 151-179.
215. Leonard, L.B., Miller, C., Grela, B., Holland, A., Gerber, E., & Petucci, M. (2000). Production operations contribute to the grammatical morpheme limitations of children with specific language impairment. Journal of memory and language , 43 (2), 362-378.
216. Lété, B. (1996). La remédiation des difficultés de lecture par la rétroaction verbale sur ordinateur: Un bilan des recherches. In J. Grégoire (Ed.), Évaluer les apprentissages. Les apports de la psychologie cognitive (pp. 133-155). Bruxelles : De Boeck.
217. Lété, B., Boucheix, J.M., Ducrot, S., Ecalle, J., Magnan, A., Michael, G., Muneaux, M., Peereman, R., & Zourou, F. (2007-2011). Diagnostic différentiel dynamique des apprentissages scolaires de l'élève handicapé. Financement ANR, Programme thématique en SHS 2006, Apprentissage, connaissances et société.
218. Leybaert, J., & Van Reybroeck, M. (2004). L’evaluation de la conscience phonologique et des mecanismes de production ecrite de mots : que peuvent nous apprendre les enfants sourds et les enfants dysphasiques ? In M.N. Metz-Lutz, E. Demont, C. Seegmuller, M. de Agostini & N. Bruneau (Eds.). Developpement cognitif et troubles des apprentissages : evaluer, comprendre, reeduquer et prendre en charge (pp. 193-218). Marseille : Solal.
219. Leybaert, J., Van Reybroeck, M., & Ponchaux, C. (2004). Dyphasie et developpement de la sensibilite à la rime. Enfance, 56(1), 63-79.
220. Lewis, B.A., & Thompson, L.A. (1992). A study of developmental speech and laguage disorders intwins. Journal of Speech and Hearing Research, 35(5), 1086-1094.
221. Ludden, D., & Gupta, P. (2000). Zen in the art of language acquisition: Statistical learning and the less is more hypoth esis. In L. R. Gleitman & A. K. Joshi (Eds.), Proceedings of the 22nd Annual Conference of the Cognitive Science Society (pp. 812–817). Hillsdale, NJ: Erlbaum.
222. Lum, J., Conti-Ramsden, G., & Lindell, A. (2007). The attentional blink reveals sluggish attentional shifting in adolescents with specific language impairment. Brain and Cognition, 63(3), 287-295.
223. Maillart, C. & Parisse, C. (2006). Phonological deficits in French speaking children with SLI. International Journal of Language & Communication Disorders, 41 3), 253-274.
224. Maillart, C. & Schelstraete, M.A. (2005). Grammaticality judgment in French-speaking children with specific language impairment. Journal of Multilingual Communication Disorders, 3(2), 103-109.
225. Maillart, C., Schelstraete, M.A., & Hupet, M. (2004). Les representations phonologiques des enfants dysphasiques. Enfance, 56(1), 46-62.
226. Maillart, C., van Reybroeck, M., & Alegria, J. (2005). Representations phonologiques et troubles du developpement linguisitique : Theorie et evaluation. In B. Piérart (Ed.), Le langage de l’enfant : Comment l’evaluer (pp.99-120). Bruxelles : De Boeck Université.
227. Mainela-Arnold, E., & Evans, J. L. (2005). Beyond capacity limitations: Determinants of word recall performance on verbal working memory span tasks in children with SLI. Journal of Speech Language, and Hearing Research, 48, 897–909.
228. Majerus, S., Leclercq, A.L., Grossmann, A., Billard, C., Touzin, M., Van der Linden, M., et al. (2009). Serial order short-term memory capacities and specific language impairment: no evidence for a causal association. Cortex, 45(6), 708-20.
229. Majerus, S. & van der Linden, M. (2003). Long-term memory effects on verbal short-term memory: Areplication study. British Journal of Developmental Psychology, 21, 303-310.
230. Marton, K., Abramoff, B., & Rozencwajg, S. (2005). Social cognition and language in children with specific language impairment (SLI). Journal of communication disorders, 38(2), 143-162.
231. McArthur, G., Ellis, D., Atkinson, C. & Coltheart, M. (2008). Auditory processing deficits in children with reading and language impairments: can they (and should they) be treated? Cognition , 107 (3), 946-977.
232. McGall, E. (1911). Two cases of congénital aphasia in children. British Medical Journal, 1, 2628, 1105 ; 2632, 1407.
233. McGregor, K., & Leonard, L.B. (1995). Intervention for word-finding deficits in children. In M. Fey, J. Windsor, & S. Warren (Eds.), Language intervention: Preschool through the elementary years. Baltimore: Paul H. Brookes.
234. McGregor, K., & Leonard, L.B. (1994). Subject pronoun and article omissions in the speech of children with specific language impairment: A phonological interpretation. Journal of Speech and Hearing Research, 37, 171-181.
235. Mehler, J., Dupoux, E., Nazzi, T. & Dehaene-Lambertz, G. (1996). Coping with linguistic diversity: The infant’s viewpoint. In J.L. Morgan & K. Demuth (Eds.), Signal to syntax: Bootstrapping from speech to grammar in early acquisition (pp. 101–116). Mahwah, NJ: Lawrence Erlbaum AssociatesInc.
236. Menyuk, P. (1978). Linguistic problems in children with developmental dysphasia. In M. Wyke (Ed.), Developmental dysphasia (pp. 135-178). London : Academic Press.
237. Miller, C.A., Kail, R., Leonard, L.B. & Tomblin, J.B. (2001). Speed of processing in children with specific language impairment. Journal of Speech, Language and Hearing Researxh, 44, 416-433.
238. Miller, C., Leonard, L., & Finneran, D. (2008). Grammaticality judgements in adolescents with and without language impairment. International Journal of Language & Communication Disorders, 43(3), 346-360.
239. Morley, M., Court, D., Miller, H., & Garside, R (1955). Delayed speech and developmental aphasia, British Medical Journal, 2(4937), 305-309.
240. Montgomery, J. (2003). Working memory and comprehension in children with specific language impairment: what we know so far. Journal of communication disorders, 36(3), 221-231.
241. Montgomery, J. (2000). Verbal working memory in sentence comprehension in children with specific language impairment. Journal of Speech, Language, and Hearing Research, 43, 293–308
242. Morton J., (1989). An information-processing account of reading acquisition, In A.M. Galaburda, (Ed.), From neuron to reading, (pp. 43-66). Cambridge, MA : MIT Press.
243. Muter V., Hulme, C., Snowling, M., & Taylor, S. (1998). Segmentation, not rhyming, predicts early progress in learning to read. Journal of Experimental Child Psychology, 71, 3–27.
244. Nation, K. (2005). Developmental language disorders. Psychiatry, 4(9), 114-117.
245. Nazzi, T., Jusczyk, P.W., & Johnson, E.K. (2000). Language discrimination by English learning 5-month-olds: Effects of rhythm and familiarity. Journal of Memory and Language, 43, 1-19.
246. Newbury, D., Bishop, D., & Monaco, A. (2005). Genetic influences on language impairment and phonological short-term memory. Trends in Cognitive Sciences, 9(11), 528-534.
247. Newcomer, P., & Hammill, D. (1988). Test of Language Development–2 Primary. Austin, TX: Pro-Ed.
248. Nikolopoulos, D., Goulandris, N., Hulme, C., & Snowling, M.J. (2006). The cognitive bases of learning to read and spell in Greek : Evidenc from a longitudinal study. Journal of Experimental Child Psychology, 94, 1-17.
249. Nissen, M.J., & Bullemer, P. (1987). Attentional requirements of learning: Evidence from performance measures. Cognitive Psychology, 19, 1–32.
250. Nithart, C., Demont, E., Majerus, S., Leybaert, J., Poncelet, M., & Mets-Luts, M.N. (2009). Reading disabilities in SLI and dyslexia result from distinct phonological impairments. Developemental Neuropsychology, 34(3), 296-311.
251. Olswang, L.B. & Bain, B.A. (1996) Assessment information for predicting upcoming change in language production. Journal of Speech and Hearing Research, 39, 414–23.
252. Olswang, L., Bain, B. & Johnson, G. (1992). Using dynamic assessment with children with language disorders. In S. Warren & J. Reichle, (Eds.), Causes and effects in communication and language intervention (pp. 187–215). Baltimore: Paul H. Brookes.
253. Organisation Mondiale de la Santé. (1994). CIM-10/ICD-10 : Descriptions cliniques et directives pour le diagnostic. Paris : Masson.
254. Pacton, S., Fayol, M., & Perruchet, P. (2005). Children's implicit learning of graphotactic and morphological regularities. Child Development, 76(2), 324-339.
255. Paradis, J., & Crago, M. (2000). Tense and temporality: a comparison between children learning a second language and children with SLI. Journal of Speech, Language and Hearing Research, 43, 834-847.
256. Parisse, C., & Le Normand, M.T. (2002) Production of lexical categories in French children with SLI and in normally developing children matched for MLU. Brain Cognition, 48(2-3), 490-494.
257. Parisse, C., & Maillart, C. (2010). Nouvelles propositions pour la recherche et l’evaluation du langage chez les enfants dysphasiques. In C. Gruaz & C. Jacquet-Pfau (Eds.), Autour du mot : pratiques et competences (pp. 201-222). Limoges, France : Lambert-Lucas.
258. Parisse, C., & Maillart, C. (2009). Specific language impairment as systemic developmental disorders. Journal of Neurolinguistics, 22(2), 109-122.
259. Parisse, C., & Maillart, C. (2008). Interplay between phonology and syntax in French-speaking children with specific language impairment. International Journal of Language & Communication Disorders , 43 (4), 448-472.
260. Parisse, C., & Maillart, C. (2007). Phonology and syntax in French children with SLI: a longitudinal study. Clinical linguistics & phonetics, 21(11), 945-951.
261. Parisse, C. & Maillart, C. (2004). Le developpement morphosyntaxique des enfants presentant des troubles de developpement du langage : donnees francophones. Enfance, 56 (1), 20-35.
262. Parisse, C. & Mollier, R. (2008). Le deficit de memoire de travail chez les enfants dysphasiques est-il ou non specifique du langage ? In J. Duran, B. Habert & B. Laks (Eds.), Proceedings of the World Congres in French Linguistics.Paris : Institut de Linguistique Francaise.
263. Pascoe, M., Stackhouse, J., & Wells, B. (2005). Phonological therapy within a psycholinguistic framework: Promoting change in a child with persisting speech difficulties. International Journal of Language & Communication Disorders, 40(2), 189-220.
264. Pena, E., & Gillam, R.B. (2000). Dynamic assessment of children referred for speech and language evaluations. In C.S. Lidz & J. Elliott (Eds.), Dynamic assessment: Prevailing models and applications, volume 6 (pp. 543-575). Amsterdam: Elsevier Science.
265. Perruchet, P., & Pacton, S. (2006). Implicit learning and statistical learning: One phenomenon, two approaches. Trends in Cognitive Sciences, 10(5), 233-238.
266. Pickering, S.J. (2004). Developpement de la memoire de travail visuo-spatial et troubles des apprentissage. In M.N. Metz-Lutz, E. Demont, C. Seegmuller, M. de Agostini & N. Bruneau (Eds.). Developpement cognitif et troubles des apprentissages : evaluer, comprendre, reeduquer et prendre en charge (pp. 51-68). Marseille : Solal.
267. Pierart, B. (2004). Introduction. Les dysphasies chez l'enfant: un developpement en delai ou une construction langagiere differente. Enfance, 56(1), 5-19.
268. Plante, E., Gomez, R., & Gerken, L. (2002). Sensitivity to word order cues by normal and language/learning disabled adults. Journal of Communication Disorders, 35, 453–462.
269. Plaza, M. (2004). Language impairments in children. Specific etiological hypotheses, integrative perspective. Neuropsychiatrie de l'enfance et de l'adolescence, 52(7), 460-466.
270. Plaza, M. (2002). Troubles du langage oral et dyslexies de developpement . Archives de Pediatrie, 9(2), 265-267.
271. Plaza, M., & Cohen, H. (2007). Phonological Awareness and Visual Attention in Early Reading and Spelling. Dyslexia, 13, 67-76.
272. Pring, L., & Snowling, M. (1986). Developmental changes in word recognition : an information processing account. Quartely Journal of Experimental Psychology, 38A, 395-418.
273. Radford, J., & Tarplee, C. (2000). The management of conversational topic by a ten year old child with pragmatic difficulties. Clinical Linguistics and Phonetics, 14(5), 387-403.
274. Ramus, F., Hausser, M.D., Miller, C., Morris, D., & Mehler. J. (2000). Language discrimination by human newborns and by cotton-top tamarin monkeys. Science, 288, 349-351.
275. Ramus, F., Rosen, S., Dakin, S., Day, B., Castellote, J., White, S., et al. (2003). Theories of developmental dyslexia: insights from a multiple case study of dyslexic adults. Brain , 126 (4), 841-865.
276. Rapin, I., & Allen, D.A. (1988). Syndromes in developmental dysphasia and adult aphasia. In F. Plum (Ed.), Language, communication and the brain (pp.57-75). New York :Raven Press.
277. Reber, A.S. (1989). Implicit learning and tacit knowledge. Journal of Experimental Psychology: General, 118, 219–235.
278. Rees, N. (1973). Auditory processing factors in language disorders : The view form Procruste’s bed. Journal of Speech and Hearing Disorders, 38, 304-315.
279. Rey, A. (1959). Manuel du Test de copie et de reproduction de mémoirede figures géométriques complexes. Paris : Éditions Centre de psychologie appliquée.
280. Rey, A. (1934). A method for assessing educability. Archives de Psychologie, 53, 297–337.
281. Rice, M.L., Redmond, S.M. & Hoffman, L. (2006). Mean length of utterance in children with specific language impairment and in younger control children shows concurrent validity and stable and parallel growth trajectories. Journal of Speech, Language and Hearing Research, 49(4), 793-808.
282. Rice, M.L., & Wexler, K. (1995). Extended optional infinitive (EOI) account of specific language impairment. In D. MacLaughlin, & S. McEwan (Eds.), Proceedings of the 19th annual Boston University conference on language development, Vol. 2 (pp. 451-462). Somerville, MA: Cascadilla Press.
283. Rice, M.L., Wexler, K., & Cleave (1995). Specific language impairment as a period of extended optional infinitive. Journal of Speech, Language and Hearing Research, 48, 850-863.
284. Rizzo, J.M., & Stephens, M.I. (1991). Performance of children with normal and impaired oral language production on a set of auditory comprehension tests. Journal of Speech and Hearing Disorders, 46, 150–59.
285. Rosen, S. (2003). Auditory processing in dyslexia and specific language impairment: is there a deficit? What is its nature? Does it explain anything? Journal of Phonetics, 31(3-4), 509-527.
286. Roulet, L. (2007). L’accord grammatcal du genre dans la dysphasie du developpement. Psychologie francaise, 52(1), 55-70.
287. Rozencwajg, S. (2007). Cognitive process development as measured by an adapted version of Wechsler's Similarities test. Learning and Individual Differences, 17(4), 298-306.
288. Rozencwajg, S. (2006). Quelques réflexions sur l’évaluation de l’intelligence générale: un retour à Binet? Some questions on the evaluation of general intelligence: a flashback to Binet? Pratiques psychologiques , 12, 395-410.
289. Rozencwajg, S., Aliamer, V. & Ombredane, E. (2009). Le fonctionnement cognitif d’enfants atypiques à travers leur QI Cognitive functioning in atypical children in regard to their IQ. Pratiques psychologiques, 15(3), 343-365.
290. Saffran, J.R. (2003). Statistical language learning: Mechanisms and constraints. Current Directions in Psychological Science, 12, 110–114.
291. Saffran, J.R. (2001). The use of predictive dependancies in language learning. Journal of Memory and Language, 44, 493-515.
292. Sanchez, M., Ecalle, J., & Magnan, A. (2009). Habiletés phonologiques et morpho-dérivationnelles chez des enfants dysphasiques apprentis lecteurs: quelles difficultés spécifiques? Revue de Neuropsychologie, 18(3), 153-199.
293. Scarborough, H.S., & Dobrich, W. (1990). Development of children with early language delay. Journal of Speech and Hearing Research, 33, 70–83.
294. Schwartz, E., & Solot, C. (1980). Response patterns characteristic of verbal expressive disorders. Language, Speech and Hearing Services in Schools, 11, 139-144.
295. Segers, E., & Verhoeven, L. (2005). Effects of lengthening the speech signal on auditory word discrimination in kindergartners with SLI. Journal of communication disorders, 38(6), 499-514.
296. Segui, J., Dupoux, E., & Mehler, J. (1990). The role of the syllable in speech segmentation, phoneme identification, and lexical access. In G.T.M. Altmann (Ed.), Cognitive models of speech processing : psycholinguistic and computational perspectives (pp.263-280). Cambridge, MA : MIT Press.
297. Seymour, P. (1990). Developmental dyslexia. In M. Eysenck (Ed.), Cognitive psychology: an international review (pp. 135-196). London: John Wiley & Sons.
298. Seymour, P. (1997). Les fondations du développement orthographique et morphographique. In L. Rieben, M. Fayol & C. Perfetti (Eds.), Des orthographes et leur acquisition (pp. 385-403). Paris: Delachaux & Niestlé.
299. Seymour, P., Aro, M., & Erskine, J. (2003). Foundation literacy acquisition in European orthographies. British Journal of psychology, 94(2), 143-174.
300. Silva, P.A. (1980). The prevalence, stability and significance of developmental language delay in preschool children.Developmental Medicine and Child Neurology, 22, 768–777.
301. Silva, P.A., Williams, S., & McGee, R. (2008). A longitudinal study of children with developmental language delay at age three: Later Intelligence, Reading and Behavior Problems. Developmental Medicine and Child Neurol0gy, 29(5), 630-640.
302. Simkin, Z., & Conti-Ramsden, G. (2006). Evidence of reading difficulty in subgroups of children with specific language impairment. Child Language Teaching and Therapy , 22(3), 315.
303. Snowling, M.J. (2000). Language and literacy skills : who is at rsk and why ? In D.V.M. Bishop & L.B. Leonard (Eds.), Speech and Language Impairments in Children : causes, caracteristics, intervention and outcome (pp. 245-259). Hove : Psychology Press.
304. Snowling, M., Bishop, D., & Stothard, S. (2000). Is preschool language impairment a risk factor for dyslexia in adolescence? Journal of Child Psychology and Psychiatry and Allied Disciplines, 41(5), 587-600.
305. Stanovich, K.E. (1992). Speculations on the causes and consequences of individual Differences in early reading acquisition. In P. Gough, L. Ehri & R. Treiman (Eds.), Reading acquisition (pp. 307-342). Hillsdale, NJ: Lawrence Erlbaum Associates.
306. Stanovich, K.E. (1988). Speculations on the causes and consequences of individual differences in early reading acquisition. In P. Gough (Ed.), Reading acquisition. Hillsdale NJ: Erlbaum.
307. Stark, R., & Tallal, P. (1981). Selection of children with specific language déficits. Journal of Speech and Hearing Disorders, 46, 114-122.
308. Sternberg, R.J., & Grigorenko, E.L. (2002). Dynamic testing. New York: Cambridge University Press.
309. Stevenson, J., & Richman, N. (1976). The prevalence oflanguage delay in a population of three-year-old childrenand its association with general retardation. Developmental Medicine and Child Neurology, 18, 431–441.
310. Sprenger-Charolles, L. & Colé, P. (2006). Lecture et dyslexie : Approche cognitives (Seconde édition). Paris: Dunod.
311. Stackhouse, J., & Wells, B. (1997). Children's speech and literacy difficulties. London: Whurr Publishers.
312. Stothard, S.E., Snowling, M.J., Bishop, D.V.M., Chipchase, B.B., & Kaplan, C.A. (1998). Language-impaired preschoolers: a follow-up into adolescence. Journal of Speech, Language and Hearing Research, 41, 407–418.
313. Stromswold, K. (2006). Why aren’t identical twins linguistically identical? Genetic, prenatal and postnatal factors. Cognition, 101(2), 333-384.
314. Stromswold, K. (2001). The heritability of language: a review and meta-analysis of twin, adoption and linkage studies. Language, 77, 647–723.
315. Swan, D., & Goswami, U. (1997). Phonological awareness deficits in developmental dyslexia and the phonological representations hypothesis. Journal of Experimental Child Psychology, 66(1), 18-41.
316. Tallal, P. (1980). Auditory tempora perception, phonics, and reading disabilities in children. Brain and Language, 9, 182-198.
317. Tallal, P., & Piercy, M. (1975). Developmental aphasia : The perception of brief vowels and extended stop consonants, Neuropsychologia, 13, 69 –74.
318. Tallal, P., & Piercy, M. (1973). Defects of non-verbal auditory perception in children with developmental aphasia. Nature, 241, 468 – 469.
319. Temple, E., Deutsch, G.K., Poldrack, R.A. , Miller, S.L., Tallal, P., Merzenich, M.M., et al. (2003). Neural deficits in children with dyslexia ameliorated by behavioral remediation: Evidence from functional MRI. Proceedings of the National Academy of Sciences of the United States of America, 100(5), 2860­2865.
320. The Makaton Charity (2008). About Makaton. Available online at http://www.makaton.org
321. Tomblin, J.B., & Buckwalter, P., (1998). Heritability of poor language achievement among twins. Journal of Speech, Language, and Hearing Research ,41, 188-199.
322. Tomblin, J.B., Mainela-Arnold, E., & Zhang, X. (2007). Procedural learning in adolescents with and without specific language impairment. Language Learning and Development, 3(4), 269-293.
323. Tomblin, J.B., Records, N.L., & Zhang, X. (1996). A system for the diagnosis of specific language impairment in kindergarten children. Journal of Speech and Hearing Research, 39, 1284–1294.
324. Tomblin, J.B., Records, N.L., Buckwalter, P., Zhang, X., Smith, E., & O'Brien, M. (1997). Prevalence of specific language impairment in kindergarten children. Journal of Speech, Language, and Hearing Research, 40(6), 1245.
325. Tomblin, J.B., & Zhang, X. (2004). Implicit learning in adolescents with and without Specific Language Impairment. Symposium on Research in Child Language Disorders. Madison, WI.
326. Tomblin, J.B., & Zhang, X. (1999) Language patterns and etiology in children with specific language impairment. In H. Tager-Flusberg (Ed.), Neurodevelopmental disorders (pp 361–382). Cambridge, MA: MIT Press.
327. Tomkins, A. (2000). Visual memory span performance of children with speci fi c language impairment: Investigating the visual sketchpad. Speech & Language Sciences. BSc dissertation. School of Education, Communication & Language Sciences, University of Newcastle upon Tyne.
328. Tomasello, M. (2003). Constructing a Language : A Usage-Based Theory of Language Acquistion. Harvard : University Press.
329. Trauner, D.A., Wulfeck, B., Tallal, P., & Hesselink, J. (1995). Neurologic and MRI profiles of language-impaired (LI) children. Technical Report CND-9513, Center of Research in Language, University of California in San Diego.
330. Trick, L.M. & Pylyshyn, Z.W. (1994). Why are small and large numbers enumerated differently ? A limited capacity preattentive stage in vision. Psychological Review, 101, 80-102.
331. Tzuriel, D. & Klein, P.S. (1987). Assessing the young child: children’s analogical thinking modifiability. In C.S. Lidz, (Ed.), Dynamic assessment: an interactional approach to evaluating learning potential. New York: Guilford Press.
332. Ullman, M. (2004). Contributions of memory circuits to language: The declarative/procedural model. Cognition, 92(1-2), 231-270.
333. Ullman, M. (2001). The declarative/procedural model of lexicon and grammar. Journal of Psycholinguistic Research, 30, 37-69.
334. Ullman, M., & Pierpont, E. (2005). Specific Language Impairment is not specific to language: The Procedural Deficit Hypothesis . Cortex, 41, 399-433.
335. Vaisse, L. (1866). Des sours-muets et de certains cas d’aphasie congenitale. Bulletin de l’Anthropologie de Paris, 1, 146-150.
336. van Daal, J., Verhoeven, L., van Leeuwe, J., & van Balkom, H. (2008). Working memory limitations in children with severe language impairment. Journal of communication disorders, 41(2), 85-107.
337. van der Lely, H.K.J., & Christian, V. (2000). Lexical word formation in children with grammatical SLI: a grammar-specific versus an input-processing deficit? Cognition , 75, 33-63.
338. van der Lely, H.K.J. (1996). Specifically language impaired and normally developing children: Verbal passive vs. adjectival passive sentence interpretation. Lingua , 98 (4), 243-272.
339. van der Lely, H.K.J. (1994). Canonical linking rules: Forward vs reverse linking in normally developing and specifically language impaired children. Cognition, 51, 29-72.
340. van der Lely, H.K.J., 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.
341. van der Lely, H.K.J. & Stollwerck, L. (1996). A grammatical specific language impairment in children: An autosomal dominant inheritance? Brain and Language, 52, 484 – 504.
342. van der Lely, H.K.J., & Ullman, M. (2001). Past tense morphology in specifically language impaired and normally developing children. Language and Cognitive Processes, 16(2/3), 177-217.
343. van Gelder, D., Kennedy, L., & Laguite, J. (1952). Congénital and infantile aphasia : Review of littérature and report of a case. Pediatrics, 9, 48-54.
344. van Weerdenburg, M., Verhoeven, L., & van Balkom, H. (2006). Towards a typology of specific language impairment. Journal of Child Psychology and Psychiatry and Allied Disciplines, 47(2), 176-189.
345. Vargha-Khadem, F., Gadian, D., Copp, A. & Mishkin, M. (2005). FOXP2 and the neuroanatomy of speech and language. Nature Reviews Neuroscience, 6, 131–138.
346. Vicari, S., Marotta, L., Menghini, D., Molinari, M. & Petrosini, L. (2003). Implicit learning deficit in children with developmental Dyslexia. Neuropsychologia, 41, 108-114.
347. Wagner, R.K., & Torgesen, J. (1987). The nature of phonological processing and its causal role in the acquisition of reading skill. Psychological Bulletin, 101, 192-212.
348. Wagner, R.K., Torgesen, J.K., & Rashotte, C. A. (1994). Development of reading-related phonological processing abilities: new evidence of bidirectional causality from a latent variable longitudinal study. Developmental Psychology, 30, 73 – 87.
349. Webster, R., Majnemer, A., Platt, R., & Shevell, M. (2005). Motor function at school age in children with a preschool diagnosis of developmental language impairment. The Journal of pediatrics, 146(1), 80-85.
350. Wechsler, D. (2005). Manuel d’interprétation de l’échelle d’intelligence de Wechsler pour enfants (Quatrième éd.). Paris : Éditions du Centre de psychologie appliquée.
351. Wechsler, D. (2001). Manuel d’interprétation de l’échelle d’intelligence de Wechsler pour enfants (Troisième éd.). Paris : Éditions du Centre de psychologie appliquée.
352. Weiner, P. (1974). A language-delayed child at adolescence. Journal of Speech and Hearning Disorders, 39, 202-212.
353. Weiner, P. (1969). The perceptual level functioning of dysphasic children, Cortex, 5, 440-457.
354. Wetherell, D., Botting, N., & Conti-Ramsden, G. (2007). Narrative skills in adolescents with a history of SLI in relation to non-verbal IQ scores. Child Language Teaching and Therapy, 23(1), 95.
355. Wetzburger, C. (2004). Dysphasie de developpement : approche neuropediatrique. Enfance, 1,107-112.
356. Wijkamp, I., Gerritsen, B., Bonder, F., Haisma, H., & van der Schans, C. (2010). Sign-supported Dutch in children with severe speech and language impairments : A multiple case study. Child Language Teaching and Therapy.
357. Wilson, B., Ivani-Chalian, R., & Aldrich, F. (1991). The Rivermead Behavioral Memory Test for Children aged 5-10 years (RBMT-C) ; Manual. Bury st Edmunds, UK : Thames Valley Test Company.
358. Wolfus, B., Moscovitch, M. & Kinsbourne, M. (1980). Subgroups of developmental language impairment. Brain and Language, 10, 152-171.
359. Wyke, M. (Ed.) (1978). Developmental dysphasia. London : Academic Press.
360. Ziegler, J., & Goswami, U. (2005). Reading acquisition, developmental dyslexia, and skilled reading across languages: A psycholinguistic grain size theory. Psychological Bulletin, 131, 3-29.
361. Ziegler, J., Pech-Georgel, C., George, F., Alario, F., & Lorenzi, C. (2005). Deficits in speech perception predict language learning impairment. Proceedings of the national academy of sciences of the united states of america, 102(39), 14110.
362. Ziegler, J., Perry, C., & Coltheart, M. (2000). The DRC model of visual word recognition and reading aloud: An extension to German. European Journal of Cognitive Psychology, 12(3), 413-430.
363. Zorman, M. (2006). Evaluation de la conscience phonologique et entrainement des capacites phonologiques en grande section de maternelle. Reeducation orthophonique, 1-19.
364. Zourou, F., Magnan, A., Ecalle, J., & Gonzalez-Monge, S. (2009). Caracterisation de profils langagiers et cognitifs d'enfants avec troubles specifiques du langage (TSL). ANAE. Approche neuropsychologique des apprentissages chez l'enfant, 103, 282-290.
365. Zourou, F., Ecalle, J., Magnan, A., & Sanchez, M. (in press). The fragile nature of phonological awareness in children with specific language impairment : evidence form literacy development. Child Language Teaching and Therapy.
366. Zourou, F., Ecalle, J., Magnan, A., & Sanchez, M. (2007). Acquisition of literacy skills in children with Specific Language Impairment: A longitudinal investigation in French. In S. Vosniadou & D. Kayser (Eds.), Proceedings of the 2nd European Cognitive Science Conference (pp. 854-859), Delphi, Greece : Cognitive Science Society.