Referentielijst voor website VHZ 08-12-2016, Kempen, Kouwenberg, Fortgens & Leseman
Volledige lijst geraadpleegde literatuur
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· Alt, M. (2013). Visual Fast Mapping in School-Aged Children With Specific Language Impairment. Topics in Language Disorders, 33(4), 328–346.
· Alt, M., & Plante, E. (2006). Factors that influence lexical and semantic fast mapping of young children with specific language impairment. Journal of Speech, Language, and Hearing Research, 49(5), 941-954.
· Alt, M., Plante, E., & Creusere, M. (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.
· Aslin, R. N., & Newport, E. L. (2008). What statistical learning can and can’t tell us about language acquisition. In J. Colombo, P. McCardle, & L. Freund (Eds.), Infant pathways to language: Methods, models, and research directions (pp. 15-29). Mahwah, NJ: Lawrence Erlbaum Associates.
· Baker, A., Bogaerde, B. van den, Pfau, R., & Schermer, T. (2008). Gebarentaalwetenschap, een inleiding. Deventer: Van Tricht.
· Beck, I. L., McKeown, M. G., & Kucan, L. (2002). Bringing Words to Life: Robust Vocabulary Instruction (New York, NY: Guilford)
· Bishop, D.V.M., & Hsu, H. J. (2015). The declarative system in children with specific language impairment: a comparison of meaningful and meaningless auditory-visual paired associate learning. BMC psychology 3(3), 1-12.
· Bulters, I. & Vermeer, A. (2007). Leerkrachtvaardigheden en woordenschatonderwijs: het effect van training op leerkrachtgedrag en leerlingprestaties. Toegepaste Taalwetenschap in Artikelen, 77, 9-19.
· Cable, A. L., & Domsch, C. (2011). Systematic review of the literature on the treatment of children with late language emergence. International Journal of Language & Communication Disorders, 46(2), p. 138-154
· Cabell, S. Q., Justice, L. M. McGinty, A. S., DeCoster, J., & Forston, L. D. (2015). Teacher-child conversations in preschool classrooms: Contributions to children's vocabulary development. Early Childhood Research Quarterly, 30(Part A), 80-92.
· Cartmill, E. a, Armstrong, B. F., Gleitman, L. R., Goldin-Meadow, S., Medina, T. N., & Trueswell, J. C. (2013). Quality of early parent input predicts child vocabulary 3 years later. Proceedings of the National Academy of Sciences of the United States of America, 110(28), 11278–83.
· Chlapana, E., & Tafa, E. (2014). Effective practices to enhance immigrant kindergarteners' second language vocabulary learning through storybook reading. Reading and Writing, 27(9), 1619-1640.
· Christ, T., Wang, X. C., Chiu, M. (2011). Using story dictation to support young children's vocabulary development: Outcomes and process. Early Childhood Research Quarterly, 26(1), 30-41.
· Claessen, M., & Leitao, S. (2012). Phonological representations in children with SLI. Child Language Teaching and Therapy, 28(2), 211–223.
· De Wijkerslooth, G., Cuperus, J., & Burger, E. (2012). Kinderen met specifieke taalstoornissen. In E. Burger, M. van de Wetering & M. van Weerdenburg (Red.). Kinderen met specifieke taalstoornissen (pp. 34-55). Den Haag: Kentalis/Acco.
· Diesendruck, G. (2007). Mechanisms of word learning. In E. Hoff & M. Shatz (Eds.), Blackwell handbook of language development (pp. 257-276). Malden, MA: Blackwell Publishing.
· Fenson, L., Dale, P., Reznick, J.S., Bates, E., Thal, D. J., & Pethick, S. J. (1994). Variability in Early Communiactive Development. Monographs of the society for research in child development, 242, 59(5), V-189.
· 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.
· Graves, M.F. (2006). The vocabulary book: Learning & instruction. New York: Teachers College Press; Newark, DE: International Reading Association.
· Goswami, U. (2008). Cognitive development, the learning brain (revised and updated edition). Hove etc.: Psychology Press.
· Graf-Estes, K., Evans, J. L., & Else-Quest, N. M. (2007). Differences in the non word repetition performance of children with and without specific language impairment: a meta-analysis. Journal of Speech, Language, and Hearing Research : JSLHR, 50, 177–195.
· Gray, S. (2005). Word learning by preschoolers with specific language impairment: effect of phonological or semantic cues. Journal of Speech, Language, and Hearing Research : JSLHR, 48, 1452–1467.
· Gray, S. (2004). Word learning by preschoolers with specific language impairment: Predictors and poor learners. Journal of Speech, Language, and Hearing Research, 47, 1117–1132.
· Gray, S. (2003). Word-learning by Preschoolers With Specific Language Impairment: What Predicts Success? Journal of Speech, Language, and Hearing Research, 46(1), 56–67.
· Gray, S., Brinkley, S., & Svetina, D. (2012). Word learning by preschoolers with SLI: Effect of phonotactic probability on object familiarity. Journal of Speech, Language and Hearing Research, 55, 1289–1300.
· Gray, S., Pittman, A., & Weinhold, J. (2014). Effect of Phonotactic Probability and Neighborhood Density on Word-Learning Configuration by Preschoolers With Typical Development and Specific Language Impairment. Journal of Speech, Language, and Hearing Research, 57, 1011-1025.
· Hindman, A. H., Erhart, A. C., & Wasik, B. A. (2012). Reducing the Matthew effect: Lessons from the ExCELL Head Start intervention. Early Education and Development, 23(5), 781-806.
· Hockema, S. A., & Smith, L. B. (2009). Learning your language, outside-in and inside-out. Linguistics, 47(2), 453–479.
· Hoff, E. (2006). How social contexts support and shape language development. Developmental Review, 26(1), 55–88.
· Jackson, E., Leitao, S., & Claessen, M. (2016). The relationship between phonological short-term memory, receptive vocabulary and fast mapping in children with specific language impairment. International Journal of Language & Communication Disorders, 51(1), 61-73.
· Justice, L. M., Schmitt, M. B., Murphy, K. A., Pratt, A., & Biancone, T. (2014). The “robustness” of vocabulary intervention in the public schools: targets and techniques employed in speech-language therapy. International Journal of Language & Communication Disorders, 49(3), 288–303.
· Kan, P. F., & Windsor, J. (2010). Word learning in children with primary language impairment: a meta-analysis. Journal of Speech, Language, and Hearing Research, 53, 739-756.
· Kelley, E. S., Goldstein, H., Spencer, T. D., & Sherman, A. (2015). Effects of automated Tier 2 storybook intervention on vocabulary and comprehension learning in preschool children with limited oral language skills. Early Childhood Research Quarterly, 31, 47-61.
· Kohnert, K. (2013, 2nd edition). Language disorders in Bilingual Children and Adults. San Diego: Plural Publishing.
· Kouwenberg, M., Slofstra-Bremer, C., & van Weerdenburg, M. (2008). Gestures en gebaren bij specifieke taalontwikkelings- stoornissen : een overzicht van de literatuur. Tijdschrift Voor Stem- Spraak- En Taalpathologie, 16(2), 69–87.
· Kuipers, L., Broeder, A. den, Oustou, N., Strik, E, Bruinsma, G., Blessenaar, I. & Gerrits, E. (2013). De effectiviteit van het Viertaktmodel voor de passieve woordenschatuitbreiding van kinderen in groep 7 en 8 in het cluster 2 onderwijs (Bachelor’s Thesis). Utrecht: Hogeschool Utrecht.
· LeBarton, E. S., Goldin-Meadow, S., & Raudenbush, S. (2015), Experimentally Induced Increases in Early Gesture Lead to Increases in Spoken Vocabulary. Journal of Cognition and Development, 16(2), 199-220
· Leonard, L.B. (2014, 2nd edition). Children with Specific Language Impairment. Cambridge, Massachusetts: The MIT Press.
· Loftus, S. M., Coyne, M. D., McCoach, D. B., Zipoli, R., & Pullen, P. C. (2010). Effects of a Supplemental Vocabulary Intervention on the Word Knowledge of Kindergarten Students At Risk for Language and Literacy Difficulties. Learning Disabilities Research & Practice, 25(3), 124–136.
· Maguire, Hirsh-Pasek & Golinkoff (2006.) A unified theory of word learning: putting verb acquisition in context. In K. Hirsh-Pasek & R. M. Golinkoff (Eds), Action meets word: how children learn verbs (pp. 364-391). Oxford university press: USA
· Marulis, L. M., & Neuman, S. B. (2010). The Effects of Vocabulary Intervention on Young Children’s Word Learning: A Meta-Analysis. Review of Educational Research, 80(3), 300–335.
· Marulis, L. M., & Neuman, S. B. (2013). How vocabulary interventions affect young children at risk: A meta-analytic review. Journal of Research on Educational Effectiveness, 6, 223-262.
· McKean, C., Letts, C., & Howard, D. (2014). Triggering word learning in children with Language Impairment: the effect of phonotactic probability and neighbourhood density. Journal of Child Language, 41(6), 1224–48.
· McKeown, M. G., & Beck, I. L. (2014). Effects of vocabulary instruction on measures of language processing: Comparing two approaches. Early Childhood Research Quarterly, 29(4), 520-530.
· Namy, L. L. (2012). Getting Specific: Early General Mechanisms Give Rise to Domain-Specific Expertise in Word Learning. Language Learning and Development, 8(1), 47–60.
· Nagy, W. E. & Scott, J. A. (2000). Vocabulary processes. In M. L. Kamil, P. B. Mosenthal, P. D. Pearson & R. Barr (Eds.) Handbook of Reading Research (Vol. 3, pp. 269-284). New Jersey: Lawrence Erlbaum Associates.
· Neuman, S. B., Newman, E. H., & Dwyer, J. (2011). Educational Effects of a Vocabulary Intervention on Preschoolers’ Word Knowledge and Conceptual Development: A Cluster-Randomized Trial. Reading Research Quarterly, 46(3), 249–272.
· Nielsen, D. C., & Friesen, L. D. (2012). A study of the effectiveness of a small-group intervention on the vocabulary and narrative development of at-risk kindergarten children. Reading Psychology, 33(3), 269-299.
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· Pollard-Durodola, S. D., Gonzalez, J. E., Simmons, D. C., Kwok, O., Taylor, A.B., Davis, M. J., Kim, M., Simmons, L. (2011). The effects of an intensive shared book-reading intervention for preschool children at risk for vocabulary delay. Exceptional Children 77(2), 161-183.
· Rescorla, L., & Ratner, N. B. (1996). Phonetic profiles of toddlers with specific expressive language impairment (SLI-E). Journal of Speech and Hearing Research, 39(1), 153–165.
· Rice, M. L., & Hoffman, L. (2015). Predicting Vocabulary Growth in Children With and Without Specific Language Impairment: A Longitudinal Study From 2;6 to 21 Years of Age. Journal of Speech, Language, and Hearing Research, 58, 345–359.
· Riches, N. G., Tomasello, M., & Conti-Ramsden, G. (2005). Verb Learning in Children With SLI: Frequency and Spacing Effects. Journal of Speech, Language & Hearing Research, 48(December), 1397–1412.
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