Children learn most new words without direct teaching. Evidence for this comes primarily
from two sources. First, between the ages of 18 months and 18 years, children learn an …

Children with specific language impairment (SLI) are known to have limited lexicons.
Previous studies implicate a possible processing problem, in the form of a limited ability to …

This study examined Quick Incidental Learning (QUIL) of novel vocabulary by two groups of
school-age children, those who were developing language normally and those who …

Purpose In this study, the authors aimed to examine the accuracy, latency, and errors of
noun (object) and verb (action) naming in children with and without specific language …

Background: It has been argued that children with Specific Language Impairment (SLI) use
language in a conservative manner. For example, they are reluctant to produce word‐plus …

The aim of the present study was to use longitudinal data to provide a detailed profile of
early word combinations by children with SLI. Three children with SLI were videotaped …

This study investigated whether children with language learning disability (LLD) differed
from typically-developing peers in their ability to learn meanings of novel words presented …

The present longitudinal study examined the use of verbs at the early stages of expressive
language development by children with specific language impairment (SLI). Three children …

Purpose Many typically developing children first use inflections such as–ed with verb
predicates whose meanings are compatible with the functions of the inflection (eg, using–ed …

It was hypothesized that the initial word comprehension of specific-language-impaired
children would be enhanced by the insertion of a short pause just before a sentence-final …