airments. Exceptional Children, 73, 147-164.
Dockrell, J. E, Lindsay, G., Letchford, B., & Mackie, C.
(2006). Educational provision for children with specific speech and
language difficulties: Perspectives of speech and language therapist
managers. International Journal of Language and Communication Disorders,
Dunn, L. M., Dunn, L. M., Whetton, C., & Burley, J. (1997).
British picture vocabulary scale (Rev. ed.). Windsor, England:
Elliott, C. D., Murray, D. J., & Pearson, L. S. (1997). British
ability scales II: Matrices. Windsor, England: NFER-Nelson.
Ellis Weismer, S., & Hesketh, L. (1996). Lexical learning by
children with specific language impairment: Effects of linguistic input
presented at varying speaking rates. Journal of Speech, Language, and
Hearing Research, 39, 177-190.
Ellis Weismer, S., Tomblin, J. B., Zhang, X., Buckwalter, P., Gaura
Chynoweth, J., & Jones, M. (2000). Nonword repetition performance in
school-age children with and without language impairment. Journal of
Speech, Language, and Hearing Research, 43, 865-878.
Fan, X., Thompson, B., & Wang, L. (1999). The effects of sample
size, estimation methods, and model specification on SEM fit indices.
Structural Equation Modeling: A Multidisciplinary Journal, 6, 56-83.
Fey, M. E., Catts, H. W., Proctor-Williams, K., Tomblin, J., &
Zhang, X. Y. (2004). Oral and written story composition skills of
children with language impairment. Journal of Speech, Language, and
Hearing Research, 47, 1301-1318.
Gansle, K., Noell, G., VanDerHeyden, A., Naquin, G., & Slider,
N. (2002). Moving beyond total words written: The reliability, criterion
validity, and time cost of alternative measures for curriculum-based
measurement in writing. School Psychology Review, 31, 477-497.
Gardner, M. E (1990). Expressive one-word picture vocabulary
test-revised (Eowpvt-R). Novato, CA: Academic Therapy.
Gillam, R., & Johnston, J. (1992). Spoken and written language
relationships in language/learning-impaired and normally achieving
school-age children. Journal of Speech and Hearing Research, 35,
Graham, S., Berninger, V., Abbott, R., Abbott, S., & Whitaker,
D. (1997). The role of mechanics in composing of elementary school
students: A new methodological approach. Journal of Educational
Psychology, 89, 170-182.
Graham, S., Berninger, V. W., Weintraub, N., & Schafer, W.
(1998). Development of handwriting speed and legibility in grades 1-9.
Journal of Educational Research, 92, 42-56.
Graham, S., Struck, M., Richardson, J., & Berninger, V. (2006).
Dimensions of good and poor handwriting legibility in first and second
graders: Motor programs, visual-spatial arrangement, and letter
formation parameter setting. Developmental Neuropsychology, 29, 43-60.
Green, L., McCutchen, D., Schwiebert, C., Quinlan, T., Eva-Wood,
A., & Juelis, J. (2003). Morphological development in
children's writing. Journal of Educational Psychology, 95, 752-761.
Hill, E. (2004). Non-specific nature of specific language
impairment: A review of the literature with regard to concomitant motor
impairments. International Journal of Language & Communication
Disorders, 36, 149-171.
Hoopet, S., Swartz, C., Wakely W., de Kruif, R., & Montgomery,
J. (2002). Executive functions in elementary school children with and
without problems in written expression. Journal of Learning
Disabilities, 35, 57-68.
Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit
indexes in covariance structure analysis: Conventional criteria versus
new alternatives. Structural Equation Modeling, 6, 1-55.
Johnson, C., Beitchman, J., Young, A., Escobar, M., Atkinson, L.,
Wilson, B., et al. (1999). Fourteen-year follow-up of children with and
without speech/language impairments: Speech/language stability and
outcomes. Journal of Speech, Language, and Hearing Research, 42,
Kelso, K., Fletcher, J., Lee, P., & Kelso, A. (2007). Reading
comprehension in children with specific language impairment: An
examination of two subgroups.
International Journal of Language & Communication Disorders,
Leonard, L. B. (1998). Children with SLI. Cambridge, MA: MIT Press.
Leonard