, L. B., Ellis Weismer, S., Miller, C., Francis, D.,
Tomblin, B., & Kail, R. (2007). Speed of processing, working memory
and language impairment. Journal of Speech, Language, and Hearing
Research, 50, 408-428.
Mackie, C. (2007). The written language of children with specific
speech and language difficulties. Unpublished doctoral dissertation,
University of Warwick, Coventry, England.
Mackie, C., & Dockrell, J. E. (2004). The writing skills of
children with SLI. Journal of Speech, Language, and Hearing Research,
Mather, N., & Jaffe, L. (1996). Woodcock-Johnson
psycho-educational battery-revised. Oxford, England: John Wiley and
McArthur, C. A., & Graham, S. (1987). Learning disabled
students' composing with three methods: Handwriting, dictation and
word processing. The Journal of Special Education, 21, 22-42.
McArthur, G. M., Hogben, J. H., Edwards, V. T., Heath, S. M., &
Mengler, E. D. (2000). On the "specifics" of specific reading
disability and specific language impairment. Journal of Child Psychology
and Psychiatry, 41, 869-874.
Moni, K., Jobling, A., van Kraayenoord, C., Elkins, J., Miller, R.,
& Koppenhaven, D. (2007). Teachers' knowledge attitudes and the
implementation of practices around the teaching of writing in inclusive
middle years' classrooms: No quick fix. Educational and Child
Psychology, 24, 18-35.
Montgomery, J. (2000). Verbal working memory and sentence
comprehension in children with specific language impairment. The role of
phonological working memory. Journal of Speech, Language, and Hearing
Research, 43, 293-308.
Nation, K., Clarke, E, Marshall, C. M., & Durand, M. (2004).
Hidden language impairments in children: Parallels between poor reading
comprehension and specific language impairment. Journal of Speech,
Language, and Hearing Research, 47, 199-211.
Norbury, C. E, Bishop, D. V. M., & Briscoe, J. (2001).
Production of English finite verb morphology: A comparison of
mild-moderate hearing impairment and specific language impairment.
Journal of Speech, Language, and Hearing Research, 44, 165-178.
Office for Standards in Education. (2007). The annual report of Her
Majesty's chief inspector of education, children's services
and skills 2006/07. London: The Stationery Office.
Ouellette, G. (2006). What's meaning got to do with it: The
role of vocabulary in word reading and reading comprehension. Journal of
Educational Psychology, 98, 554-566.
Peers, I. S., Lloyd, E, & Foster, C. (1999). British
standardisation of the CELE The Psychological Corporation's Speech
and Language Assessment. Available from Pearson's Assessments Web
Puranik, C., Lombardino, L., & Altman, L. (2007). Writing
through retellings: An exploratory study of language impaired and
dyslexic populations. Reading and Writing, 20, 251-272.
Riddick, B., Farmer, M., & Sterling, C. (1997). Students and
dyslexia: Growing up with a specific learning difficulty. London: Whurr.
Rust, J. (1996). The manual of the Wechsler objective language
dimensions (WOLD): UK Edition. London: The Psychological Corporation.
Scott, C. M. (1999). Learning to write. In H. W. Catts & A. G.
Kahmi (Eds.), Language and reading disabilities (pp. 224-259). Boston:
Allyn & Bacon.
Scott, C. M., & Windsor, J. (2000). General language
performance measures in spoken and written narrative and expository
discourse of school-age children with language learning disabilities.
Journal of Speech, Language, and Hearing Research, 43, 324-339.
Sterling, C., Ertubey, C., Brownfield, K., O'Reilly, S., &
Noyce, S. (2004). Helping students with dyslexia learn to read and spell
specialist terminology. London South Bank University: Dyslexicon.
Retrieved June 7, 2008, from http://www.lsbu.ac.uk/psycho/dyslexicon/
Stothard, S. E., Snowling, M., 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,
Strand, S., & Lindsay, G. (in press). Ethnic disproportionality
in special education. Evidence from an English population study. The
Journal of Special Education.
Tannenbaum, K., To