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Subject–verb agreement and phonological processing in developmental dyslexia and specific language impairment (SLI): a closer look

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References

2014Children with Specific Language Impairment2,613 cited
2004Specific reading disability (dyslexia): what have we learned in the past four decades?2,549 cited
1997Children with Specific Language Impairment1,497 cited
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2004Developmental Dyslexia and Specific Language Impairment: Same or Different?1,354 cited
2003Is there a causal link from phonological awareness to success in learning to read?1,064 cited
1996Nonword Repetition as a Behavioural Marker for Inherited Language Impairment: Evidence From a Twin Study668 cited
2000On the “Specifics” of Specific Reading Disability and Specific Language Impairment526 cited
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2000Language Deficits in Dyslexic Children: Speech Perception, Phonology, and Morphology394 cited
1995Sentence Comprehension in Children With Specific Language Impairment: The Role of Phonological Working Memory296 cited
1983Specific reading retardation and working memory: A review252 cited
2004Language and phonological skills in children at high risk of reading difficulties250 cited
2004Pre‐literacy skills of subgroups of children with speech sound disorders

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235 cited

2000The Acquisition of Syllable Types233 cited

2001Non‐word repetition and language development in children with specific language impairment (SLI)218 cited

Cited by

2011Subject–verb agreement in Specific Language Impairment: A study of monolingual and bilingual German-speaking children70 cited
2007Non‐word repetition in Dutch children with (a risk of) dyslexia and SLI68 cited
2011Oral Language Skills Moderate Nonword Repetition Skills in Children With Dyslexia: A Meta-Analysis of the Role of Nonword Repetition Skills in Dyslexia65 cited
2016Linguistic and Cognitive Abilities in Children with Specific Language Impairment as Compared to Children with High-Functioning Autism63 cited
2017Visual artificial grammar learning in dyslexia: A meta-analysis61 cited
2012Sentence Comprehension in Specific Language Impairment: A Task Designed to Distinguish Between Cognitive Capacity and Syntactic Complexity57 cited
2020Promoting Reading Achievement in Children With Developmental Language Disorders: What Can We Learn From Research on Specific Language Impairment and Dyslexia?51 cited
2017Helping children with reading difficulties: some things we have learned so far50 cited
2018Stability of core language skill from infancy to adolescence in typical and atypical development50 cited
2016Low self-concept in poor readers: prevalence, heterogeneity, and risk44 cited
2014Phonological and lexical influences on phonological awareness in children with specific language impairment and dyslexia43 cited
2019Statistical learning abilities of children with dyslexia across three experimental paradigms43 cited
2018Specific Language Impairment and Reading Disability: Categorical Distinction or Continuum?42 cited
2015Developmental Dyslexia With and Without Language Impairment: ERPs Reveal Qualitative Differences in Morphosyntactic Processing38 cited
2017The comprehension of Italian relative clauses in poor readers and in children with Specific Language Impairment38 cited
2013Characterizing the morphosyntactic processing deficit and its relationship to phonology in developmental dyslexia37 cited