Later Language Development: School-age Children, Adolescents, and Young Adults

By M. Nippold. 2007

308 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/165a8701d9e43e76643c5f25eaa6318d0f0a93bb

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Citations in the corpus

Young people with specific language impairment: A review of social and emotional functioning in adolescence (2010, background): “During adolescence the language problems of individuals with SLI are not always easily detectable in everyday conversation (Scott and Windsor, 2000; Nippold, 2007), and professional services are less likely to be available for this age range (Dockrell et al., 2006).”
Beyond Vocabulary: Exploring Cross-Disciplinary Academic-Language Proficiency and Its Association With Reading Comprehension (2015, background): “…for instance, developmental shifts in the degree of lexical precision, morpho-syntactic complexity, use of academic connectives, and organization of genre-specific elements in students' expository discourse (Berman and Ravid, 2009; Derewianka, 2003; Nippold, 2007; Ravid & Tolchinsky, 2002).”
Words as Tools: Learning Academic Vocabulary as Language Acquisition (2012, background): “Academic language tends to contain longer words, and for the most part, the length is due to preﬁxes and suf-ﬁxes (Nagy & Anderson, 1984; Nippold, 2007).”
Core academic language skills: An expanded operational construct and a novel instrument to chart school-relevant language proficiency in preadolescent and adolescent learners (2014, background): “…to adolescence as a period of substantial growth in the deployment of register features typically encountered in school texts, for example, the use of more complex noun phrases and more academic discourse markers (Berman & Ravid, 2009; Derewianka, 2003; Nippold, 2007; Ravid & Tolchinsky, 2002).”