Wh-Movement in Children with Grammatical SLI: A Test of the RDDR Hypothesis

By H. V. D. van der Lely, Jackie Battell. 2003

201 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/9d297b55059d542b52038c1802923d4027939e8c

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Cognitive Neuroscience

1. Chloe R. Marshall
2. S. Ebbels
3. H. V. D. van der Lely
4. Michael T. Ullman

In Developmental and Educational Psychology

1. Chloe R. Marshall
2. S. Ebbels
3. J. Legate
4. H. V. D. van der Lely
5. Michael T. Ullman
6. Wei Xu
7. Haonan Yu

Citations in the corpus

• The impact of phonological complexity on past tense inflection in children with Grammatical-SLI (2007, background): “…and articulation are unaffected (Gallon, Harris, & van der Lely, under revision; Marshall, Harris & van der Lely, 2003; Marshall & van der Lely, 2007; van der Lely, 1997a, b, 1998, 2005; van der Lely & Battell, 2003; van der Lely, Rosen, & McClelland, 1998; van der Lely & Stollwerck, 1997).”
• Teaching grammar to school-aged children with specific language impairment using Shape Coding (2007, background): “…the case in the area of verb morphology and it has also been reported in some areas of syntax, including the comprehension of passive sentences (Bishop, 1979; van der Lely and Harris, 1990; van der Lely, 1996) and formation of wh-questions (Leonard 1995; van der Lely and Battell, 2003).”
• Which questions are most difficult to understand?: The comprehension of Wh questions in three subtypes of SLI (2011, unknown): “…of language: word retrieval, phonology, morphology, syntax, semantics, and pragmatics (e.g., Bishop, 1997, 2006; Bishop and Rosenbloom, 1987; Clahsen, 1989; Leonard, 1998; Rice and Wexler, 1995; van der Lely, 1996, 1997, 1998; van der Lely and Battell, 2003; van der Lely and Christian, 2000).”
• Specific language impairment is not specific to language: the procedural deficit hypothesis. (2005, unknown): “…have difficulty following appropriate word order patterns (Hansson and Nettelbladt, 1995), using adjuncts (Leonard, 1998; Johnston and Kamhi, 1984), producing wh-questions (van der Lely and Battell, 2003), and representing grammatical elements that depend on functional categories (Leonard, 1995).”
• Morphosyntactic Learning and the Development of Tense (2007, background): “Also of relevance is a group of SLI learners who exercise nontarget but UG-compatible options of grammar (van der Lely and Battell (2003)), precisely replicating the pattern of acquisition in normal developing children (McDaniel (1989), Thornton (1990)).”
• Effects of Word Position and Stress on Onset Cluster Production: Evidence from Typical Development, Specific Language Impairment, and Dyslexia (2009, unknown): “Morphology and syntax have been comprehensively investigated in children with developmental language disorders within a range of theoretical linguistic frameworks (Rice & Wexler 1996, van der Lely & Battell 2003, Ring & Clahsen 2005).”