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Publications

* These publications resulted from the action, but did not make use of the LITMUS tools. ​
2022
2021
  1. Chilla, S., Hamann, C., Prévost, P., Abed Ibrahim, L., Ferré, S., dos Santos, C., Zebib, R. & Tuller, L. (in press). The influence of different first languages on L2 LITMUSNWR and L2 LITMUSSR in French and German: a crosslinguistic approach. In S. Armon-Lotem & K. Grohman (eds.), LITMUS in action: Comparative studies across Europe, Amsterdam : John Benjamins.
  2. Chilla, Solveig, Hamann, Cornelia, Prévost, Philippe, Abed Ibrahim, Lina, Ferré, Sandrine, dos Santos, Christophe, … Tuller, Laurice (in press). The influence of different first languages on L2 LITMUS-NWR and L2 LITMUS-SRT in French and German: A crosslinguistic approach. In Grohmann, Kleanthes & Armon-Lotem, Sharon (Eds.), LITMUS in action: Comparative studies across Europe, TILAR. Amsterdam: Benjamins.
  3. Makrodimitris, C. & Schulz, P. (2021). Does timing in acquisition modulate heritage children’s language abilities? Evidence from the Greek LITMUS-Sentence Repetition Task. Languages, 6, 49. https://doi.org/10.3390/languages6010049
  4. *Öwerdieck, David, Hamann, Cornelia & Abed Ibrahim, Lina (2021). Studying a bilingual population’s production and comprehension of relative clauses longitudinally – Preliminary results. Proceedings of BUCLD 45. Somerville, MA: Cascadilla Press
2020
  1. Abed Ibrahim, Lina, Hamann, Cornelia, & Fekete, István (2020). Language Assessment of Bilingual Arabic-German Heritage and Refugee Children: Comparing Performance on LITMUS Repetition Tasks. In Brown M. M. & Kohut, A. (Eds.), Proceedings of BUCLD 44 (pp. 1–14). Somerville, MA: Cascadilla Press.
  2. Amora, K. K., Garcia, R., & Gagarina, N. (2020). Tagalog adaptation of the Multilingual Assessment Instrument for Narratives: History, process and preliminary results. ZAS Papers in Linguistics, 64, 221-233. doi:10.21248/zaspil.64.2020.577
  3. Antonijevic-Elliott, S., Lyons, R., O’ Malley, M.P., Meir, N., Haman, E., Banasik,N., Carroll, C., McMenamin, R., Rodden M., & Fitzmaurice, Y. (2020). Language assessment of monolingual and multilingual children using non-word and sentence repetition tasks, Clinical Linguistics & Phonetics, 34(4), 293-311. https://doi.org/10.1080/02699206.2019.1637458
  4. Blom, E., Boerma, T. D., & de Jong, J. (2020). Multilingual Assessment Instrument for Narratives(MAIN) adapted for use in Dutch. In N. Gagarina, & J. Lindgren (Eds.), ZAS Papers in Linguistics: ZAS (Vol. 64, pp. 51-56). https://doi.org/10.21248/zaspil.64.2020.557
  5. Boerma, T. D., & Blom, E. (2020). Effects of developmental language disorder and bilingualism on children's executive functioning: A longitudinal study. Research in Developmental Disabilities, 107, [103782]. https://doi.org/10.1016/j.ridd.2020.103782
  6. Bohnacker, U., & Gagarina, N. (2020). Cross-linguistic development of narrative comprehension from A to Z. In U. Bohnacker & N. Gagarina (Eds.), Developing Narrative Comprehension: Multilingual Assessment Instrument for Narratives (pp. 2-30). Amsterdam: John Benjamins.
  7. Bohnacker, U., & Gagarina, N. (Eds.). (2020). Developing narrative comprehension: Multilingual Assessment Instrument for Narratives. Amsterdam: John Benjamins.
  8. Bohnacker, U., & Gagarina, N. (2020). Introduction to MAIN–Revised, how to use the instrument and adapt it to further languages. ZAS Papers in Linguistics, 64, xiii-xxi. doi:10.21248/zaspil.64.2020.549
  9. Bosma, E. & Blom, E. (2020). Language activities in a minority–majority language context: book-reading at home is more important for Frisian than for Dutch. Journal of Child Language, 47(2), 289 - 308.DOI: https://doi.org/10.1017/S030500091900002
  10. Chan, A., Cheng, K., Kan, R., Wong, A. M.-Y., Fung, R., Wong, J., . . . Gagarina, N. (2020). The Multilingual Assessment Instrument for Narratives (MAIN): Adding Cantonese to MAIN. ZAS Papers in Linguistics, 64, 23-29. doi:10.21248/zaspil.64.2020.553
  11. dos Santos, C., Frau, S., Labrevoit, S. and Zebib, R. (2020). L'épreuve de répétition de non-mots LITMUS-NWR-FR évalue-t-elle la phonologie? SHS Web of Conferences, 78, 10005 (2020). DOI: 10.1051/shsconf/20207810005.
  12. Fiani, R., Henry, G., & Prévost, P. (2020). Narrative comprehension in Lebanese Arabic / French bilingual children. In U. Bohnacker & N. Gagarina (eds), Developing narrative comprehension: Multilingual Assessment Instrument for Narratives (pp. 32-60). Amsterdam: John Benjamins. DOI: 10.1075/sibil.61.02fia.
  13. Gagarina, N., & Lindgren, J. (2020). Preface: New language versions of MAIN: Multilingual Assessment Instrument for Narratives – Revised. ZAS Papers in Linguistics, 64, ix-xii. doi:10.21248/zaspil.64.2020.548
  14. Gagarina, N., & Lindgren, J. (Eds.). (2020). New language versions of MAIN: Multilingual Assessment Instrument for Narratives – Revised. ZAS Papers in Linguistics, 64.
  15. Gagarina, N., Lomako, J., Stadtmiller, E., & Lindner, K. (2020). Text organization in typically developing bilinguals and bilinguals at risk of DLD: what is different and how language independent is it? In N. Gagarina & R. Musan (Eds.), Referential and relational discourse coherence in adults and children (pp. 85-104). Berlin: de Gruyter.
  16. Gagarina, N., & Musan, R. (Eds.). (2020). Referential and relational discourse coherence in adults and children. Berlin: de Gruyter.
  17. Gagarina, N., Topaj, N., & Sürmeli, N. (2020). Why do you think the boy would be unhappy if he saw what the cat was eating? In U. Bohnacker & N. Gagarina (Eds.), Developing Narrative Comprehension: Multilingual Assessment Instrument for Narratives (pp. 232–268). Amsterdam: John Benjamins.
  18. Hamann, Cornelia, Chilla, Solveig, Abed Ibrahim, Lina & Fekete, István (2020). Language assessment tools for Arabic-speaking heritage and refugee children in Germany. Applied Psycholinguistics (2020), 1–40. doi:10.1017/S0142716420000399
  19. Hamdani, S., Kan, R., Chan, A., & Gagarina, N. (2020). The Multilingual Assessment Instrument for Narratives (MAIN): Adding Urdu to MAIN. ZAS Papers in Linguistics, 64, 257-261. doi:10.21248/zaspil.64.2020.580
  20. Kan, R. T. Y., Chan, A., & Gagarina, N. (2020). Investigating children's narrative abilities in a Chinese and multilingual context: Cantonese, Mandarin, Kam and Urdu adaptations of the Multilingual Assessment Instrument for Narratives (MAIN). Frontiers in Psychology, 11, 1-7. doi:10.3389/fpsyg.2020.573780
  21. Kunnari, S. & Välimaa, T. (2020). Narrative comprehension in simultaneously bilingual Finnish-Swedish and monolingual Finnish children. In U. Bohnacker & N. Gagarina (Eds), Developing narrative comprehension: Multilingual Assessment Instrument for Narratives. Studies in Bilingualism 61 (pp. 149–170). Amsterdam: John Benjamins. https://doi.org/10.1075/sibil.61.05kun
  22. Luo, J., Yang, W., Chan, A., Cheng, K., Kan, R., & Gagarina, N. (2020). The Multilingual Assessment Instrument for Narratives (MAIN): Adding Mandarin to MAIN. ZAS Papers in Linguistics, 64, 159-162. doi:10.21248/zaspil.64.2020.569
  23. Marecka, M., Wrembel, M., Otwinowska, A., Szewczyk, J., Banasik-Jemielniak, N., & Wodniecka, Z. (2020). Bilingual children’s phonology shows evidence of transfer, but not deceleration in their L1. Studies in Second Language Acquisition 42, 89-114. DOI: https://doi.org/10.1017/S0272263119000408
  24. Meir, N. & Novogrodsky. R. (2020). Syntactic abilities and verbal memory in monolingual and bilingual children with High Functioning Autism (HFA). First Language, 40(4), 341–366. https://doi.org/10.1177/0142723719849981
  25. Mieszkowska, K., Otwinowska, A., Białecka-Pikul, M., Kiebzak-Mandera, D., Opacki, M., & Haman, E. (2020). Polish MAIN: How was it developed and how has it been used so far? ZAS Papers in Linguistics, 64, 169–181. DOI: 10.21248/zaspil.64.2020.571
  26. Otwinowska, A., Opacki, M., Mieszkowska, K., Białecka-Pikul, M., Wodniecka, Z., & Haman, E. (2020). Polish–English bilingual children overuse referential markers: MLU inflation in Polish-language narratives. First Language. Online First 0(0), 1-25. DOI: 10.1177/0142723720933769
  27. Otwinowska, A., Mieszkowska, K., Białecka-Pikul, M., Opacki, M., & Haman, E. (2020). Retelling a model story improves the narratives of Polish-English bilingual children. International Journal of Bilingual Education and Bilingualism, 23(9), 1083-1107. DOI: 10.1080/13670050.2018.1434124
  28. Pirchio, S., Gatt, D., Passiatore, Y., & Costa, S. (2020) La comunicazione tra insegnanti e bambini bilingui nella scuola dell’infanzia: una ricerca pilota in Italia e a Malta [Communication between teachers and bilingual children in pre-school: a pilot study in Italy and Malta]. Psicologia dell’Educazione 1-2/2020, 75-92.
  29. Polisenska, K., Chiat, S., Fenton, J., & Roy, P. (2020). Assessing young children from diverse backgrounds: Novel ways to measure language abilities and meet the requirements of the Early Years Foundation Stage. Languages, Society and Policy. https://doi.org/10.17863/CAM.5406
  30. Silleresi, S., Prévost, P., Zebib, R., Bonnet-Brilhaut, F., Conte, D. & Tuller, L. (2020). Identifying structural language/nonverbal ability profiles in children with ASD: methodological considerations. Autism Research, 13, 155-1167. DOI: 10.1002/aur.2268.
  31. Timmermeister, M., Leseman, P., Wijnen, F., & Blom, E. (2020). No bilingual benefits despite relations between language switching and task switching. Frontiers in Psychology, 11, [1832]. https://doi.org/10.3389/fpsyg.2020.01832
  32. Yang, W., Chan, A., & Gagarina, N. (2020). The Multilingual Assessment Instrument for Narratives (MAIN): Adding Kam to MAIN. ZAS Papers in Linguistics, 64, 147-151. doi:10.21248/zaspil.64.2020.567
  33. Zebib, R., Prévost, P., Tuller, L. & Henry, G. (eds.) (2020). Plurilinguisme et Troubles Spécifiques du Langage au Liban. Beyrouth : Presses universitaires de l’Université Saint-Joseph. (https://www.usj.edu.lb/publications/catalogue/fiche.htm?id=O2970).
  34. ​Zembrzuski, D., Marecka, M., Otwinowska, A., Zajbt, E., Krzemiński, M., Szewczyk, J., & Wodniecka, Z. (2020). Bilingual children do not transfer stress patterns: Evidence from suprasegmental and segmental analysis of L1 and L2 speech of Polish–English child bilinguals. International Journal of Bilingualism, 24(2), 93-114. https://doi.org/10.1177/1367006918810957
2019
  1. Abed Ibrahim, Lina, & Fekete, István (2019). What machine learning can tell us about the role of language dominance in the diagnostic accuracy of German LITMUS non-word and sentence repetition tasks. Frontiers in Psychology, 9, 27–57. doi.org/10.3389/fpsyg.2018.02757
  2. de Almeida, L., Ferré, S., Barthez, M. A., & dos Santos, C. (2019). What do monolingual and bilingual children with and without SLI produce when phonology is too complex? First Language, 39(2), 158-176. DOI: 10.1177/0142723718805665.
  3. Boerma, T. D., & Blom, E. (2019). Taalontwikkelingsstoornis en meertaligheid. Tijdschrift taal voor opleiders en onderwijsadviseurs, Maart (14), 20-22.
  4. Boerma, T. & Blom, E. (2019). Quasi-universal nonword repetition and narrative performance over time: A longitudinal study on 5- to 8-year-old children with diverse language skills. In: Armon-Lotem. S. & Grohmann, K. (Eds.), LiTMUS in Action - Comparative Studies across Europe. Amsterdam/Philadelphia: John Benjamins Publishing.
  5. Blom, E. (2019). Domain-general cognitive ability predicts bilingual children’s receptive vocabulary in the majority language. Language Learning, 69(2), 292-322. https://doi-org.proxy.library.uu.nl/10.1111/lang.12333
  6. Blom, E.., Boerma, T. D., Bosma, E., Cornips, L., van den Heuij, K., & Timmermeister, M. (2019). Cross-language distance influences receptive vocabulary outcomes of bilingual children. First Language. https://doi.org/10.1177/0142723719892794
  7. Bohnacker, U., & Gagarina, N. (2019). Background on MAIN – Revised, how to use it and adapt it to other languages. ZAS Papers in Linguistics, 63, IV-XII.
  8. Bosma, E., Blom, E., Hoekstra, E. & Versloot, A. (2019). A longitudinal study on the gradual cognate facilitation effect in bilingual children’s Frisian receptive vocabulary. International Journal of Bilingual Education and Bilingualism, 22(4), 371-385. DOI: 10.1080/13670050.2016.1254152
  9. dos Santos, C., & Kouba-Hreich, É. (2019). Plurilinguisme au Liban : étude exploratoire du lexique des enfants avec TSA et méthodologie de l’évaluation. In Topouzkhanian S. & Hilaire-Debove G. (eds), XIXèmes rencontres internationales d'orthophonie : Troubles du spectre de l’autisme : recherche et orthophonie (pp. 533-563). Isbergues : Ortho Édition.
  10. Gagarina, N., Bohnacker, U., & Lindgren, J. (2019). Macrostructural organization of adults’ oral narrative texts. ZAS Papers in Linguistics, 62, 190-208. doi:10.21248/zaspil.62.2019.449
  11. Gagarina, N., Gey, S., & Sürmeli, N. (2019). Identifying early preschool bilinguals with DLD: A composite profile of narrative and sentence repetition skills. ZAS Papers in Linguistics, 62, 168-189. doi:10.21248/zaspil.62.2019.448
  12. Gagarina, N., Klop, D., Kunnari, S., Tantele, K., Välimaa, T., Bohnacker, U., & Walters, J. (2019). MAIN: Multilingual Assessment Instrument for Narratives – Revised. ZAS Papers in Linguistics, 63. doi:10.21248/zaspil.63.2019.516
  13. Gagarina, N., Klop, D., Kunnari, S., Tantele, K., Välimaa, T., Bohnacker, U., & Walters, J. (2019). MAIN: Revised version in English as a base for all language adaptations. ZAS Papers in Linguistics, 63.
  14. Hansen, P., Łuniewska, M., Simonsen, H. G., Haman, E., Mieszkowska, K., Kołak, J., & Wodniecka, Z. (2019). Picture-based vocabulary assessment versus parental questionnaires: A cross-linguistic study of bilingual assessment methods. International Journal of Bilingualism, 23(2), 437-456. doi: 10.1177/1367006917733067
  15. *Łuniewska, M., Wodniecka, Z., Miller, C. A., Smolík, F., Butcher, M., Chondrogianni, V., Hreich, E. K., Messarra, C., A. Razak, R., Treffers-Daller, J., Yap, N. T., Abboud, L., Talebi, A., Gureghian, M., Tuller, L., & Haman, E. (2019). Age of acquisition of 299 words in seven languages: American English, Czech, Gaelic, Lebanese Arabic, Malay, Persian and Western Armenian. PLOS ONE, 14(8), e0220611. https://doi.org/10.1371/journal.pone.0220611
  16. Weber, O., Lindgren, J., & Gagarina, N. (2019). Introduction. In O. Weber, J. Lindgren, & N. Gagarina (Eds.), Narrative texts by children and adults: insights into their organization through a prism of language system and environmental factors. ZAS Papers in Linguistics (ZASPiL 62) (pp. 1-6). Berlin: ZAS.
  17. Weber, O., Lindgren, J., & Gagarina, N. (Eds.). (2019). Narrative texts by children and adults: insights into their organization through a prism of language system and environmental factors. ZAS Papers in Linguistics, 62.
  18. Wrembel, M., Marecka, M., Szewczyk, J., & Otwinowska, A. (2019). The predictors of foreign-accentedness in the home language of Polish–English bilingual children. Bilingualism: Language and Cognition 22(2), 383-400. doi:10.1017/S1366728918000044
  19. Zebib, Rasha, Tuller, Laurice, Hamann, Cornelia, Abed Ibrahim, Lina, & Prévost, Philippe (2019). Syntactic complexity and verbal working memory in bilingual children with and without specific language impairment. First Language, 40, 461–484. doi: 10.1177/014272
  20. Zebib, R., Tuller, L., Hamann, C., Abed Ibrahim, L. & Prévost, P. (2019). Syntactic complexity and verbal working memory in bilingual children with and without Developmental Language Disorder. First Language. DOI: 10.1177/0142723719888372.
2018
  1. Abed Ibrahim, Lina, Hamann, Cornelia & Öwerdieck, David (2018). Identifying specific language Impairment (SLI) across different bilingual populations: German sentence repetition task (SRT). In Bertolini, A. B. & Kaplan, M. J. (Eds.), Proceedings of the BUCLD 42 (pp. 1–14). Somerville, MA: Cascadilla Press.
  2. Abbot-Smith, K., Morawska-Patera, P., Łuniewska, M., Spruce, M., & Haman, E. (2018). Using parental questionnaires to investigate the heritage language proficiency of bilingual children. Child Language Teaching and Therapy, 34(2), 155–170. https://doi.org/10.1177/02656590187809584.    
  3. Altman, C., Goldstein, T., & Armon-Lotem. S. (2018). Vocabulary, metalinguistic awareness and language dominance among bilingual preschool children. Frontiers in Psychology doi: 10.3389/fpsyg.2018.01953
  4. Bosma, E. & Blom, E. (2018). A code-switching asymmetry in bilingual children: code-switching from Dutch to Frisian requires more cognitive control than code-switching from Frisian to Dutch. International Journal of Bilingualism, 23(6), 1431-1447.https://doi-org.proxy.library.uu.nl/10.1177/1367006918798972
  5. Chilla, Solveig & Hamann, Cornelia (2018). Mehrsprachigkeit und umschriebene Sprachentwicklungsstörungen (USES) – Methoden der Diagnostik in der Zweitsprache Deutsch. Sprache Stimme Gehör, 42 (02), 78-81.
  6. dos Santos, C., & Ferré, S. (2018). A nonword repetition task to assess bilingual children’s phonology. Language Acquisition, 25(1), 58-71. DOI: 10.1080/10489223.2016.1243692.
  7. Fleckstein, A., Prévost, P., Tuller, L., Sizaret, E., & Zebib, R. (2018). How to identify SLI in bilingual children? A study on sentence repetition in French. Language Acquisition, 25(1), 85-101. DOI:10.1080/10489223.2016.1192635.
  8. Silleresi S., Tuller L., Delage H., Durrleman S., Bonnet-Brilhault F., Malvy J., & Prévost P. (2018). Sentence repetition and language impairment in French-speaking children with ASD. In Gavarró, A. (ed.), On the acquisition of the syntax of Romance (pp. 235-258). Amsterdam: John Benjamins. DOI: 10.1075/lald.62.11sil.
  9. Tuller, L., Hamann, C., Prévost, P., Chilla, S., Ferré, S., dos Santos, C., Zebib, R., Abed Ibrahim, L. (2018). Identifying language impairment in bilingual children in France and in Germany. International Journal of Language and Communication Disorders, 53(4), 888-904. DOI: 10.1111/1460-6984.12397.
  10. Tuller, Laurice, Hamann, Cornelia, Chilla, Solveig, Ferré, Sandrine, Morin, Elionore, Prévost, Philippe, dos Santos, Christophe, Abed Ibrahim, Lina, Zebib, Racha (2018). Identifying language impairment in bilingual children in France and in Germany. International Journal of Language and Communication Disorders, 53 (4), 888-904.
2017
  1. Abed Ibrahim, Lina & Hamann, Cornelia (2017). Bilingual Arabic–German & Turkish–German children with and without specific language impairment: Comparing performance in sentence and nonword repetition tasks. In LaMendola, M. & Scott, J. (Eds.), Proceedings of BUCLD 41 (pp. 1–17). Somerville, MA: Cascadilla Press.   
  2. Altman, C., Goldstein, T. & Armon-Lotem, S. (2017). Quantitative and qualitative differences in the lexical knowledge of monolingual and bilingual children. Clinical Linguistics and Phonetics DOI: 10.1080/02699206.2017.1312533
  3. Antonijevic, S., Durham, R., & Ní Chonghaile, Í. (2017). Language performance of sequential bilinguals on an Irish and English sentence repetition task. Linguistic Approaches to Bilingualism, 7, 3-4, 359-393. 
  4. *Armon-Lotem, S. &  Ohana, O. (2017). A CDI study of bilingual English-Hebrew children - frequency of exposure as a major source of variation. International Journal of Bilingual Education and Bilingualism. 20(2), 201-217.
  5. Blom, E., Boerma, T., Bosma, E., Cornips, L. & Everaert, E. (2017). Cognitive advantages of bilingual children in different sociolinguistic contexts. Frontiers in Cognition, 8, 552. DOI: 10.3389/fpsyg.2017.00552
  6. Blom, E. & Boerma, T. (2017). Effects of language impairment and bilingualism across domains: vocabulary, morphology and verbal memory. Linguistic Approaches to Bilingualism, 7(3/4), 277-300. https://doi.org/10.1075/lab.15018.blo
  7. Boerma, T. & Blom, E. (2017). Assessment of bilingual children: What if testing both languages is not possible?. Journal of Communication Disorders, 66, 65-76. DOI: 10.1016/j.jcomdis.2017.04.001
  8. Boerma, T. & Blom, E. (2017). Digits or quasi-universal nonwords? The diagnostic validity of verbal memory measures for bilingual children with language impairment. In: Dos Santos, C. & De Almeide, L. (Eds.), Bilingualism and Specific Language Impairment. Amsterdam/Philadelphia: John Benjamins Publishing.
  9. Boerma, T., Leseman, P., Wijnen, F. & Blom, E. (2017). Grammatical morphology in monolingual and bilingual children with and without Language Impairment: the case of Dutch plurals and past participles. Journal of Speech, Language, and Hearing Research, 60, 2064-2080. DOI: 10.1044/2017_JSLHR-L-16-0351
  10. Boerma, T., Leseman, P., Wijnen, F., & Blom, E. (2017). Language proficiency and sustained attention in monolingual and bilingual children with and without Language Impairment. Frontiers in Psychology, 8, 1241. DOI: 10.3389/fpsyg.2017.01453
  11. Bosma, E., Blom, E. & Versloot, A. (2017). Language balance and cognitive advantages in Frisian-Dutch bilingual children. In: Lauchlan, F., & Parafita Couto, M-C. (Eds), Bilingualism and Minority Languages in Europe: Current trends and developments. Cambridge: Cambridge Scholars.
  12. Bosma, E., Hoekstra, E., Versloot, A., & Blom, E. (2017). The minimal and short-lived effects of minority language exposure on the executive functions of Frisian-Dutch bilingual children. Frontiers in Psychology, 8, 1453.
  13. de Almeida, L., Ferré, S., Morin, E., Prévost, P., dos Santos, C., Tuller, L., & Zebib, R. (2017). Identification of bilingual children with Specific Language Impairment in France. Linguistic Approaches to Bilingualism, 7, 331-358. DOI: 10.1075/lab.15019.alm.    
  14. Fichman, S., Altman, C., Voloskovich, A., Armon-Lotem, S.  & Walters, J. (2017). Story grammar elements and causal relations in the narratives of Russian-Hebrew bilingual children with SLI and typical development. Journal of Communication Disorders. DOI: 10.1016/j.jcomdis.2017.08.001
  15. Gatt, D. (2017). Bilingual vocabulary production in young children receiving Maltese-dominant exposure: individual differences and the influence of demographic and language exposure factors. International Journal of Bilingual Education and Bilingualism, 20(2), 163-182. doi: 10.1080/13670050.2016.1179255.
  16. Gatt, D., Attard, D., Łuniewska, M., & Haman, E. (2017). The effects of bilingual status on lexical comprehension and production in Maltese five-year-old children: A LITMUS-CLT study. Clinical Linguistics & Phonetics, 31(11-12), 844-873. DOI:10.1080/02699206.2017.1310930
  17. Hamann, Cornelia & Abed Ibrahim, Lina (2017). Methods for identifying specific language impairment in bilingual populations in Germany. Frontiers in Communication 2(19), doi: 10.3389/fcomm.2017.00016.
  18. Hamann, Cornelia, Chilla, Solveig, Gagarina, Natalia & Abed Ibrahim, Lina (2017). Syntactic complexity and bilingualism: how (a)typical bilinguals deal with complex structures. In E. Di Domenico (Ed.): Complexity in Acquisition (pp. 142-178). New Castle: Cambridge Scholars Publishing.
  19. Haman, E., Łuniewska, M., Hansen, P., Simonsen, H. G., Chiat, S., Bjekić, J., ... & Armon-Lotem, S. (2017). Noun and verb knowledge in monolingual preschool children across 17 languages: Data from Cross-linguistic Lexical Tasks (LITMUS-CLT). Clinical Linguistics & Phonetics, 31(11-12), 818-843. doi: 10.1080/02699206.2017.1308553
  20. Haman, E., Wodniecka, Z., Marecka, M., Szewczyk, J., Białecka-Pikul, M., Otwinowska, A., Mieszkowska, K., Łuniewska, M., Kołak, J., Miękisz, A., Kacprzak, A., Banasik, N., Foryś-Nogala, M. (2017). How does L1 and L2 exposure impact L1 performance in bilingual children? Evidence from Polish-English migrants to the UK. Frontiers in Psychology, 8. DOI: 10.3389/fpsyg.2017.01444
  21. Hansen, P., Simonsen, H., Łuniewska, M., & Haman, E. (2017). Validating the psycholinguistic aspects of LITMUS-CLT: Evidence from Polish and Norwegian. Clinical Linguistics & Phonetics, 31(11-12), 910-930. DOI: 10.1080/02699206.2017.1307455
  22. Khoury Aouad Saliby, C., dos Santos, C., Kouba Hreich, E., & Messarra, C. (2017). Assessing Lebanese bilingual children: The use of cross-linguistic lexical tasks in Lebanese Arabic. Clinical Linguistics & Phonetics, 31(11-12), 874-892. DOI: 10.1080/02699206.2017.1308554.
  23. Meir, N. (2017). Effects of Specific Language Impairment (SLI) and bilingualism on verbal short-term memory. Linguistic Approaches to Bilingualism, 7(3-4), 301–330. https://doi.org/10.1075/lab.15033.mei
  24. Meir, N. & Armon-Lotem, S. (2017). Delay or deviance: old question – new evidence from bilingual children with Specific Language Impairment (SLI). In M. LaMendola & J. Scott (Eds), BUCLD 41: Proceedings of the 41st annual Boston University Conference on Language Development (pp. 495-508). Somerville, MA: Cascadilla Press.
  25. Meir, N. & Armon-Lotem, S. (2017). Separate and combined effects of socioeconomic status (SES) and bilingualism on linguistic abilities and verbal short-term memory. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2017.01442
  26. Meir, N., Walters, J. & Armon-Lotem, S. (2017). Bi-directional cross-linguistic influence in bilingual Russian-Hebrew speaking children. Linguistic Approaches to Bilingualism, 7(5), pp. 514–553. https://www.jbe-platform.com/content/journals/10.1075/lab.15007.mei
  27. *Miękisz, A., Haman, E., Łuniewska, M., Kuś, K., O’Toole, C., & Katsos, N. (2017). The impact of a first-generation immigrant environment on the heritage language: productive vocabularies of Polish toddlers living in the UK and Ireland. International Journal of Bilingual Education and Bilingualism, 20(2), 183-200. DOI: 10.1080/13670050.2016.1179259
  28. *Mieszkowska, K., Łuniewska, M., Kołak, J., Kacprzak, A., Wodniecka, Z., & Haman, E. (2017). Home language will not take care of itself: vocabulary knowledge in trilingual children in the UK. Frontiers in Psychology, 8. DOI: 10.3389/fpsyg.2017.01358
  29. *O’Toole, C., Gatt, D., Hickey, T, Haman, E., Miękisz, A., Armon-Lotem, S., Rinker, T., Ohana, O., dos Santos, C., & Kern, S. (2017). Parent report of early lexical production in bilingual children: a cross-linguistic CDI comparison. International Journal of Bilingual Education and Bilingualism, 20(2), 124-145. doi: 10.1080/13670050.2016.1179258.
  30. Simonsen, H. G., & Haman, E. (2017). LITMUS-CLT: A new way to assess bilingual lexicons. Clinical Linguistics & Phonetics, 31(11-12), 811-817. DOI: 10.1080/02699206.2017.1307454
  31. Yap, N. T., Razak, R. A., Haman, E., Łuniewska, M., & Treffers-Daller, J. (2017). Construction of the Malay Cross-linguistic Lexical Task: A Preliminary Report. Language Studies Working Papers, 8, 47–61. Retrieved from https://www.reading.ac.uk/nmsruntime/saveasdialog.aspx?lID=124450&sID=443297
2016

  1. Altman, C., Armon-Lotem, S., Fichman, S. & Walters. J. (2016). Macrostructure, microstructure and mental state terms in the narratives of English-Hebrew bilingual preschool children with and without SLI. Applied Psycholinguistics 37(1), 165-193 DOI: http://dx.doi.org/10.1017/S0142716415000466

  2. Armon-Lotem, S. & Meir, N. (2016). Diagnostic accuracy of repetition tasks for the identification of specific language impairment (SLI) in bilingual children: Evidence from Russian and Hebrew. International Journal of Language & Communication Disorders, 51(6), 715-731. doi: 10.1111/1460-6984.12242  

  3. Blom, E., & Bosma, E. (2016). The sooner the better? An investigation into the role of age of onset and its relation with transfer and exposure in bilingual Frisian-Dutch children. Journal of Child Language, 43(3), 581-607. DOI: 10.1017/S0305000915000574

  4. Blom, E. & Boerma, T. (2016). Why do children with language impairment have difficulties with narrative macrostructure?. Research in Developmental Disabilities, 55, 301-311. DOI: 10.1016/j.ridd.2016.05.001

  5. Boerma, T. D., & Blom, E. (2016). Taalachterstand of taalontwikkelingsstoornis? Diagnosestelling bij meertalige kinderen als testen in beide talen niet mogelijk is. Nederlands Tijdschrift voor Logopedie, Juni 2016.

  6. Boerma, T., Leseman, P., Timmermeister, M., Wijnen, F. & Blom, E. (2016). Narrative abilities of monolingual and bilingual children with and without language impairment: implications for clinical practice. International Journal of Language & Communication Disorders, 51(6), 626-638. DOI: 10.1111/1460-6984.12234

  7. Chiat, S., & Polišenská, K. (2016). A framework for crosslinguistic nonword repetition tests: Effects of bilingualism and socioeconomic status on children's performance. Journal of Speech, Language, and Hearing Research, 59(5), 1179-1189. https://doi.org/10.1044/2016_JSLHR-L-15-0293 

  8. de Almeida, L., Ferré, S., Morin, E., Prévost, P., dos Santos, C., Tuller, L., & Zebib, R. (2016). L’identification d’enfants bilingues avec Trouble Spécifique du Langage en France. SHS Web of Conferences, 27, 10005 (2016). DOI: 10.1051/shsconf/20162710005.

  9. Gagarina, N. (2016). Narratives of Russian–German preschool and primary school bilinguals: Rasskaz and Erzaehlung. Applied Psycholinguistics, 37(1), 91-122. doi:10.1017/s0142716415000430

  10. Gagarina, N., Klop, D., Tsimpli, I. M., & Walters, J. (2016). Introduction to the Special Issue on Narrative Abilities in Bilingual Children. Applied Psycholinguistics 37(1), 68-89. doi:10.1017/S0142716415000399

  11. Kapalková, S., Polišenská, K., Marková, L., & Fenton, J. (2016). Narrative abilities in early successive bilingual Slovak–English children: A cross-language comparison. Applied Psycholinguistics, 37(1), 145-164. https://doi.org/10.1017/S0142716415000454

  12. Kunnari, S., Välimaa, T. & Laukkanen-Nevala, P. (2016). Macrostructure in the narratives of monolingual Finnish and bilingual Finnish-Swedish children. Applied Psycholinguistics, 45, 123–144. doi10.1017/S0142716415000442

  13. Lein, Tatjana, Cornelia Hamann, Monika Rothweiler, Lina Abed Ibrahim, Solveig Chilla & Hilal San (2016). SLI in Bilinguals: Testing Complex Syntax and Semantics in German. GASLA proceedings 2015. Somerville (MA): Cascadilla Proceedings. 124-135

  14. Łuniewska, M., Hansen, P., Haman, E. (2016). Is there a road to universal assessment of lexical knowledge in multilingual children? Cross-cultural aspects of Cross-linguistic Lexical Tasks. In H.O. Enger, M. I. Norvik Knoph, K. E. Kristoffersen and M. Lind (eds.), Helt fabelaktig. Festskrift til Hanne Gram Simonsen på 70-årsdagen (pp. 147-165). Oslo: Novus forlag.

  15. *Łuniewska, M., Haman, E., Armon-Lotem, S., Etenkowski, B., Southwood, F., Anđelković, D., Blom, E., Boerma, T., Chiat, S., de Abreu, P. E., Gagarina, N., Gavarró, A., Håkansson, G., Hickey, T., de López, K. J., Marinis, T., Popović, M., Thordardottir, E., Blažienė, A., … Ünal-Logacev, Ö. (2016). Ratings of age of acquisition of 299 words across 25 languages: Is there a cross-linguistic order of words? Behavior Research Methods, 48(3), 1154–1177. https://doi.org/10.3758/s13428-015-0636-6

  16. Maviş, İ., Tunçer, M., & Gagarina, N. (2016). Macrostructure components in narrations of Turkish–German bilingual children. Applied Psycholinguistics, 37(1), 69-89. doi:10.1017/s0142716415000429

  17. Meir, N., Walters, J., & Armon-Lotem, S. (2016). Disentangling bilingualism from SLI using Sentence Repetition Tasks: The impact of L1 and L2 properties. International Journal of Bilingualism, 20(4), pp. 421-452. https://doi.org/10.1177/1367006915609240

2015
  1. Abed Ibrahim, Lina, Lein, Tatjana, Rothweiler, Monika & Hamann, Cornelia (to appear). SLI in Bilinguals: Comparing LITMUS-Tasks to a Standardized Test with Bilingual Norms. In dos Santos, C. & de Almeida, L. (Eds.). Bilingualism and Specific Language Impairment, Bi-SLI 2015. Amsterdam: Benjamins 
  2. Armon-Lotem, S. & de Jong, J. (2015). Introduction In S. Armon-Lotem, J. de Jong & N.  Meir (eds.) Assessing multilingual children:  disentangling bilingualism from Specific Language Impairment. Multilingual Matters. 
  3. Armon-Lotem, S., de Jong, J. & Meir,N. (eds.) Assessing multilingual children:  disentangling bilingualism from Specific Language Impairment. Multilingual Matters. 
  4. Boerma, T., Chiat, S., Leseman, P., Timmermeister, M. & Blom, E. (2015). A quasi-universal nonword repetition task as a diagnostic tool for bilingual children learning Dutch as a second language. Journal of Speech, Language, and Hearing Research, 58(6), 1747-1760. DOI: 10.1044/2015_JSLHR-L-15-0058
  5. Ferré, S., & dos Santos, C. (2015). Comment évaluer la phonologie des enfants bilingues?. Lidil. Revue de linguistique et de didactique des langues, 51, 11-34. DOI: 10.4000/lidil.3678.
  6. Ferré, S., dos Santos, C., & de Almeida, L. (2015). Potential Phonological markers for SLI in bilingual children. In Grillo E. & Jepson K. (eds), Proceedings of the 39th annual Boston University Conference on Language Development (pp. 152-164), Sommerville: MA, Cascadilla press.
  7. Fritshe, N-A., Gatt, D., Janssen, B., Kambanaros, M., Kapalková, S., Kronqvist, B., Kunnari, S., Levorato, C., Nenonen, O., Nic Fhlannchadha, S., O'Toole, C., Polišenská, K., Pomiechowska, B., Ringblom, N., Rinker, T., Roch, M., Savić, M., Slančová, D., Tsimpli, I., & Ünal-Logacev, Ö. (2015). Ratings of age of acquisition of 299 words across 25 languages. Is there a cross-linguistic order of words? Behavior Research Methods. (pp. 1-24) Online ISSN 1554-3528. doi 10.3758/s13428-015-0636-6. http://link.springer.com/article/10.3758/s13428-015-0636-6
  8. Gagarina, N., Klop, D., Kunnari, S., Tantele, K., Välimaa, T., Balčiūnienė, I., . . . Walters, J. (2015). Assessment of narrative abilities in bilingual children. In S. Armon-Lotem, J. de Jong, & N. Meir (Eds.), Assessing multilingual children: Disentangling bilingualism from language impairment (pp. 243-269). Bristol: Multilingual Matters.
  9. *Gatt, D., O’Toole, C., & Haman, E. (2015). Using parental report to assess early lexical production in children exposed to more than one language. In S. Armon-Lotem, J. De Jong, & N. Meir (Eds) Assessing Multilingual Children: Disentangling Bilingualism from Language Impairment, pp.151-195. Bristol: Multilingual Matters.
  10. Haman, E., Łuniewska, M., Pomiechowska, B. (2015). Designing Cross-linguistic Lexical Tasks (CLTs) for bilingual preschool children. In: S. Armon-Lotem, J. de Jong, N. Meir (eds.). Methods for assessing multilingual children: disentangling bilingualism from Language Impairment (pp. 196-240). Bristol: Multilingual Matters.
  11. Łuniewska, M., Haman, E., Armon-Lotem, S., Etenkowski, B. Southwood, F., Anđelković, D., Blom, E., … (2015). Ratings of age of acquisition of 299 words across 25 languages: Is there a cross-linguistic order of words? Behavioral Research Methods, 48(3), 1154–1177. DOI: 10.3758/s13428-015-0636-6
  12. *Łuniewska, M., Kołak, J., Kacprzak, A., Białecka-Pikul, M., Haman, E., Wodniecka, Z. (2015). Wyzwania w diagnozie rozwoju językowego dzieci dwu- i wielojęzycznych. In: Myszka, A., Oronowicz-Kida, E. (Eds.), Głos – Język – Komunikacja, vol. 2., pp. 35-56. Rzeszów: Wydawnictwo Uniwersytetu Rzeszowskiego.
  13. Marecka, M., Wrembel, M., Zembrzuski, D., & Otwinowska-Kasztelanic, A. (2015). Do early bilinguals speak differently than their monolingual peers? Predictors of phonological performance of Polish-English bilingual children. In E. Babatsouli & D. Ingram (eds.), Proceedings of the International Symposium on Monolingual and Bilingual Speech 2015 (pp. 207-213). ISBN: 978-618-82351-0-6. URL: http://ismbs.eu/publications
  14. Marecka, M., Wrembel, M., Zembrzuski, D., Otwinowska-Kasztelanic, A. (2015) Phonological development in the home language among early Polish-English bilinguals. In The Scottish Consortium for ICPhS 2015 (Ed.), Proceedings of the 18th International Congress of Phonetic Sciences. Glasgow, UK: the University of Glasgow. Paper number 714. Retrieved from http://www.icphs2015.info/pdfs/Papers/ICPHS0714.pdf

  15. Marinis, T. & Armon‐Lotem, S. (2015). Sentence repetition. In S. Armon-Lote-Lotem, J. de Jong & N. Meir (eds.) Assessing multilingual children:  disentangling bilingualism from Specific Language Impairment. Multilingual Matters. 

  16. Meir, N. & Armon-Lotem, S. (2015). Disentangling bilingualism from SLI in Heritage Russian: The impact of L2 properties and length of exposure to the L2. In C. Hamann & E. Ruigendijk (Eds). Language Acquisition and Development: Proceedings of GALA 2013 (pp.299-314). Newcastle upon Tyne, UK: Cambridge Scholars Publishing.
  17. Tuller, L., Abboud, L., Ferré, S., Fleckstein, A., Prévost, P., dos Santos, C., Scheidnes, M. & Zebib, R. (2015). Specific language impairment and bilingualism: Assembling the pieces. In Hamann, C. & E. Ruigendijk (eds), Language acquisition and development: Proceedings of GALA 2013 (pp. 533-567). Newcastle : Cambridge Scholars Publishing.
2014
  1. *Haman, E., Wodniecka, Z., Kołak, J., Łuniewska, M., Mieszkowska, K. (2014). Social Aspects of Psycholinguistic Research: Reflections on the Ongoing Study of Cognitive and Linguistic Development of Polish Immigrant Children. In: M. Olpińska-Szkiełko, L. Bertelle (Eds.). Zweisprachigkeit und Bilingualer Unterricht (pp. 77-86). Frankfurt: Peter Lang.
2013

  1. *Iluz-Cohen, P. & Armon-Lotem, S. (2013). Language proficiency and executive control in bilingual children. Bilingualism: Language and Cognition, 16 (4), 884-899

  2. *Kambanaros, Maria & Kleanthes K. Grohmann. (2013). ‘Profiling (Specific) Language Impairment in Bilingual Children: Preliminary Evidence from Cyprus’. In Virginia C. Mueller Gathercole (ed.), Bilinguals and Assessment: State-of-the-Art Guide to Issues and Solutions from Around the World. Bristol: Multilingual Matters. DOI: 10.21832/9781783090150-010

  3. *Thordardottir, Elin & Brandeker, M. (2013).  The effect of bilingual exposure versus language impairment on nonword repetition and sentence imitation scores. Journal of Communication Disorders. DOI: 10.1016/j.jcomdis.2012.08.002

2012
​
  1. *Armon-Lotem, Sharon. (2012). Introduction: Bilingual children with SLI - the nature of the problem. Bilingualism: Language and Cognition 15 (1), 1–4
  2. *Armon-Lotem, Sharon (ed.). (2012). Specific Language Impairment in Bilingual Children, Bilingualism: Language and Cognition. 15 (1)
  3. *Belletti, A., Friedmann, N., Brunato, D., & Rizzi, L. (2012). Does gender make a difference? Comparing the effect of gender on children's comprehension of relative clauses in Hebrew and Italian. Lingua. (STSM by Friedmann to Belletti)
  4. *Chondrogianni, V & Marinis, T. (2012). Production and processing asymmetries in the acquisition of tense morphology by sequential bilingual children. Bilingualism: Language & Cognition 15, 5-21.
  5. Gagarina, N., Klop, D., Kunnari, S., Tantele, K., Välimaa, T., Balčiūnienė, I., Bohnacker, U., & Walters, J. (2012). MAIN: Multilingual Assessment Instrument for Narratives. ZAS Papers in Linguistics, 56. doi:10.21248/zaspil.56.2019.414
  6. *Otwinowska-Kasztelanic, A., Banasik, N., Białecka-Pikul, M., Kiebzak-Mandera, D., Kuś, K., Miękisz, A., Szewczyk, J., Cywińska, M., Kacprzak, A., Karwala, M., Kołak, J. Łuniewska, M., Mieszkowska, K., Wodniecka, Z., Haman, E. (2012). Dwujęzyczność u progu edukacji szkolnej – interdyscyplinarny projekt badawczy. [Bilingualism at the school entrance age: an interdyscyplinary research project] Neofilolog, 39, 7-29.
  7. *Schulz, P. & Grimm, A. (2012). Spracherwerb. In Heinz Drügh/Susanne Komfort-Hein/Andreas Kraß/Cécile Meier/Gabriele Rohowski/Robert Seidel/Helmut Weiß (Hrsg.), Germanistik. Sprachwissenschaft - Literaturwissenschaft - Schlüsselkompetenzen. Stuttgert: Metzler.[Chapter on language acquisition including bilingualism, SLI, and SLI in bilingual children]
2011

  1. *Kambanaros, Maria & Kleanthes K. Grohmann. (2011). ‘From Boys to Men: How Do Women Communication Specialists Fit In?’. In Mary Koutselini& Sofia Agathangelou (eds.), Proceedings of the International Conference Mapping the Gender Equality: Research and Practices — The National and International Perspective, University of Cyprus, 22–23 October 2010. [http://www.ucy.ac.cy/goto/unesco/en-US/publications.aspx]

  2. *Voet Cornelli, B., Geist, B., Grimm, A. & Schulz, P. (2011): Praktiken der Sprachstandserhebung bei mehrsprachigen Kindern – erste Erkenntnisse aus dem Projekt cammino. In: Stefan Jeuk, Joachim Schäfer (Hrsg.) Deutsch als Zweitsprache in Kindertageseinrichtungen und Schulen. Aneignung, Förderung, Unterricht. [Practices of language assessment in bilingual children]

2010

  1. *Grimm, A & Schulz, P. (2010). Das Sprachverstehen bei frühen Zweitsprachlernern: Erste Ergebnisse der kombinierten Längs- und Querschnittsstudie MILA. In B. Ahrenholz (Hrsg.), Wie erwirbt man eine weitere Sprache? Einblicke in die Zweitspracherwerbsforschung und ihre forschungsmethodischen Verfahren. Berlin/ New York: Mouton de Gruyter.[Language comprehension in early second language learners]

2009
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2009
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