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Offers the first detailed examination of corpus phonology and serves as a practical guide for researchers interested in compiling or using phonological corpora


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Journal Title: Journal of Child Language
Volume/Issue:   40/1
Date: 2013
Table of Contents: Introduction: special issue on atypical development
by Letitia R. Naigles, Edith L. Bavin
pp 1-10

Pathways to language: a naturalistic study of children with Williams syndrome and children with Down syndrome
by Yonata Levy, Ariela Eilam
pp 106-138

Non-adjacent dependency learning in infants at familial risk of dyslexia
by Annemarie Kerkhoff, Elise de Bree, Maartje de Klerk, Frank Wijnen
pp 11-28

Plural noun inflection in Kuwaiti Arabic-speaking children with and without Specific Language Impairment
by Fauzia Abdalla, Khawla Aljenaie, Abdessatar Mahfoudhi
pp 139-168

Verb inflection in German-learning children with typical and atypical language acquisition: the impact of subsyllabic frequencies
by Susan Ott, Barbara Höhle
pp 169-192

Lexical organization in deaf children who use British Sign Language: Evidence from a semantic fluency task
by Chloe R. Marshall, Katherine Rowley, Kathryn Mason, Rosalind Herman, Gary Morgan
pp 193-220

The benefit of orthographic support for oral vocabulary learning in children with Down syndrome
by Silvana E. Mengoni, Hannah Nash, Charles Hulme
pp 221-243

Discriminating Down Syndrome and Fragile X Syndrome based on language ability
by Lizbeth H. Finestack, Audra M. Sterling, Leonard Abbeduto
pp 244-265

Do you have a question for me? How children with Williams syndrome respond to ambiguous referential communication during a joint activity
by Daniela Plesa Skwerer, Emily Ammerman, Helen Tager-Flusberg
pp 266-289

Failure to learn from feedback underlies word learning difficulties in toddlers at risk for autism
by R. Bedford, T. Gliga, K. Frame, K. Hudry, S. Chandler, M. H. Johnson, T. Charman
pp 29-46

Lexical composition in children with autism spectrum disorder (ASD)
by Leslie Rescorla, Paige Safyer
pp 47-68

Gesturing with an injured brain: How gesture helps children with early brain injury learn linguistic constructions
by Şeyda Özçalişkan, Susan C. Levine, Susan Goldin-Meadow
pp 69-105

JCL volume 40 issue 1 Cover and Back matter
by pp b1-b7

JCL volume 40 issue 1 Cover and Front matter
by pp f1-f3

Publisher: Cambridge University Press
Linguistic Field(s): Language Acquisition
 
LL Issue: 23.5219