Βιβλιογραφία

  • ΔΙΕΘΝΗΣ ΒΙΒΛΙΟΓΡΑΦΙΑ

Bishop, D. V. M., & Snowling, M. J. (2004). Developmental dyslexia and specific language impairment: Same or different? PsychologicalBulletin, 130, 858–888.
 
Conti-Ramsden, G., Botting, N., & Durkin, K. (2008).Parental perspectives during the transition to adulthood of adolescents with a history of specific language impairment (SLI).Journal of Speech, Language, and Hearing Research, 51(1), 84.

Conti-Ramsden, G., & Durkin, K. (2008).Language and independence in adolescents with and without a history of specific language impairment (SLI).Journal of Speech, Language and Hearing Research, 51(1), 70.

Conti-Ramsden, G., St Clair, M. C., Pickles, A., & Durkin, K. (2012). Developmental trajectories of verbal and nonverbal skills in individuals with a history of specific language impairment: From childhood to adolescence.Journal of Speech, Language and Hearing Research, 55(6), 1716.

Durkin, K., Conti-Ramsden, G., &Simkin, Z. (2012).Functional outcomes of adolescents with a history of specific language impairment (SLI) with and without autistic symptomatology. Journal of Autism and Developmental Disorders, 42(1), 123-138. 
 
Charman, T., Ricketts, J., Dockrell, J. E., Lindsay, G., & Palikara, O. (2014).Emotional and behavioural problems in children with language impairments and children with autism spectrum disorders. International Journal of Language & Communication Disorders, 

Dockrell, J., Lindsay, G., Palikara, O., & Cullen, M. A. (2007).Raising the achievements of children and young people with specific speech and language difficulties and other special educational needs through school to work and college.

Dockrell, J. E., Lindsay, G., & Palikara, O. (2011).Explaining the academic achievement at school leaving for pupils with a history of language impairment: Previous academic achievement and literacy skills. Child Language Teaching and Therapy, 27(2), 223-237

Lindsay, G., Dockrell, J., & Palikara, O. (2010).Self‐esteem of adolescents with specific language impairment as they move from compulsory education. International Journal of Language & Communication Disorders, 45(5), 561-571.

Leonard, L. B. (1998). Children with Specific Language Impairment.Cambridge :MITPress.

Palikara, O., Dockrell, J. E., & Lindsay, G. (2011).Patterns of change in the reading decoding and comprehension performance of adolescents with specific language impairment (SLI). Learning Disabilities: A Contemporary Journal, 9(2), 17. 

Palikara, O., Lindsay, G., Cullen, M. A., &Dockrell, J. (2007). Working together?: The practice of educational psychologists and speech and language therapists with children with specific speech and language difficulties. Educational and Child Psychology, 24(4), 77-88. 

Palikara, O., Lindsay, G., &Dockrell, J. E. (2009).Voices of young people with a history of specific language impairment (SLI) in the first year of post‐16 education. International Journal of Language & Communication Disorders, 44(1), 56-78. 
 
Ramus, F., Marshall, C.R., Rosen, S., vanderLely, H.K.J. (2013). Phonological deficits in specific language impairment and developmental dyslexia: towards a multidimensional model. Brain, 136, 630-645.

Norbury, C. F., Tomblin, J. B., & Bishop, D. V. (2008). Understanding developmental language disorders: From theory to practice Psychology press. 

St Clair, M. C., Pickles, A., Durkin, K., & Conti-Ramsden, G. (2011).A longitudinal study of behavioral, emotional and social difficulties in individuals with a history of specific language impairment (SLI). Journal of Communication Disorders, 44(2), 186-199.

Tomblin, J. B., Records, N. L., Buckwalter, P., Zhang, X., Smith, E., & O'Brien, M. (1997).Prevalence of specific language impairment in kindergarten children.Journal of Speech, Language, and Hearing Research, 40(6), 1245.

Wadman, R., Durkin, K., & Conti-Ramsden, G. (2011). Close relationships in adolescents with and without a history of specific language impairment. Language, Speech, and Hearing Services in Schools, 42(1), 41. 
 
 
  • ΕΛΛΗΝΙΚΗ ΒΙΒΛΙΟΓΡΑΦΙΑ

 
Βογινδρούκας, Ι., Ζηκοπούλου, Ο. (2009).Συγκριτικά αποτελέσματα στο WISCIII σε παιδιά με Ειδική αναπτυξιακή διαταραχή λόγου και Ειδική διαταραχή της ανάγνωσης-Δυσλεξία.Ψυχολογία, 11, 99-114.
 
Ράλλη, Α. (2011). Ειδικές δυσκολίες στην ομιλία και τη γλώσσα: οριοθέτηση, ταξινόμηση, αξιολόγηση, και παρέμβαση. Στο Τάνταρος, Σ. (Επ.). Δημητροπούλου, Π., Οικονόμου, Α., Πολυχρόνη, Φ., Ράλλη, Α.Μ., Τάνταρος, Σ., Τσαμπαρλή, Α., Φιλιππάτου, Δ., &Fijalkow, J. (2011). Δυσκολίες μάθησης (σελ.93-112). Αθήνα: Πεδίο.

Ράλλη, Α., & Παληκαρά, O.(2012). Κατανοώντας τις αναπτυξιακές γλωσσικές διαταραχές. Εκδόσεις: Gutenberg.

Παληκαρά, Ο. & Ράλλη Α. Μ. (2013). Ειδικό Τεύχος «Αναπτυξιακή γλωσσική διαταραχή στην παιδική και την εφηβική ηλικία: Εκπαιδευτικές και Κλινικές προεκτάσεις

Ράλλη, Α., & Παληκαρά, O.. (2013). Διερευνώντας τη σχέση μεταξύ της Ειδικής Γλωσσικής Διαταραχής και της Δυσλεξίας: θεωρητικές και κλινικές προεκτάσεις. Psychology, 20(3), 358-380.