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Barlow, J.A., & Enriquez, M. (2007). Theoretical perspectives on speech sound disorders in bilingual children. Newsletter of the ASHA Special Interest Division 1: Language Learning and Education, 14(2), 3–8.
Battle, D.E. (2002). Communication disorders in multicultural populations (3rd edition). Boston, MA: Butterworth Heinemann.
Bedore, L.M., Peña, E.D., Garcia, M., & Cortez, C. (2005). Conceptual versus monolingual scoring: When does it make a difference? Language, Speech, and Hearing Services in Schools 36(3), 188–200.
Bialystok, E. (2001). Bilingualism in development: Language, literacy, and cognition. Cambridge: Cambridge University Press.
Bird, E.K.-R., Cleave, P., Trudeau, N., Thordardottir, E., Sutton, A., & Thorpe, A. (2005). The language abilities of bilingual children with Down Syndrome. American Journal of Speech-Language Pathology, 14(3), 187–199.
Brice, A. (2000). Which language for bilingual speakers? Factors to consider. Newsletter of the ASHA Special Interest Division 14: Communication Disorders and Sciences in Culturally and Linguistically Diverse Populations, 6(1), 1–8.
Brice, A., & Rosa-Lugo, L.I. (2000). Code switching: A bridge or barrier between two languages? Multiple Voices for Ethnically Diverse Exceptional Learners, 4(1), 1–12.
Burton, V.J., & Wendt, B. (2002). Pre-referral procedures: Meeting unique needs of English Language Learners. Newsletter of the ASHA Special Interest Division 14: Communication Disorders and Sciences in Culturally and Linguistically Diverse Populations, 8(1), 4–6.
Chakraborty, R., Goffman, L. & Smith, A. (2008). Physiological indices of bilingualism: Oral-motor coordination and speech rate in Bengali-English speakers. Journal of Speech, Language, and Hearing Research, 51(2), 321- 332.
Fiestas, C.E., & Peña, E.D. (2004). Narrative discourse in bilingual children: Language and task effects. Language, Speech, and Hearing Services in Schools, 35, 155–168.
Genesee, F., Paradis, J., & Crago, M. (2004). Dual language development and disorders: A handbook on bilingualism and second language learning. Baltimore: Paul H. Brookes.
Gildersleeve-Neumann, C. (2005). A framework for speech sound-intervention in a bilingual child. Newsletter of the ASHA Special Interest Division 14: Communication Disorders and Sciences in Culturally and Linguistically Diverse Populations, 12(2), 10–13.
Goldstein, B., & Gildersleeve-Neumann, C. (2007). Typical phonological acquisition in bilinguals. Newsletter of the ASHA Special Interest Division 1: Language Learning and Education, 14(2), 11–16.
Goldstein, B., & Kohnert, K. (2005). Speech, language, and hearing in developing bilingual children: Current findings and future directions. Language, Speech, and Hearing Services in Schools 36(3), 264–267.
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Gutierrez-Clellen, V.F., Calderon, J., & Weisner, S.E. (2004). Verbal working memory in bilingual children. Journal of Speech, Language, and Hearing Research, 47(4), 863–876.
Hearne, J. (2000). Teaching Second Language Learners with Learning Disabilities: Strategies for Effective Practice. Oceanside, CA: Academic Communication Associates, Inc.
Jacobson, P.F., & Cairns, H.S. (2008). Considering linguistic input in a bilingual situation: Implications for acquisition. Language, Speech, and Hearing Services in Schools, 39(3), 352–346.
Jacobson, P.F., & Schwartz, R.G. (2005). English past tense use in bilingual children with language impairment. American Journal of Speech-Language Pathology, 14(4), 313–323.
Jia, G., Kohnert, K., Collado, J., & Aquino-Garcia, F. (2006). Action naming in Spanish and English by sequential bilingual children and adolescents. Journal of Speech, Language, and Hearing Research, 49(3), 588–602.
Junker, D.A., & Stockman, I.J. (2002). Expressive vocabulary of German-English bilingual toddlers. American Journal of Speech-Language Pathology, 11(4), 381–394.
Justice, L.M., & Dunaway, C. (2005). Integrating literacy into language intervention for English Language Learners. Newsletter of the ASHA Special Interest Division 16: School-Based Issues, 6(1), 15–19.
Kan, P.F., & Kohnert, K. (2005). Preschoolers learning Hmong and English: Lexical-semantic skills in L1 and L2. Journal of Speech, Language, and Hearing Research, 48(2), 372–383.
Kay-Raining Bird, E., Cleave, P., Trudeau, N., Thordardottir, E., Sutton, A., & Thorpe, A. (2005). The language abilities of bilingual children with Down Syndrome. American Journal of Speech-Language Pathology, 14, 187–199.
Keithly, P., Edwards, H.T., & Riess, A.N.B. (2006). Speech breathing patterns in speakers of different native languages. Newsletter of the ASHA Special Interest Division 14: Communication Disorders and Sciences in Culturally and Linguistically Diverse Populations, 14(2), 19–22.
Kohnert, K. (2007). Evidence-based practice and treatment of speech sound disorders in bilingual children. Newsletter of the ASHA Special Interest Division 1: Language Learning and Education, 14(2), 18–21.
Kohnert, K. (2002). Picture naming in early sequential bilinguals: A 1-year follow-up. Journal of Speech, Language, and Hearing Research, 45, 759–771.
Kohnert, K., & Goldstein, B. (2005). Speech, language, and hearing in developing bilingual children: From practice to research. Language, Speech, and Hearing Services in Schools, 36(3), 169–171.
Kohnert, K., Yim, D., Nett, K., Kan, P. F., & Duran, L. (2005). Intervention with linguistically diverse preschool children: A focus on developing home language(s). Language, Speech, and Hearing Services in Schools, 36(3), 251–263.
Kohnert, K.J., & Bates, E. (2002). Balancing bilinguals II: Lexical comprehension processing in children learning Spanish and English. Journal of Speech, Language, and Hearing Research, 45(2), 347–359.
Kohnert, K., & Windsor, J. (2004). The search for common ground: Part II. Nonlinguistic performance by linguistically diverse learners. Journal of Speech, Language, and Hearing Research, 47(4), 891–903.
Langdon, H.W. (2002). Interpreters and translators in communication disorders: A practitioner's handbook. Eau Claire, WI: Thinking Publications.
Langdon, H.W., & Cheng, L-R.L. (2002). Collaborating with interpreters and translators: A guide for communication disorders professionals. Eau Claire, WI: Thinking Publications.
Langdon, H.W., & Quintanar-Sarellana, R. (2003). Roles and responsibilities of the interpreter in interactions with speech-language pathologists, parents, and students. Seminars in Speech and Language, 24(3), 235–244.
Laval, V., & Bert-Erboul, A. (2005). French-speaking children's understanding of sarcasm: The role of intonation and context. Journal of Speech, Language, and Hearing Research, 48(3), 610–620.
Levey, S. (2007). Vowel characteristics: The potential effect on assessment and treatment. Newsletter of the ASHA Special Interest Division 1: Language Learning and Education, 14(2), 25–27.
Levey, S., & Cruz, D. (2004). The discrimination of English vowels by bilingual Spanish/English and monolingual English speakers. Contemporary Issues in Communication Science and Disorders, 31, 162–172.
Marrero, M., Golden, C., & Espe-Pfiefer, P. (2002). Bilingualism, brain injury, and recovery: Implications for understanding the bilingual and for therapy. Clinical Psychological Review, 22, 463–478.
Martinez, S. (2001). Advocating on behalf of bilingual students. Newsletter of the ASHA Special Interest Division 16: School-Based Issues, 2(1), 15–18.
Mayo, R., Bunker, D., Scott, D.M., & Mayo, C.M. (2005). Judgments of the intelligibility of American English heard by non-native English speakers. ECHO: E-Journal for Black and Other Ethnic Group Research and Practices in Communication Sciences and Disorders, 1(1), 11–19.
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Nelson, P., Kohnert, K., Sabur, S., & Shaw, D. (2005). Classroom noise and children learning through a second language: Double jeopardy? Language, Speech, and Hearing Services in Schools, 36(3), 219–229.
Nishi, K., & Kewley-Port, D. (2007). Training Japanese listeners to perceive American English vowels: Influence of training sets. Journal of Speech, Language, and Hearing Research, 50(6), 1496–1509.
Nishi, K., & Kewley-Port, D. (2008). Nonnative speech perception training using vowel subsets: Effects of vowels in sets and order of training. Journal of Speech, Language, and Hearing Research, 51, 1480–1493.
Nixon, S.M., McCardle, P., & Leos, K. (2007). Implications of research on English language learners for classroom and clinical practice. Language, Speech, and Hearing Services in Schools, 38, 272–277.
Paradis, J. (2005). Grammatical morphology in children learning English as a second language: Implications of similarities with Specific Language Impairment. Language, Speech, and Hearing Services in Schools, 36(3), 172–187.
Paradis, J., & Crago, M. (2000). Tense and temporality: A comparison between children learning a second language and children with SLI. Journal of Speech, Language, and Hearing Research, 43(4), 834–847.
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Patterson, J. (2000). Observed and reported expressive vocabulary and word combinations in bilingual toddlers. Journal of Speech, Language, and Hearing Research, 43, 121–128.
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Rescorla, L. (2004). Comparing expressive vocabulary size in children from bilingual and monolingual home environments: A reply to Patterson's (2004) commentary. Journal of Speech, Language, and Hearing Research, 47(5), 1216–1217.
Rescorla, L., & Achenbach, T. (2002). Use of the Language Development Survey (LDS) in a national probability sample of children 18 to 35 months old. Journal of Speech, Language, and Hearing Research, 45, 733–743.
Restrepo, M.A. (2005). The case for bilingual intervention for typical and atypical language learners. Newsletter of the ASHA Special Interest Division 14: Communication Disorders and Sciences in Culturally and Linguistically Diverse Populations, 12(2), 13–17.
Restrepo, M.A., & Guitierrez-Clellen, V.F. (2001). Article production in bilingual children with specific language impairment. Journal of Child Language, 28, 433–452.
Restrepo, M.A., & Kruth, K. (2000). Grammatical characteristics of a bilingual student with specific language impairment. Journal of Children's Communication Development, 21, 66–73.
Roninson, O.Z. (2003). "But they don't speak English!": Bilingual students and speech-language services in public schools. Newsletter of the ASHA Special Interest Division 16: Perspectives on School-Based Issues, 4(1), 42–46.
Rosa-Lugo, L.I., & Fradd, S.H. (2000). Preparing professionals to serve English-Language Learners with communication disorders. Communication Disorders Quarterly, 22(1), 29–42.
Roseberry-McKibbin, C. (2000). The thematic redundance approach: Teaching English vocabulary in therapy with bilingual children. Newsletter of the ASHA Special Interest Division 14: Communication Disorders and Sciences in Culturally and Linguistically Diverse Populations, 6(3), 15–18.
Roseberry-McKibbin, C. (2002). Multicultural students with special language needs: Practical strategies for assessment and intervention (2nd edition). Oceanside, CA: Academic Communication Associates, Inc.
Roseberry-McKibbin, C., Brice, A., & O'Hanlon, L. (2005). Serving English Language Learners in public school settings: A national survey. Language, Speech, and Hearing Services in Schools, 36, 48–61.
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Thordardottir, E. (2005). Language intervention from a bilingual mindset. Newsletter of the ASHA Special Interest Division 14: Communication Disorders and Sciences in Culturally and Linguistically Diverse Populations, 12(2), 17–22.
Weber-Fox, C., & Neville, H.J. (2001). Sensitive periods differentiate processing of open- and closed-class words: An ERP study of bilinguals. Journal of Speech, Language, and Hearing Research, 44(6), 1338–1353.
Windsor, J., & Kohnert, K. (2004). The search for common ground: Part I. Lexical performance by linguistically diverse learners. Journal of Speech, Language, and Hearing Research, 47(4), 877–890.
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