Alario, F. X., & Ferrand, L. (1999). A set of 400 pictures standardized for French: Norms for name agreement, image agreement, familiarity, visual complexity, image variability, and age of acquisition. Behavior Research Methods, Instruments, & Computers 31(3), 531-552.
Baddeley, A., Gathercole, S., & Papagno, C. (1998). The phonological loop as a language learning device. Psychological Review, 105(1), 158-173.
Bishop, D. V., North, T., Donlan, C. (1996). Nonword repetition as a behavioural marker for inherited language impairment: Evidence from a twin study. Journal of Child Psychology and Psychiatry, 37(4), 391-403.
Bishop, D. V. M., & Snowling, M. J. (2004). Developmental dyslexia and specific language impairment: Same or different? Psychological Bulletin, 130(6), 858-886.
Boada, R., & Pennington, B. F. (2006). Deficient implicit phonological representations in children with dyslexia. Journal of Experimental Child Psychology, 95(3), 153-193. Epub 2006 Aug 2002.
Briscoe, J., Bishop, D. V.,&Norbury, C. F. (2001). Phonological processing, language, and literacy: A comparison of children with mild-to-moderate sensorineural hearing loss and those with specific language impairment. Journal of Child Psychology and Psychiatry, 42(3), 329-340.
Catts, H.W., Adlof, S. M., Hogan, T. P., &Weismer, S. E. (2005). Are specific language impairment and dyslexia distinct disorders? Journal of Speech, Language, and Hearing Research, 48(6), 1378-1396.
Conti-Ramsden, G., & Botting, N. (1999). Classification of children with specific language impairment: Longitudinal considerations. Journal of Speech, Language, and Hearing Research, 42(5), 1195-1204.
Conti-Ramsden, G., Crutchley, A.,&Botting, N. (1997). The extent to which psychometric tests differentiate subgroups of children with SLI. Journal of Speech, Language, and Hearing Research, 40(4), 765-777.
Dunn, L. M., Thériault-Whalen, C. M., & Dunn, L. M. (1993). Echelle de vocabulaire en images Peabody. Adaptation française du Peabody Picture Vocabulary Test Revised. Richmond Hill, ON: Psycan.
Fletcher-Flinn, C., Elmes, H., & Strugnell, D. (1997). Visual-perceptual and phonological factors in the acquisition of literacy among children with congenital developmental coordination disorder. Developmental Medicine & Child Neurology, 39(3), 158-166.
Gathercole, S., & Baddeley, A. (1990). Phonological memory deficits in language disordered children: Is there a causal connection? Journal of Memory and Language, 29(3), 336-360.
Gathercole, S. E., Frankish, C. R., Pickering, S. J., & Peaker, S. (1999). Phonotactic influences on short-term memory. Journal of Experimental Psychology: Learning, Memory, & Cognition, 25(1), 84-95.
Gathercole, S. E., Hitch, G. J., Service, E., & Martin, A. J. (1997). Phonological short-term memory and new word learning in children. Developmental Psychology 33(6), 966-979.
Goswami, U. (2000). Phonological representations, reading development and dyslexia: Towards a cross-linguistic theoretical framework. Dyslexia, 6(2), 133-151.
Gupta, P. (2003). Examining the relationship between word learning, nonword repetition, and immediate serial recall in adults. Quartely Journal of Experimental Psychology A, 56(7), 1213-1236.
Joanisse, M. F., Manis, F. R., Keating, P., & Seidenberg, M. S. (2000). Language deficits in dyslexic children: Speech perception, phonology, and morphology. Journal of Experimental Child Psychology, 77(1), 30-60.
Joanisse, M. F., & Seidenberg, M. S. (1998). Specific language impairment: A deficit in grammar or processing? Trends in Cognitive Sciences, 2(7), 240-247.
Kamhi, A. G., & Catts, H.W. (1986). Toward an understanding of developmental language and reading disorders. Journal of Speech and Hearing Disorders, 51(4), 337-347.
Korkman, M., Kirk, U., & Kemp, S. (2003). NEPSY: Bilan neuropsychologique de l'enfant. Paris: Les Editions du Centre de Psychologie Appliquée.
Larkin, R. F., & Snowling, M. J. (2008). Comparing phonological skills and spelling abilities in children with reading and language impairments. International Journal of Language & Communication Disorders, 43(1), 111-124.
Lecocq, P. (1996). E.CO.S.SE: Epreuve de Compréhension Syntaxico-Sémantique. Lille: Presses universitaires du Septentrion.
Lefavrais, P. (1967). Alouette. Paris: ECPA.
Lete, B., Sprenger-Charolles, L., & Cole, P. (2004). MANULEX: A grade-level lexical database from French elementary school readers. Behavior Research Methods, Instruments, & Computers, 36(1), 156-166.
Locke, J. L., Bekken, K. E., McMinn-Larson, L.,&Wein, D. (1995). Emergent control of manual and vocal-motor activity in relation to the development of speech. Brain Language, 51(3), 498-508.
Maillart, C., Schelstraete, M. A., & Hupet, M. (2004). Phonological representations in children with SLI: A study of French. Journal of Speech, Language, and Hearing Research, 47(1), 187-198.
Majerus, S., Poncelet, M., Greffe, C.,&Van der Linden, M. (2006). Relations between vocabulary development and verbal short-term memory: The relative importance of short-term memory for serial order and item information. Journal of Experimental Child Psychology, 93(2), 95-119. Epub 2005 Sep 2009.
Milner, B. (1971). Interhemispheric differences in the localization of psychological processes in man. British Medical Bulletin, 27, 272-277.
Mody,M. (2003). Phonological basis in reading disability: A review and analysis of the evidence. Reading and Writing : An Interdisciplinary Journal, 16, 21-39.
Montgomery, J.W. (1995). Sentence comprehension in children with specific language impairment: The role of phonological working memory. Journal of Speech and Hearing Research, 38(1), 187-199.
Montgomery, J.W. (2003).Working memory and comprehension in children with specific language impairment: What we know so far. Journal of Communication Disorders, 36(3), 221-231.
Morais, J., Bertelson, P., Cary, L.,&Alegria, J. (1986). Literacy training and speech segmentation. Cognition, 24(1-2), 45-64.
Nelson, H. E., &Warrington, E. K. (1980). An investigation of memory functions in dyslexic children. British Journal of Psychology, 71(Pt 4), 487-503.
Newbury, D. F., Bishop, D. V., & Monaco, A. P. (2005). Genetic influences on language impairment and phonological short-term memory. Trends in Cognitive Sciences, 9(11), 528-534.
Ramus, F. (2001). Outstanding questions about phonological processing in dyslexia. Dyslexia, 7(4), 197-216.
Ramus, F. (2003). Developmental dyslexia: Specific phonological deficit or general sensorimotor dysfunction? Current Opinion in Neurobiology, 13(2), 212-218.
Ramus, F., Rosen, S., Dakin, S. C., Day, B. L., Castellote, J. M., White, S., et al. (2003). Theories of developmental dyslexia: Insights from a multiple case study of dyslexic adults. Brain, 126(Pt 4), 841-865.
Rapin, I., Allen, D. A., & Dunn, M. A. (1992). Developmental language disorders. In S. J. Segalowitz & I. Rapin (eds.), Handbook of neuropsychology (Vol. 7, pp. 111-137). Amsterdam, London, New York, Tokyo: Elsevier.
Raven, J. C. (1956). Coloured progressive matrices PM47. Oxford: OPP.
Raven, J. C. (1981). Manual for Raven's progressive matrices and vocabulary scales. Research supplement no.1: The 1979 British standardisation of the Standard Progressive Matrice and Mill Hill Vocabulary scales, together with comparative data from earlier studies inthe UK, US, Canada, Germany and Ireland. Oxford, UK: Oxford Psychologists Press/San Antonio, TX : The Psychological Corporation.
Roodenrys, S., & Stokes, J. (2001). Serial recall and non word repetition in reading disabled children. Reading and Writing: An Interdisciplinary Journal, 14(5-6), 379-394.
Scarborough, H. S., & Dobrich, W. (1990). Development of children with early language delay. Journal of Speech and Hearing Research, 33(1), 70-83.
Serniclaes,W., Sprenger-Charolles, L., Carre, R., & Demonet, J. F. (2001). Perceptual discrimination of speech sounds in developmental dyslexia. Journal of Speech, Language, and Hearing Research, 44(2), 384-399.
Sivan, A. B. (1992). Benton Visual Retention Test (Fifth Edition). San Antonio, TX: Psychological Corporation.
Snowling, M. J. (1981). Phonemic deficits in developmental dyslexia. Psychological Research, 43(2), 219-234.
Snowling, M. J. (2001). From language to reading and dyslexia. Dyslexia, 7(1), 37-46.
Snowling, M. J., Bishop, D. V., & Stothard, S. E. (2000). Is preschool language impairment a risk factor for dyslexia in adolescence? Journal of Child Psychology and Psychiatry, 41(5), 587-600.
Snowling,M. J., Gallagher, A., & Frith, U. (2003). Family risk of dyslexia is continuous: Individual differences in the precursors of reading skill. Child Development, 74(2), 358-373.
Stark, R. E., & Tallal, P. (1981). Selection of children with specific language deficits. Journal of Speech and Hearing Disorders, 46(2), 114-122.
Tallal, P., Merzenich, M. M., Miller, S., & Jenkins,W. (1998). Language learning impairments: Integrating basic science, technology, and remediation. Experimental Brain Research, 123(1-2), 210-219. (Pubitemid 28495315)
Tallal, P.,&Piercy, M. (1974). Developmental aphasia: Rate of auditory processing and selective impairment of consonant perception. Neuropsychologia, 12(1), 83-93.
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), 1245-1260. (Pubitemid 28008821)
Tomblin, J. B., Zhang, X., Buckwalter, P., & Catts, H. (2000). The association of reading disability, behavioral disorders, and language impairment among second-grade children. Journal of Child Psychology and Psychiatry, 41(4), 473-482.
Tubach, J. L., & Boë, L., J. (Eds.). (1990). Un corpus de transcription phonétique. Moulineaux, France: Telecom.
Van Reybroeck, M. (2003). Elaboration d'une batterie d'épreuves évaluant les compétences phonologiques. Unpublished Master's thesis in Psychological and Education Sciences. Brussels Free University.
Wechsler, D. (1991). WISC-III Echelle d'intelligence de Wechsler pour enfants, Troisième édition. Paris: ECPA.