Learning the meaning of verbs: what distinguishes language-impaired from normally developing children

Articles in the same Issue

1. Introduction
2. Computational complexity and the acquisition of functional categories by French-speaking children with SLI
3. The development of sentence-interpretation strategies in monolingual German-learning children with and without specific language impairment
4. Measuring language development in bilingual children: Swedish- Arabic children with and without language impairment
5. Learning the meaning of verbs: what distinguishes language-impaired from normally developing children
6. The acquisition of past tense in preschool children with specific language impairment and unaffected controls: regular and irregular forms
7. The use and productivity of verb morphology in specific language impairment: an examination of Swedish
8. Aspect markers in Cantonese-speaking children with specific language impairment
9. The use of context in pragmetic comprehension by specifically language-impaired and control children