Research Topics
| Jennifer WindsorSummaryAffiliation: University of Minnesota Country: USA Publications
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Detail Information
Publications
Derivational suffix productivity for students with and without language-learning disabilitiesJ Windsor
Department of Communication Disorders, University of Minnesota, Minneapolis 55455, USA
J Speech Lang Hear Res 42:220-30. 1999..However, their performance was similar to typically achieving students with comparable language skills...
Cross-language nonword repetition by bilingual and monolingual childrenJennifer Windsor
University of Minnesota, Minneapolis, USA
Am J Speech Lang Pathol 19:298-310. 2010..This study examined the utility of English and Spanish nonword repetition (NWR) to identify children known to have LI...- Language acquisition with limited input: Romanian institution and foster careJennifer Windsor
Department of Speech Language Hearing Sciences, 115 Shevlin Hall, University of Minnesota, 164 Pillsbury Drive SE, Minneapolis, MN 55455, USA
J Speech Lang Hear Res 50:1365-81. 2007..To provide the first detailed information about native language abilities of children who are or had been institutionalized... - Effect of foster care on young children's language learningJennifer Windsor
Department of Speech Language Hearing Sciences, University of Minnesota, Minneapolis, MN 55455, USA
Child Dev 82:1040-6. 2011..In contrast, children placed after 24 months had the same severe language delays as children in institutional care. Language samples at 42 months confirmed that placement after 24 months led to lower expressive skill... - The search for common ground: Part I. Lexical performance by linguistically diverse learnersJennifer Windsor
Department of Speech Language Hearing Sciences, University of Minnesota, Minneapolis, MN 55455, USA
J Speech Lang Hear Res 47:877-90. 2004..Results are discussed in terms of quantitative differences separating EO children from the other 2 groups and qualitative similarities linking monolingual children with and without LI... - General slowing in language impairment: methodological considerations in testing the hypothesisJ Windsor
Department of Communication Disorders, University of Minnesota, Minneapolis 55455, USA
J Speech Lang Hear Res 44:446-61. 2001..Although the extent of slowing was equivalent across these tasks, the slowing was minimal (2%) and not significant. Methodological limitations of each analysis to assess general slowing are highlighted... - Verb and noun morphology in the spoken and written language of children with language learning disabilitiesJ Windsor
Department of Communication Disorders, University of Minnesota, Minneapolis 55455, USA
J Speech Lang Hear Res 43:1322-36. 2000..These results indicate that finiteness marking remains an area of relative difficulty, but perhaps not the only grammatical difficulty, for children with language impairments in the school years... - The role of phonological opacity in reading achievementJ Windsor
Department of Communication Disorders, University of Minnesota, Minneapolis 55455, USA
J Speech Lang Hear Res 43:50-61. 2000..These results suggest that the ability to analyze phonological changes associated with derivation may mediate much of the link between the type of morphological awareness assessed here and reading achievement... - Children's auditory lexical decisions: a limited processing capacity account of language impairmentJ Windsor
Department of Communication Disorders, University of Minnesota, Minneapolis 55455, USA
J Speech Lang Hear Res 42:990-1002. 1999..Children in the LI and LA groups were slower than children in the CA group to identify phonologically opaque pseudo derivatives. These results are interpreted within a limited processing capacity account of language impairment... - Testing the generalized slowing hypothesis in specific language impairmentJ Windsor
Department of Communication Disorders, University of Minnesota, Minneapolis 55455, USA
J Speech Lang Hear Res 42:1205-18. 1999..Although the mean RT data reflected many individual SLI children's RT performance, not all SLI children showed generalized slowing... - The influence of vocabulary size, phonotactic probability, and wordlikeness on nonword repetitions of children with and without specific language impairmentBenjamin Munson
Department of Speech Language Hearing Sciences, University of Minnesota, 115 Shevlin Hall, 164 Pillsbury Drive, SE, Minneapolis, 55455, USA
J Speech Lang Hear Res 48:1033-47. 2005..Taken together, the results support research demonstrating that vocabulary size mediates the influence of phonotactic probability on nonword repetition, perhaps due to its influence on the ongoing refinement of phonological categories... - Counting span and the identification of primary language impairmentKerry Danahy
Department of Speech Language Hearing Sciences, University of Minnesota, Minneapolis, MN 55455, USA
Int J Lang Commun Disord 42:349-65. 2007.... - The search for common ground: Part II. Nonlinguistic performance by linguistically diverse learnersKathryn Kohnert
Department of Speech Language Hearing Sciences, University of Minnesota, Minneapolis, MN 55455, USA
J Speech Lang Hear Res 47:891-903. 2004..Development, indexed here by chronological age, played a significant role in predicting response latencies for children in all 3 groups... 
Primary or "specific" language impairment and children learning a second languageKathryn Kohnert
Department of Speech Language Hearing Sciences, 115 Shevlin Hall, 164 Pillsbury Dr S E, University of Minnesota, Minneapolis, MN 55455, USA
Brain Lang 109:101-11. 2009..We then introduce our research program, designed to map out common ground and potential fault lines between typically developing children learning one or two languages, as compared to children with PLI...- Acoustic and perceptual correlates of stress in nonwords produced by children with suspected developmental apraxia of speech and children with phonological disorderBenjamin Munson
Department of Communication Disorders, University of Minnesota, Minneapolis 55455, USA
J Speech Lang Hear Res 46:189-202. 2003..8%). Thus, children with sDAS were able to produce acoustic differences between stressed tently perceptible to listeners... - Examining the language performances of children with and without specific language impairment: contributions of phonological short-term memory and speed of processingJames W Montgomery
School of Hearing, Speech and Language Sciences, Grover Center W231, Ohio University, Athens, OH 45701 2979, USA E mail
J Speech Lang Hear Res 50:778-97. 2007..This study investigated the effects of processing speed and phonological short-term memory (PSTM) on children's language performance...