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Preface. 1. Normal and Abnormal Language Development: Common Ground? Theories of language learning and children with specific language impairment; L.B. Leonard. The relevance of recent research on SLI to our understanding of normal language development; G. Conti-Ramsden. Time parsing, normal language acquisition, and language-related developmental disorders; J. Boucher. How optional is 'optional' in the Extended Optional Infinitive stage? K. Brunger, A. Henry. Derivational morphology in SLI children: structure and semantics of Hebrew nouns; D. Ravid, et al. Speech monitoring in retarded children: evidence for metalinguistic competencies; Y. Levy, et al. Gesture use by two children with tracheostomy: getting ready to use words; M. Kertoy, A. Morrison. 2. Language Universals and Language Specifics. Three hypotheses on early grammatical development; M Garman, et al. Could a Chomskyan child learn Polish? The logical argument for language learning; E. Dabrowska. On the acquisition of pronominal reference in child-Greek; S. Varlokosta, et al. The emergence of periphrastic questions in child-French; B. Plunkett. 3. Argument Structure. The role of performance limitations in the acquisition of 'mixed' verb-argument structure at Stage I; A.L. Theakston, et al. Argument structure preferences in pre-school and school-age children; R. Ingham, et al. Argument structure alternation in French children's speech; I. Barriere, et al. 4. Verbs and Verb Morphology. Lexically-specified patterns in early verbal morphology in Spanish; V.C. Mueller Gathercole, et al. Infants of 24-30 months understand verb frames ; E.L. Bavin, C. Growcott. Morphological future in Italian children; C. Bazzanella, C. Bosco. Cross-linguistic developmental evidence of implicit causality in visual perception and cognition verbs; F. Franco, et al. What they hear is what you get? Infinitives and modality in child language and child-directed speech; E. Blom, et al. 5. Phonology. An experimental and computational exploration of developmental patterns in lexical access and representation; T. Loucas, W.D. Marslen-Wilson. Learning to produce three-syllable words: a longitudinal study of Finnish twins; T. Savinainen-Makkonen. The acquisition of the systematic use of pitch by German /English bilingual children: evidence for two separate phonological systems; U. Gut. 6. Pragmatics and Discourse. Acquisition of sentence-final particles in Japanese; J. Shirai, et al. Cohesion and coherence anomalies and their effects on children's referent introduction in narrative retell; M. Hickmann, P. Schneider. 7. Literacy. The cognitive determinants of literacy skills in a regular orthography; D. Nikoloulos, N. Goulandris. Social class does not predict reading success, but language and metalinguistic skills do; C. Chaney. Do children with literacy difficulties have non-native-like CVC perception? N. Thyer, et al. Index.

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