Laetitia Almeida

Laetitia Almeida
University of Lisbon | UL · Centro de Linguística

Ph.D

About

25
Publications
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131
Citations

Publications

Publications (25)
Article
Full-text available
Nonword repetition is a relevant task in clinical phonological assessment. However, few authors have considered the impact of syllable constituency on child performance in such task. In this study, we analyse the contribution of syllable constituency in nonword repetition through the validation of a new test (LITMUS-QU-NWR-EP) adapted to European P...
Article
In this study, the authors compare the production of internal codas and branching onsets in four groups of children learning French: monolingual typically-developing children (n = 12), bilingual typically-developing children (n = 61), monolingual children with Specific Language Impairment (n = 17) and bilingual children with Specific Language Impai...
Article
We report on the usefulness of three LITMUS tools in distinguishing bilingual children with SLI (Bi-SLI) from bilingual children with typical development (Bi-TD), in France: LITMUS-NWR-FR (non-word repetition), LITMUS-SR-FR (sentence repetition), and LITMUS-PABIQ (parental questionnaire). 82 bilingual children, aged 5–8, who had all been exposed to...
Chapter
Full-text available
Conference Paper
Full-text available
Dans cet article, nous rendons compte de l’utilisation de trois tâches dites LITMUS (Language Impairment Testing in Multilingual Settings) pour distinguer des enfants bilingues avec trouble spécifique du langage oral (TSL) et des enfants bilingues à développement typique (DT) en France, notamment une tâche de répétition de non mots (LITMUS-NWR-Fren...
Conference Paper
Full-text available
Children with specific language impairment (SLI) are especially sensitive to phonological complexity. A particular deficit on consonants and difficulties with consonantal assignment to syllabic structure have been reported for children with SLI. In a bilingual context, however, problems with syllable structure could stem from these constructions no...
Article
In this paper, we discuss theoretical issues involved in bilingual development, and address related empirical and methodological questions. We analyze production data from 10 Portuguese-French bilingual children, between 3 and 4 years of age, focusing on their production of branching (complex) onset in words elicited through a pre-defined protocol....
Chapter
Resumo A ferramenta Phon inserida no projeto PhonBank foi desenvolvida com o propósito de reunir, codificar e pesquisar dados de fala, nomeadamente dados da aquisição da fonologia, sejam eles de tipo espontâneo ou experimental, relativos a desenvolvimento típico ou atípico. Neste artigo apresentaremos a ferramenta Phon e as suas potencialidades par...
Article
Full-text available
http://www.ufjf.br/revistaveredas/files/2012/10/O-papel-da-alofonia-na-construção-de-representações-lexicais-em-contextos-monolingue-e-bilingue3.pdf
Conference Paper
Full-text available
http://www.apl.org.pt/docs/25-textos-seleccionados/12-Leticia Almeida.pdf
Conference Paper
http://www.apl.org.pt/docs/22-textos-seleccionados/5-Almeida.pdf

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Projects

Projects (2)
Project
The main goal of this project is to investigate the patterns of cross-linguistic interactions between the two phonological systems in acquisition
Project
The goal of this project is to uncover crosslinguistic ways of identifying language impairment which are independent of the language combinations involved, and which therefore should lead to the validation of crosslinguistic tools for assessing children and also to provide insight into the underlying nature of developmental language impairment. It is both practically and theoretically relevant to investigate the validity of using not only language specific, but also crosslinguistic criteria for identifying Specific Language Impairment (SLI) in bilingual contexts. We propose to achieve this general aim via systematic investigation of two different target languages (child L2s), French and German, paired with a variety of the same home languages (child L1s), Arabic, Portuguese, and Turkish. We hypothesize that this research design will allow for interesting examination of key variables, notably L1 influence and L1 and L2 linguistic typological similarity. A crosslinguistic approach to bilingual language development and SLI may furthermore shed light on theoretical approaches to child bilingualism (simultaneous and successive) and SLI. This project thus aims to contribute to understanding of child multilingualism and SLI, with clear implications for relevant teacher training, and for clinical evaluation by speech-language therapists.