Abstract
Purpose: This study examined the effects of language impairment (LI) and bilingualism across vocabulary, morphology and verbal memory in a sample of children learning Dutch. Methods: Children (MAGE = 71 months) were assigned to a monolingual group with typical development (TD) (n = 30), bilingual TD (n = 30), monolingual LI (n = 30) or bilingual LI group
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