Tense and Agreement

Hadley, P., & Short, H. (2005). The onset of tense marking in children at-risk for SLI. Journal of Speech, Language, and Hearing Research, 48, 1344-1362. PMID: 16478376

Hadley, P., & Holt, J. (2006). Individual differences in the onset of tense marking: A growth curve analysis. Journal of Speech, Language, and Hearing Research, 49, 984-1000. PMID: 17077210

Rispoli, M., Hadley, P., & Holt, J. (2009). The growth of tense productivity. Journal of Speech, Language, and Hearing Research, 52, 930-944. PMID: 19641077

Rispoli, M., & Hadley, P. (2011). Toward a theory of gradual morphosyntactic learning. In I. Arnon & E. Clark (Eds.) Experience, Variation, and Generalization: Learning a First Language (pp. 15-33). Amsterdam: Benjamins.

Rispoli, M., Hadley, P., & Holt, J. (2012). Sequence and system in the development of tense and agreement. Journal of Speech, Language and Hearing Research, 55, 1007-1021. PMID: 22232389

Hadley, P., Rispoli, M., Holt, J., Fitzgerald, C., & Bahnsen, A. (2014). The growth of finiteness in the third year of life: Replication and predictive validity. Journal of Speech, Language and Hearing Research, 57, 887-900. PMID: 24167239

Oetting, J., & Hadley, P. (2017). Morphosyntax in child language disorders. In. R. G. Schwartz (Ed.). The Handbook of Child Language Disorders, 2nd Edition (pp. 365-392). New York, NY: Psychological Press.

Rispoli, M. (2019). The sequential unfolding of first phase syntax: Tutorial and applications to development. Journal of Speech, Language, and Hearing Research, 62(3), 693-705. PMID: 30950733