Se reproducen los sumarios de estas revistas.

– Folia Phoniatrica et Logopaedica

– Journal of Deaf Studies and Deaf Education

– Topics in Language Disorders

– International Journal of Language & CommunicationDisorders

– Clinical Linguistics & Phonetics

– Acta Phoniatrica Latina

Folia Phoniatrica et LogopaedicaVolume 53, n.º 3, 2001

Cheng L (San Diego, Calif.), Battle D. (Buffalo,N.Y.), Murdoch B (St. Lucia), Martin D (Birming-ham). Educating speech-language pathologists for amulticultural world . . . . . . . . . . . . . . . . . . . . . . . . . . . 121

Semela JJM (Cape town). Significance of cultural va-riables in assessment and therapy . . . . . . . . . . . . . . . 128

Laganaro M, Overton Venet M (Genève). Acquiredalexia in multilingual aphasia and computer-assistedtreatment in both languages: Issues of generalisa-tion and transfer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 135

De Picciotto J, Friedland D (Johannesburg). Verbalfluency in elderly bilingual speakers: Normative dataand preliminary application to Alzheimer’s disease . 145

Jordaan H, Shaw-Ridley G, Serfontein J, OrelowitzK, Monaghan N (Johannesburg). Cognitive and lin-guistic profiles of specific language impairment andsemantic-pragmatic disorder in bilinguals . . . . . . . . 153

Holm A, Dodd B (Newcastle upon Tyne). Compari-son of cross-language generalisation following spe-ech therapy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 166

Hus Y (Montreal). Early reading for low-SES mino-rity language children: An attempt to ‘Catch Thembefore They Fall’ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 173

Journal of Deaf Studies and Deaf EducationVolume 6, n.º 2, Spring 2001

Schirmer BR. Using research to improve literacypractice and practice to improve literacy research . . 83

Figueras-Costa B, Harris P. Theory of mind develop-ment in deaf children: a nonverbal of false-belief un-derstanding . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92

Anderson U, Lyxell B, Rönnberg J, Spens KE. Cog-nitive correlates of visual speech understanding inhearing-impaired individuals . . . . . . . . . . . . . . . . . . . 103

Anderson U, Lyxell B, Rönnberg J, Spens KE. Ef-fects of tactile training on visual speechreading: Per-formance changes related to individual differencesin cognitive skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116

Freebody P, Power D. Interviewing deaf adults inpostsecondary educational settings: Stories, culturesand life histories . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 130

Meadow-Orlans KP. Research and deaf education:Moving ahead while glancing back . . . . . . . . . . . . . . 143

Topics in Language disordersVolume 21, n.º 2, February 2001

Simon JA. Legal issues in serving postsecondary stu-dents with disabilities . . . . . . . . . . . . . . . . . . . . . . . . . 1

Ganschow L, Philips L, Schneider E. Closing thegap: Accommodating students with language learn-ing disabilities in college . . . . . . . . . . . . . . . . . . . . . . 17

Sparks RL. Foreign language learning problems onstudents classified as learning disabled and non-learning disabled: Is there a difference? . . . . . . . . . . 38

Downey DM, Snyder LE. Curricular accommoda-tions for college students with language learning dis-abilities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55

Strawser S, Miller SP. Math failure and learning dis-abilities in the postsecondary student population . . . 68

International Journal of Language & CommunicationDisordersVolume 36, n.º 2 April-June 2001

Hill EL. Non-specific language impairment: A reviewof the literature with regard to concomitant motor im-pairments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 149

Rev Logop Fon Audiol 2001; XXI(4): 202-203202

INFORMACIÓN

REVISTAS

Snowling MJ, Adams JW, Bishop DVM, StothardSE. Educational attainments of school leavers withpreschool history of speech-language impairments . 173

Hammer CS, Tomblin JB, Zhang X, Weiss AL. Rela-tionship between parenting behaviours and specificlanguage impairment in children . . . . . . . . . . . . . . . . 185

Conti-Ramsden G, Botting N, Simkin Z, Knox E. Fo-llow-up children attending infant language units:Outcomes at 11 years of age . . . . . . . . . . . . . . . . . . . 207

Thordardottir ET, Weismer SE. High-frequency verbsand verb diversity in the spontaneous speech of scho-ol-age children with specific language impairment . . 221

Bernicot J, Dardier V. Communication deficit: As-sessment of subjects with frontal lobe damage in aninterview setting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 245

Clinical Linguistics & PhoneticsVolume 15, n.º 3, April-May 2000

Bunton K, Kent RD, Kent JF, Duffy JR. The effects offlattening fundamental frequency contours on senten-ce intelligibility in speakers with dysarthria . . . . . . . 181

Dankovicová J, Gurd JM, Marshall JC, MacMahonMKC, Stuart-Smith J, Coleman JS, Slater A. Aspectsnon-native pronunciation in case of altered accentfollowing stroke (foreign accent syndrome) . . . . . . . . 195

Nippold MA. Phonological disorders and stutteringin children: What is frequency of co-occurrence? . . . 219

Ferguson A, Elliot N. Analysing aphasia treatmentsessions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 229

Xue SA, Neeley R, Hagstrom F, Hao J. Speaking F0

characteristics of elderly euro-american and Afri-can-American speakers: Building a clinical compa-rative platform . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 245

Acta Phoniatrica LatinaVolume XXII, n.º 4, 2000

Cancialosi P. Le tappe riabilitative della disfagia neigravi TCE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 339

Schindler A, Giladone M, Spadola Bisetti M, Di RosaR, Ottaviani F, Schindler O. L’esame obiettivo nellasindrome disfonica . . . . . . . . . . . . . . . . . . . . . . . . . . . 355

Matteucci F, Della Rossa S, Carlucci C, Trianni V,Ursino F, Mallardi V. Valutazione delle alterazionidella voce nel morbo di Parkinson e nelle sindromiparkinsoniane . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 364

Salviera C, Romeo M, Morabito A, D’Arrigo C. As-petti elettroacustici nelle disfonie infantili . . . . . . . . . 378

Silverman FH, Puglisi-Creegan S. Italian communi-cation boards for children and adults who are spe-echless . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 385

Bevilacqua F, Aragno AMR. Il danno biologico in fo-niatria . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 391

Di Nicola V, Fiorella ML, Luperto P, Fiorella R.L’analisi digitale acustica della voce. Metodologiaprocedurale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 401

INFORMACIÓN

Rev Logop Fon Audiol 2001; XXI(4): 202-203 203