Background: We examined the influence of text and reader characteristics on sixth graders' inference generation. Methods: Eleven- to 12-year-old US monolingual English speakers (N = 71) and Spanish-English bilinguals (N = 81) read narrative and informational expository texts requiring an inference and answered an inference-tapping question after…

This study provides a preliminary validation of a Greek Sentence Repetition Task (SRT) with a sample of 110 monolingual and bilingual typically developing (TLD) children and examines the test's ability to distinguish between Greek monolingual children and age-matched Albanian-Greek bilinguals using a Receiver Operating Characteristics (ROC)…

Measuring and identifying risk for reading difficulties at the kindergarten level is necessary for providing intervention as early as possible. The purpose of this study was to examine concurrent validity evidence of two kindergarten reading screeners, Acadience Reading and Texas Primary Reading Inventory (TPRI), as well as diagnostic accuracy at…

The role of children's receptive vocabulary knowledge in word and nonword reading (decoding) in an orthographically transparent language is debated. Moreover, we have little understanding of how the role of vocabulary might differ between monolingual children and bilingual children from immigrant families (or language minority bilingual children…

Purpose: This study investigated the roles of cross-language transfer of first language (L1) and attentional control in second-language (L2) speech perception and production of sequential bilinguals, taking phonological overlap into account. Method: Twenty-five monolingual Dutch-speaking and 25 sequential bilingual Turkish-Dutch-speaking 3- and…

Purpose: Bilingual children whose phonological skills are evaluated using measures designed for monolingual English speakers are at risk for misdiagnosis of speech sound disorders (De Lamo White & Jin, 2011). Method: Forty-four children participated in this study: 15 typically developing monolingual English speakers, 7 monolingual English…

Bilingual experience has an impact on an individual's linguistic processing and general cognitive abilities. The relation between these linguistic and non-linguistic domains, in turn, is mediated by individual linguistic proficiency and developmental changes that take place across the lifespan. This study evaluated this relationship by assessing…

Many studies have shown that learning to read in a second language (L2) is similar, in many ways, to learning to read in a first language (L1). Nevertheless, reading development also relies upon oral language proficiency and is greatly influenced by orthographic consistency. This longitudinal study aimed to analyze the role of linguistic…

Background: Although some investigations of phonological development have found that segmental accuracy is comparable in monolingual children and their bilingual peers, there is evidence that language use affects segmental accuracy in both languages. Aims: To investigate the influence of age of first exposure to English and the amount of current…

This study investigated the effect of learning English (L2) on learning to read and spell connected texts accurately in Arabic (L1). The author selected a sample of 83 (38 males and 45 females; 45 bilinguals and 38 monolinguals) native Arabic-speaking fourth-graders in Egypt. Students completed the author-developed Oral Reading Accuracy Measure…

Adele Miccio recognized the paucity of information on the phonological development of children from diverse linguistic and cultural backgrounds, and emphasized the need to apply advances in bilingual phonological research toward an appropriate phonological measure for bilingual children. In the spirit of her pioneering work, the present study…