Morphological knowledge is known to be positively associated with reading ability. However, whether morphological knowledge affects children's learning of new orthographic representations is less clear. Purpose: This study aimed to investigate morphological effects on orthographic learning in English, and whether this effect, if any, is different…

Purpose: The current study examined the role of attention and language ability in nonverbal rule induction performance in a demographically diverse sample of school-age children. Method: The participants included 43 English-speaking monolingual and 65 Spanish-English bilingual children between the ages of 5 and 9 years. Core Language Index…

While much research has examined second language (L2) phonetic acquisition, less research has examined first language (L1) attrition in terms of the voice onset time (VOT) of voiceless stops. The current study examined L2 acquisition and L1 attrition in the VOT of word-initial voiceless stops among late English-Arabic and Arabic-English bilinguals…

Purpose: Attention and language are hypothesized to interact in bilingual children and in children with developmental language disorder (DLD). In children who are bilingual, attentional control may be enhanced by repeated experience regulating 2 languages. In children with DLD, subtle weaknesses in sustained attention may relate to impaired…

This study explores typically developing bilingual children's performance in their English as a heritage language. The aim of this study is to advance our understanding of heritage language expectations and the role of chronological age and bilingual exposure. A broad range of receptive and expressive linguistic domains are investigated as a…

Purpose: The purpose of this study was to examine the diagnostic accuracy of traditional measures of phonological ability developed for monolingual English-speaking children with their bilingual peers in both English and Spanish. We predicted that a composite measure, derived from a combination of English and Spanish phonological measures, would…

Background & Aims: Given that standardized language measures alone are inadequate for identifying functionally defined developmental language disorder (fDLD), this study investigated whether non-linguistic cognitive abilities (procedural learning, motor functions, executive attention, processing speed) can increase the prediction accuracy of…

Error patterns in vocabulary learning data were used as a window into the mechanisms that underlie vocabulary learning performance in bilinguals vs. monolinguals. English--Spanish bilinguals (n = 18) and English-speaking monolinguals (n = 18) were taught novel vocabulary items in association with English translations. At testing, participants…

Purpose: This single-case study examines a complexity approach to target selection in grammatical intervention in three children with varying levels of mastery of tense and agreement. Specifically, we examine whether targeting a complex tense and agreement grammatical structure (auxiliary BE in questions) leads to generalization to other less…

Previous studies in the acquisition of clitic se in Spanish have focused on the syntactic processes needed to perform detransitivization. However, current approaches on event structure reveal that "se" encodes aspectual information which is crucial for its acquisition. We examine the use, intuition and interpretation of the aspectual…

In this study, monolingual (English) and bilingual (English/Spanish, English/Urdu) five- and six-year-old children completed a grammaticality judgment test in order to assess their awareness of the grammaticality of two types of syntactic constructions in English: word order and gender representation. All children were better at detecting…

Clinical Question: When assessing speech sound production of bilingual Mandarin- English speaking children, are standardized measures or informal assessment procedures better for determining whether the child has a speech sound disorder or speech sound difference? Method: Systematic Review Study Sources: Google Scholar, American…

This study reports on the conceptualization of a new construct targeting the cross-disciplinary academic language skills most relevant to school reading comprehension, targeting the validation of the Core Academic Language Skills (CALS) Instrument, a novel assessment tool which measures this construct. Participants included Grade 4-8 monolingual…

Children with specific language impairment (SLI) are particularly sensitive to phonological complexity in their language. Their performance drops when there are specific phonological structures or when complexity increases. A nonword repetition (NWR) test, which aims to assess the phonology of bilingual speakers with and without SLI, should…

Existing research on the impact of bilingualism on metalinguistic development has concentrated on the development of phonological awareness. The present study extended the scope of existing research by focusing on morphological awareness, an aspect of metalinguistic awareness that becomes increasingly important beyond the initial phase of literacy…