There is growing evidence that exposure to orthographic input affects second language phonological acquisition. This study examined the effects of auditory–orthographic interactions on second language assibilated/fricative rhotic productions of 20 naive English speakers of Spanish, with an acoustic–phonetic approach. The participants were assigned to two groups: auditory-only and auditory–orthographic. The results were indicative of a higher rate of both assibilated/fricative rhotics and approximant rhotics in the auditory–orthographic group. In addition, there was evidence that the acoustic input modulated the orthographic effects. However, the auditory-only group produced a higher rate of postalveolar sibilants. These results will be discussed in terms of (a) the salience-enhancing effect of the grapheme <r> and (b) the overriding effect of orthography.

English and many other languages allow flexible ordering of main and subordinate clauses in complex sentences. Processing, discourse-pragmatics, and semantics have an impact on the ordering of information. Three-year-olds, 5-year-olds, and adults heard complex sentences containing main and subordinate clauses with differing informational status. Using an act-out method, we analyzed participants’ sensitivity to the ordering of new/given information and its interaction with clause order. All age groups changed the order of information to given–new when exposed to a new–given structure, whereas only adults changed the clause order to subordinate–main when exposed to the reverse. We suggest that children are sensitive to information structure but not clause order in complex sentences. The results are discussed in the context of possible limited processing capacities or understanding of clause order function in complex sentences.

Visual attention is a necessary prerequisite to successful communication in sign language. The current study investigated the development of attention-getting skills in deaf native-signing children during interactions with peers and teachers. Seven deaf children (aged 21–39 months) and five adults were videotaped during classroom activities for approximately 30 hr. Interactions were analyzed in depth to determine how children obtained and maintained attention. Contrary to previous reports, children were found to possess a high level of communicative competence from an early age. Analysis of peer interactions revealed that children used a range of behaviors to obtain attention with peers, including taps, waves, objects, and signs. Initiations were successful approximately 65% of the time. Children followed up failed initiation attempts by repeating the initiation, using a new initiation, or terminating the interaction. Older children engaged in longer and more complex interactions than younger children. Children's early exposure to and proficiency in American Sign Language is proposed as a likely mechanism that facilitated their communicative competence.

To better understand how talker-specific information influences spoken language processing in different experimental listening tasks, we examined the effect of a foreign accent on preschoolers’ word recognition and story comprehension. In Experiment 1, preschoolers listening to words presented by a native-accented talker recognized significantly more words than did preschoolers listening to words presented by a foreign-accented talker. In Experiment 2, preschoolers listening to a story narrated by a native-accented talker demonstrated significantly lower comprehension accuracy compared to preschoolers listening to a foreign-accented narrator. These findings underscore the importance of the experimental task when examining and making claims about the influence of accent information on young children's spoken language processing.

This study considers the effects of experimental task demands in research on second language sentence processing. Advanced learners and native speakers of French were presented with the same experimental sentences in two different tasks designed to probe for evidence of trace reactivation during processing: cross-modal priming (Nicol & Swinney, 1989) and probe classification during reading (Dekydtspotter, Miller, Schaefer, Chang, & Kim, 2010). Although the second language learners produced nontargetlike results on the cross-modal priming task, the probe classification during reading task revealed results suggestive of trace reactivation, which point to detailed structural representations during online sentence processing. The implications for current theories of second language sentence processing and for future research in this domain are discussed.

This study investigated whether learning a second language (L2) has a facilitative effect on first language (L1) literacy and whether there is an advantage to learning an L2 with transparent grapheme–phoneme correspondences. One hundred fifty Year 3 children were randomly assigned into one of three groups: L2 Italian, L2 French, and control. Children were pretested on measures of English (L1) spelling, reading and phonological processing. The L2 groups then received 15 weeks of L2 instruction in Italian or French, respectively. The L2 groups outperformed the control group on posttest measures of English reading accuracy and different aspects of phonological processing. In addition, there was an advantage for the L2 Italian group as their scores were higher than the L2 French group on English reading accuracy and phonological processing.

Most immigrant parents face the challenge of passing on their heritage language to their children. Family predictors of Turkish heritage language vocabulary are examined for 119 preschoolers and 121 fourth graders in Germany. Path analyses link children's Turkish vocabulary to the family background (parents’ education and generational status), the home literacy environment (HLE), and mothers’ language use. The main findings are (a) the HLE predicts children's Turkish vocabulary, (b) mothers’ use of Turkish with their children predicts children's Turkish vocabulary, and (c) family background is mainly connected to Turkish vocabulary by way of mothers’ use of Turkish. The HLE and being exposed to Turkish are both important for children's heritage vocabulary. Thus, parents can use everyday resources to actively promote their children's Turkish language skills.

Semantic transparency (ST) is a measure quantifying the strength of meaning association between a compound word (buttercup) and its constituents (butter, cup). Borrowing ideas from computational semantics, we characterize ST in terms of the degree to which a compound and its constituents tend to share the same contexts in everyday usage, and we collect separate measures for different orthographic realizations (solid vs. open) of the same compound. We can thus compare the effects of semantic association in cases in which direct semantic access is likely to take place (buttercup), vis-á-vis forms that encourage combinatorial procedures (butter cup). ST effects are investigated in an analysis of lexical decision latencies. The results indicate that distributionally based ST variables are most predictive of response times when extracted from contexts presenting the compounds as open forms, suggesting that compound processing involves a conceptual combination procedure focusing on the merger of the constituent meanings.

In spite of burgeoning evidence that the orthographic forms (“spellings”) of second language (L2) words affect L2 learners’ pronunciation, little is known about the pronunciation of known words in experienced learners. In a series of four studies, we investigated various orthographic effects on the pronunciation of L2 English words in instructed learners with 10 years’ experience of learning English. Participants were native users of the phonologically transparent Italian writing system. Study 1 investigated the pronunciation of “silent letters,” using a word-reading task and a word-repetition task. Study 2 examined the effects of vowel spelling on vowel duration, namely, whether L2 speakers produce the same target vowel as longer when it is spelled with a vowel digraph than with a singleton letter. Study 3 explored the effects of the morphemic spelling of the past tense marker <ed> using a verb paradigm-production task. Study 4 tested whether L2 speakers produce homophonic words differently when they are spelled differently. Results confirmed that orthographic forms affect experienced instructed learners’ pronunciation of known words, albeit less so in immediate word repetition than in reading-aloud tasks.

Morphological awareness, which is an understanding of how words can be broken down into smaller units of meaning such as roots, prefixes, and suffixes, has emerged as an important contributor to word reading and comprehension skills. The first aim of the current study was to investigate the contribution of morphological awareness independent of phonological awareness and decoding to the reading comprehension abilities of adults with low literacy. Results indicated that morphological awareness was a significant unique predictor of reading comprehension. A second aim of the study was to investigate the processing of morphologically complex words of adults with low literacy in both an oral reading passage and a single-word naming task. Adults’ accuracy and response times were measured on different types of morphologically complex words and compared with control words matched on frequency in both the passage and the naming tasks. Results revealed that adults were vulnerable to morphological complexity: they performed more accurately and faster on matched control words versus morphologically complex word types. The educational implications for Adult Basic Education programs are discussed.

The present study compared production and on-line comprehension of definite articles and third person direct object clitic pronouns in Greek-speaking typically developing, sequential bilingual (L2-TD) children and monolingual children with specific language impairment (L1-SLI). Twenty Turkish Greek L2-TD children, 16 Greek L1-SLI children, and 31 L1-TD Greek children participated in a production task examining definite articles and clitic pronouns and, in an on-line comprehension task, involving grammatical sentences with definite articles and clitics and sentences with grammatical violations induced by omitted articles and clitics. The results showed that the L2-TD children were sensitive to the grammatical violations despite low production. In contrast, the children with SLI were not sensitive to clitic omission in the on-line task, despite high production. These results support a dissociation between production and on-line comprehension in L2 children and for impaired grammatical representations and lack of automaticity in children with SLI. They also suggest that on-line comprehension tasks may complement production tasks by differentiating between the language profiles of L2-TD children and children with SLI.

Electronic picture storybooks often include motion pictures, sounds, and background music instead of static pictures, and hotspots that label/define words when clicked on. The current study was designed to examine whether these additional elements aid word learning and story comprehension and whether effects accumulate making the animated e-book that also includes hotspots the most promising device. A sample group of 136 4- and 5-year-old kindergarten children were randomly assigned to one of four conditions: static e-books, animated e-books, interactive animated e-books, and a control group. In experimental conditions, four on-screen stories were each presented four times during a 4-week intervention period. Children in the control condition played nonliteracy related computer games during the same time. In all conditions, children worked independently with the computer programs. Strong treatment effects were found on target vocabulary originating from the story. Pupils gained most in vocabulary after reading interactive animated e-books, followed by (noninteractive) animated e-books and then static e-books. E-books including animations and interactivity were neither beneficial nor detrimental for story comprehension. Findings suggest that electronic storybooks are valuable additions in support of the classroom curriculum with interactive animated e-books being the best alternative.

A yearlong study of the acquisition of German by three American secondary school students reveals influence of orthographic input on their segmental development in phonology. The three had not been exposed to German prior to the year they spent in Germany, they received little explicit instruction on German, and they were the only native English speakers in their communities. Examination of their production of word-initial <s>, which is realized as [z] in German but [s] in English, points to influence of the orthographic input they received while interacting with written text as fully matriculated students in German secondary schools. Despite considerable aural input from their standard German-speaking peers, teachers, and host family members over the 12 months of their stay in Germany, the three learners’ production of word-initial <s> was typically [s]. Finer-grained analysis using Praat shows variation in voicing, suggesting these learners were also responding to the aural input.

Adolescents often learn science vocabulary through reading. This vocabulary is frequently characterized by multisyllabic words derived from Greek and Latin roots. While most adolescents have acquired the decoding skills to read these multisyllabic words, many students, particularly those with disabilities, cannot engage in independent word learning because they lack the skills to decode these multisyllabic words. Graphomorphemic elements of words, including affixes, support effective decoding and can eventually support word learning. This article describes an approach used to identify the most frequently occurring, stable affixes within science words so that they could be used in “big word” decoding instruction. To illustrate the approach, a subset of high frequency science words and a list of high utility, stable affixes are provided.

This study investigates the extent to which the production of complex morphosyntactic structures can be modulated in agrammatic speakers by utilizing a syntactic priming paradigm. Italian clitic pronouns (varying in morphosyntactic complexity) were chosen as the focal linguistic structure under investigation to test hypotheses based on alternative theories. Three experiments were performed. Experiment 1 analyzed clitic production in spontaneous speech. Experiments 2 and 3 used syntactic priming to prime the production of direct- and indirect-object clitics in finite and in restructuring sentences. These structures critically require different clitic positions (finite sentences: before the finite verb; restructuring sentences: before or after the verbal complex). The pattern of results shows that agrammatic speakers are impaired in clitic production. However, they show that the deficit is quantitative rather than qualitative, suggesting residual sensitivity despite the poor performance. The findings demonstrate that agrammatic (and control) speakers show a positive effect of syntactic priming across clitic types, suggesting that agrammatism can be characterized in terms of a linguistic processing deficit owing to increased processing demands for complex linguistic structures. Specifically, it is suggested that morphosyntactic complexity modulates both the level of impairment and the effect of priming for these grammatical structures.

This article argues that “animacy” in the context of attributive psych adjectives can be subcategorized into “human,” “human by metonymy,” and “animate” and that these subcategories play a role for Chinese speakers acquiring English. A study that involved an acceptability judgment test found that, in contrast to a group of native controls, the second language (L2) speakers misuse adjectival –ed for adjectival –ing with animate nouns and adjectival –ing for adjectival –ed with human by metonymy nouns, indicating that L2 speakers appeal to an “animacy hierarchy” in determining the meanings of English psych adjectives. There is no evidence in the target language input for such a hierarchy, so the results are consistent with the view that these L2 learners are drawing on universal properties of thematic organization.

Orthographies encode phonological information only at the level of words (chiefly, the information encoded concerns phonetic segments; in some cases, tonal information or default stress may be encoded). Of primary interest to second language (L2) learners is whether orthography can assist in clarifying L2 phonological distinctions that are particularly difficult to perceive (e.g., where one native-language phonemic category captures two L2 categories). A review of spoken-word recognition evidence suggests that orthographic information can install knowledge of such a distinction in lexical representations but that this does not affect learners’ ability to perceive the phonemic distinction in speech. Words containing the difficult phonemes become even harder for L2 listeners to recognize, because perception maps less accurately to lexical content.

Although a relationship between morphological awareness and vocabulary has been widely observed, questions remain about the direction of that relationship. This longitudinal study explores the temporal relationship between morphological awareness and vocabulary among monolingual English-speaking children. Participants were 100 children tested in Grades 2 and 3. We evaluated morphological awareness and vocabulary in both grades, along with phonological awareness, word reading, pseudoword reading, and nonverbal reasoning. Cross-lagged regression analyses with autoregressive controls assessed the temporal relationship between morphological awareness and vocabulary; morphological awareness at Grade 2 predicted change in vocabulary between Grades 2 and 3, but vocabulary did not predict change in morphological awareness. The results add to our understanding of the relationship between these two developing skills.

Two experiments focus on Thai tone perception by native speakers of tone languages (Thai, Cantonese, and Mandarin), a pitch–accent (Swedish), and a nontonal (English) language. In Experiment 1, there was better auditory-only and auditory–visual discrimination by tone and pitch–accent language speakers than by nontone language speakers. Conversely and counterintuitively, there was better visual-only discrimination by nontone language speakers than tone and pitch–accent language speakers. Nevertheless, visual augmentation of auditory tone perception in noise was evident for all five language groups. In Experiment 2, involving discrimination in three fundamental frequency equivalent auditory contexts, tone and pitch–accent language participants showed equivalent discrimination for normal Thai speech, filtered speech, and violin sounds. In contrast, nontone language listeners had significantly better discrimination for violin sounds than filtered speech and in turn speech. Together the results show that tone perception is determined by both auditory and visual information, by acoustic and linguistic contexts, and by universal and experiential factors.

Year 2 findings are reported from a longitudinal, experimental-control study involving 31 Spanish-speaking preschoolers (aged 38–48 months) randomly assigned to two Head Start classrooms. In Year 1, classrooms differed only in the language of instruction, with teachers using only Spanish in one classroom and only English in the other. In Year 2, an experimental transitional bilingual education (TBE) model was implemented, with English being gradually introduced in the TBE classroom until a ratio of 30:70 English-to-Spanish was achieved and Spanish being gradually introduced in the predominantly English (PE) classroom until a ratio of 70:30 English-to-Spanish was achieved. Year 2 results were consistent with Year 1, with the TBE classroom exceeding the PE classroom on all Spanish measures of language and literacy development and no significant differences favoring the PE classroom. Results also indicated that Year 2 trajectories were conditional on first-year effects, suggesting that sustained growth in dual language learner's early literacy may depend on early intervention among 3-year-old preschoolers.