The present study assessed reading difficulties and cognitive impairments of German-speaking dyslexic children at grade levels 2, 3, and 4. It was found that German dyslexic children suffered from a pervasive speed deficit for all types of reading tasks, including text, high frequency words, and pseudowords, but at the same time showed generally rather high reading accuracy. For pseudowords, reading refusals or word responses were absent, and the majority of errors was close to the target pronunciation. Reading speed seemed to be most impaired for pseudowords and function words that did not allow the children to take a short-cut from phonemically mediated word processing. The discussion offers a developmental framework for the interpretation of these reading difficulties. For the cognitive tasks, dyslexic children did not differ from age-matched control children on the pseudoword repetition task or the digit span task, indicating that auditory perception and memory were not impaired. On phonological awareness tasks (rhyme oddity detection, vowel substitution, and pseudoword spelling), dyslexic children scored lower than age-matched control children, but not lower than younger reading-level control children. The performance of the dyslexic children on the phonemic segmentation tasks (pseudoword spelling and vowel substitution) was high in absolute terms. In contrast, marked differences between dyslexic and age-matched controls were found on rapid naming tasks: dyslexic grade 4 children showed lower numeral-naming speed than reading-level grade 2 children. Numeral-naming speed turned out to be the most important predictor of reading speed differences. These findings are discussed in relation to the phonological impairment explanation of dyslexia and to recent alternative explanations that posit an underlying impairment in automatizing skills which demand the fast execution of low-level cognitive processes.

This study examined whether the often-reported metalinguistic benefits of childhood bilingualism extend to children whose experience with a second language is considerably more limited, and if so, whether this metalinguistic advantage flows on to reading acquisition. Its purpose was to provide direct evidence of a causal role for metalinguistic awareness in reading acquisition. The study focused on the developing word awareness skills of two groups of preparatory and grade 1 children: one group was strictly monolingual in English; the other, the “marginal bilingual” group, consisted of English monolingual who were participating in a second language program that provided I hour of Italian instruction each week.After only 6 months of instruction in Italian, the marginal bilingual children showed a significantly higher level word awareness than their monolingual counterparts. This advantage weakened across grade 1, as both groups approached ceiling levels of performance. Nonetheless, the initial advantage flows through to the first major step in reading acquisition, with the grade 1 marginal bilinguals showing significantly greater word recognition skill than the monolinguals, thus strengthening the argument for a causal role in reading acquisition for word awareness.

The present study investigates the development of grammatical aspects of narrative structure in child L1 and adult L2 acquisition in a comparative perspective. The narratives were elicited through a picture story task. In the theoretical part of the study, this task is analyzed in semantic and psycholinguistic terms. In the empirical part of the study, it is demonstrated that narratives relating to an early phase of adult L2 acquisition show strong global cohesion, whereas narratives by child L1 learners tend to have very weak cohesion up to around 5 years of age. In a second developmental phase, however, the situation is observed to be the reverse: whereas child L1 learners become very much concerned with narrative structure and accomplish very strong cohesion, adult L2 learners tend to experience a dip in performance. The observed developmental asymmetry is interpreted as indicative of a difference in cognitive resources and sociocommunicative skills between the two types of learners.

A review is offered of various bilingual memory studies that have been carried out during the past quarter century. The vast majority of these studies have employed lexical items as the investigative tool, tested outside of a grammatical or semantic context. Some of the major limitations of such lexical studies are discussed. A number of arguments are provided to support the trend in recent studies to examine bilingual memory within the framework of contextualized language units. In contrast to the earlier lexical studies, which largely focused on storage issues, the more recent studies tend to examine issues concerned with lexical access and processing of the bilingual's two linguistic codes. It is argued that studies employing contextualized linguistic units are more reflective of natural language processing.

School-aged, hearing-impaired children's propensity for incorporating complex syntax into the narratives and conversations they produced was investigated. Language samples containing both conversations and narratives in the form of story retellings were collected from seven subjects with moderate-to-severe hearing losses. Both portions of the samples were analyzed for a set of basic and complex syntax features discussed in the developmental literature. In addition, the narrative portions of the samples were analyzed for the subjects' use of the components of story grammar, appropriate use of cohesion, and episode integrity.

This study examined relationships among measures of language proficiency, cognitive style, and metaphor comprehension. Subjects were university students who were native English speakers or who were enrolled in a course on English as a second language (ESL). Consistent with predictions, native English speakers scored better than ESL students on academic measures of English proficiency, but there were no group differences on level of cognitive sophistication in English metaphor interpretation or on a measure of metaphor fluency (number of metaphor interpretations produced). For ESL students, metaphor fluency was positively related to a measure of English communicative proficiency, whereas a measure of field independence was negatively related with both metaphor fluency and communicative proficiency. These findings on cognitive style are consistent with theoretical predictions that have heretofore found little empirical support in the second language literature.

This study explores adults' attitudes toward children with limited linguistic competency. Four groups of adult judges participated in this study: kindergarten teachers, women matched for age and education level with the teachers, undergraduate college students, and speech-language pathologists. The judges listened to audiotaped samples of preschool children's speech. Two triads of children were formed, matched for age, gender, and intelligence, but differing in communication abilities. The adults responded to questionnaire items addressing child attributes (e.g., intelligence, social maturity) and parental attributes (e.g., education level, SES). Systematic biases were revealed toward children with limited communication abilities. The biases are interpreted as reflective of adults' expectations for children's language.It is argued that adults call upon a correlative causal model of language acquisition to interpret individual differences in children's language abilities. Negative social and academic consequences of such misinterpretations are discussed. The visual similarity of the error to the target word was also determined. The RD group at all ages produced significantly fewer phonologically accurate misspellings than the children with normal achievement scores, whether the constrained or the unconstrained scoring system was used. The AD-poor spellers and the RD group produced significantly fewer phonologically constrained, accurate misspellings than the NA group. Using the unconstrained measure, the AD-poor spellers at the youngest age level displayed as much difficulty using rudimentary sound-symbol conversion rules as the RD group, while at the older age levels, they did as well as the NA group. AD-good spellers performed as well as the NA group on both measures at all age levels. Children who were good readers and spellers (Good RS) were compared with children who were poor readers and spellers (Poor RS) and with children who were good readers and poor spellers (Mixed RS). Mixed RS produced significantly more phonologically and visually accurate misspellings than Poor RS. In summary, subtypes of learning-disabled children use spelling strategies that are significantly different from each other. RD children have the most difficulty acquiring the knowledge of soundspelling correspondence rules that are necessary for English spelling skills. The performance of AD children depends on the complexity of the scoring system, age, and spelling ability. Those students whose knowledge of sound-spelling correspondence rules is sufficiently well developed for reading but not for spelling (good readers/poor spellers) develop their phonetic skills more slowly than the good readers/good spellers. The understanding and use of phonological rules varies according to the subtype of learning disability, with children with a reading disability performing the most poorly at all age levels.

An earlier experiment by Byrne (1981) found that young, poor readers tend to act out sentences containing adjectives with object control, like easy, as though they were adjectives with subject control, like eager. Byrne interpreted this result as evidence that poor readers lag in the acquisition of syntactic knowledge underlying this distinction. However, the possibility that a processing limitation could have contributed to the poor readers' difficulties with objectcontrol adjectives had not been fully explored. In an effort to tease apart these alternatives, we tested comprehension of object-control adjectives in second grade good and poor readers, using both an act-out task and a sentence-picture matching task. Contrary to Byrne's (1981) results, we did not find significant group differences in interpreting object-control adjectives with either task. Reasons for the discrepancy are suggested, and remedies for the pitfalls in designing experiments to assess syntactic knowledge in young children are proposed.

This study investigated the hypothesis that children with a reading disability understand and use sound-spelling correspondence rules less frequently in spelling than children with other learning disabilities and normally achieving children. To test this hypothesis, spelling errors of children between the ages of 6 and 16 with a reading disability (RD), an arithmetic disability (AD), and normally achieving children (NA) were examined. Two groups of children with an arithmetic disability were included: those with good spelling skills (AD-good), and those with poor spelling skills (AD-poor). The accuracy of the spelling errors according to sound-spelling correspondence rules (phonological accuracy) of the children was determined using both a constrained system (inclusion of position cues) and an unconstrained system (in which positional cues were irrelevant). The visual similarity of the error to the target word was also determined. The RD group at all ages produced significantly fewer phonologically accurate misspellings than the children with normal achievement scores, whether the constrained or the unconstrained scoring system was used. The AD-poor spellers and the RD group produced significantly fewer phonologically constrained, accurate misspellings than the NA group. Using the unconstrained measure, the AD-poor spellers at the youngest age level displayed as much difficulty using rudimentary sound-symbol conversion rules as the RD group, while at the older age levels, they did as well as the NA group. AD-good spellers performed as well as the NA group on both measures at all age levels. Children who were good readers and spellers (Good RS) were compared with children who were poor readers and spellers (Poor RS) and with children who were good readers and poor spellers (Mixed RS). Mixed RS produced significantly more phonologically and visually accurate misspellings than Poor RS. In summary, subtypes of learning-disabled children use spelling strategies that are significantly different from each other. RD children have the most difficulty acquiring the knowledge of soundspelling correspondence rules that are necessary for English spelling skills. The performance of AD children depends on the complexity of the scoring system, age, and spelling ability. Those students whose knowledge of sound-spelling correspondence rules is sufficiently well developed for reading but not for spelling (good readers/poor spellers) develop their phonetic skills more slowly than the good readers/good spellers. The understanding and use of phonological rules varies according to the subtype of learning disability, with children with a reading disability performing the most poorly at all age levels.

The role of four cues in the assignment of actor role in Arabic was studied. These cues included animacy, case marking, gender agreement, and word order. The cues were set-in-a competing/converging fashion following the framework of the Competition Model of Bates and MacWhinney (1981, 1982, 1987). Fifty-four sentences representing all possible permutations of the cues were presented to 100 native speakers of Arabic, who were asked to identify the actor in each sentence. Subjects relied mainly on gender agreement and case marking in the assignment of the actor role. The results suggested that cue validity is very highly correlated with cue strength. It was also found that cues do not exhibit an additive nature, and that cross-linguistic formal similarities do not warrant similar processing strategies. Order of nouns tended to represent a “latent strategy” to be utilized only when other relevant cues were not available.

Normally hearing children (aged 4–10) and hearing-impaired children (aged 6–14) were tested on word awareness skills, such as the distinction between words and their referents, and their ability to provide explicit definitions of word. Older children performed significantly better than younger children, and normally hearing children performed significantly better than hearing-impaired children. However, orally educated children with mild or moderate hearing losses did not perform better than children with severe or profound losses. Instead, hearingimpaired children exhibited marked metalinguistic deficits, regardless of their degree of hearing loss. Finally, bimodally educated children performed significantly worse than orally educated children on the metalinguistic tasks of the present study. The implications of these findings for educational instruction are discussed.

Phonological awareness is thought to be related to children's success in learning to read because it indicates an awareness of the internal structure of words. Morphological awareness, which has been found to be related to reading achievement for older students, may offer a more comprehensive measure of linguistic sensitivity because it entails not only phonological awareness, but also other aspects of linguistic knowledge. The research study reported herein was designed to investigate the extent to which phonological awareness contributes to the morphological awareness of first graders and to determine the extent to which phonological and morphological awareness account for variance in word reading. Two tasks of morphological awareness were used, one assessing judgments of morphological relations and the other assessing the production of inflected and derived forms.

This article reports a longitudinal study of developing communication in two profoundly deaf preschool boys growing up in oral deaf families who use oral English as their primary language. The children were videotaped in play interactions with their profoundly deaf mothers. The nature of the gestural communication used by the dyads is the focus of interest in this article. In contrast to hearing mothers of deaf children, the two mothers used extensive gestures to accompany their speech, including rich and varied gesture sequences. The children also developed a repertoire of gestures that, in most respects, mirrored the properties of the input gesture they received. The results provide a window on the natural ontogenesis of a compensatory gestural system.

Two experiments were conducted to explore processing of relative clause structures by normal elderly adults. Four groups of subjects (aged 20–29 years, 60–69 years, 70–79 years, and 80–89 years) participated in a lexical decision task and a sentence repetition task. Results of the lexical decision task revealed longer reaction times and somewhat different patterns of performance for the older subjects as compared to the young subjects; on the repetition task, the oldest subjects performed more poorly overall. Findings are suggestive of a reduction in computational capacity in the elderly subjects, which may account for observed decrements in syntactic processing as compared to young adults.

The purpose of this article is to outline the types and frequency of explanatory talk that occur in naturalistic conversations of low-income families of preschoolers. Thirty-one families participated in the study, tape-recording family mealtimes when their children were 3, 4, and 5 years old. A total of 75 transcripts were collected and analyzed for the presence of nine categories of explanatory talk, including intentional, causal, evidential, definitional/descriptive, procedural, and consequential. Explanatory talk consisted of conversation concerning some connection between objects, events, concepts, and/or conclusions that one speaker is pointing out to another. The most frequent type of explanations fell into intentional categories, which accounted for more than half of all segments of explanatory talk.

Research from several sources indicates that reading disability is often associated with difficulty in comprehending some complex spoken sentences, including those with relative clauses. The present study exploits a new methodology, elicited production, to identify the source of comprehension difficulties of poor readers. Both the elicited production task and a conventional act-out task were employed in a study of 30 children (aged 7-8), who were selected for reading ability. On the act-out task, the poor readers displayed a high error rate on two relative clause structures (SO and OO relatives), as had been found by Mann, Shankweiler, and Smith (1984), but these structures were elicited from the poor readers as successfully as from the good readers (on more than 80% of trials).

Bialystok and Ryan's (1985a) model of metalinguistic awareness, which consists of two processing components (the control of linguistic processing and the analysis of linguistic knowledge), was investigated in children between the ages of 5 and 7 years. Each of the two components was assessed by four metalinguistic tasks. The results were consistent with Bialystok and Ryan's model in that confirmatory factor analysis, using LISREL, supported both the control of linguistic processing and the analysis of linguistic knowledge. Support for the first component was stronger than for the second; however, this may have been due to the problems encountered with two of the tasks. The results further suggested that the two components of metalinguistic awareness are interrelated, as their correlation was moderately high.

Children's heuristics for word learning have been the focus of much research, but little is known about bilinguals' and monolinguals' comparative use of them. In this study, 36 Serbian/ English bilinguals and 42 English monolinguals, who were between 5 and 8 years old and lived in the same neighborhoods in the United States, received a successive name training assessment of two heuristics: criterial use of highlighted features and preservation of mutual exclusivity. Older children employed both heuristics more often than younger ones. Monolinguals were more likely than bilinguals to interpret a highlighted feature as a necessary condition for applying a new English object name, but the groups did not differ in their tendency to maintain mutual exclusivity between the extensions of two novel English labels.

This study investigated possible developmental asynchrony in children with specific language impairment (SL1). This was accomplished by comparing the development of temporal expressions of past reference in two linguistic domains. Verb tense and temporal adverbs served as representatives of the morphological and lexical domains. A cross-sectional design was used with four groups of subjects (N = 48) from 3 to 5 years old. Three groups had normal language and one group had impaired language. Results indicated that the performances of SLI children were similar to those of their 3-year-old language peers on the verb tasks and similar to the 4-year-olds on the adverb tasks. Such differential delays provide direct experimental evidence for asynchronous language development in SLI children.

This study explores the role of discourse functions in children's use of because (perchi). The disputes of 172 preschoolers were analyzed in terms of interactive move, argumentative strategies, and communicative acts. Occurrences of because were identified and described. Production of because by the same subjects in the context of teacher-children conversations was analyzed. Results showed that the causal connective tends to co-occur with justification acts and may work as a device that introduces new information and gives emphasis to the speaker's position without providing any reference to causes or motives. Besides working in this perhaps more basic way in discourse, because has the sentential function of linking events to conditions.