The effect of a computerized morpheme-based training procedure on the reading and writing skills of reading-disabled participants (N = 30, mean age = 11.23 years, SD = 0.935) was examined. Considering that fast morphological analysis has been found to have a central role in written word processing of skilled readers, the following training was designed to enhance this process: it consisted of a visual lexical-decision task in which morphologically complex words were visually presented while the duration of the word-stems’ presentation was gradually restricted. A control intervention consisted of the same task, except that the duration of a nonmorphological unit’s presentation was manipulated. The children were divided into two groups: one underwent the morpheme-based intervention, and the other underwent the control intervention. The morpheme-based training procedure had a positive effect beyond that of the control procedure on the spelling of untrained word stems embedded in trained prefixes and suffixes. These results suggest a general improvement in retrieval of orthographic–morphological representations in spelling. Improvements in other measures could, however, not be ascribed to the morphological manipulation alone. These results emphasize the link between morphological processing and spelling. However, the morpheme-based training procedure appears to be less relevant to the improvement of reading.

Prior research has shown that word identification times to DENTIST are faster when briefly preceded by a visually similar prime (dentjst; i↔j) than when preceded by a visually dissimilar prime (dentgst). However, these effects of visual similarity do not occur in the Arabic alphabet when the critical letter differs in the diacritical signs: for the target the visually similar one-letter replaced prime (compare and is no more effective than the visually dissimilar one-letter replaced prime Here we examined whether this dissociative pattern is due to the special role of diacritics during word processing. We conducted a masked priming lexical decision experiment in Spanish using target words containing one of two consonants that only differed in the presence/absence of a diacritical sign: n and ñ. The prime-target conditions were identity, visually similar, and visually dissimilar. Results showed an advantage of the visually similar over the visually dissimilar condition for muñeca-type words (muneca-MUÑECA < museca-MUÑECA), but not for moneda-type words (moñeda-MONEDA = moseda-MONEDA). Thus, diacritical signs are salient elements that play a special role during the first moments of processing, thus constraining the interplay between the “feature” and “letter” levels in models of visual word recognition.

Canada has resettled more than 57,000 Syrian refugees since 2015 (Government of Canada, 2017). However, little is known about refugee children’s language and literacy development. The present study evaluated Syrian refugee children’s performance on language and literacy measures in English and Arabic, and examined whether the simple view of reading model is applicable in both of their languages. Participants consisted of 115 Syrian refugee children 6–13 years of age. They received a battery of language and literacy measures including word reading, vocabulary, oral narratives, and reading comprehension in both English and Arabic. Compared to the normative samples, refugee children performed poorly on English standardized measures. They also demonstrated difficulties in Arabic, as more than half of the children were not able to read in the language. Despite the relatively low performance, there was evidence to support the simple view of reading model in both languages. In addition, oral language skills played a larger role in English reading comprehension in the older group than the younger group. This age-group comparison was not carried out in Arabic due to reduced sample size. Theoretical and practical implications of the findings are discussed.

Despite the importance of understanding the narrative abilities of bilingual children, minimal research has focused on Spanish–English bilingual preschoolers. Therefore, this study examined the cross-language macrostructure and within-language microstructure relations in the English and Spanish narratives of bilingual preschoolers and examined whether language dominance impacted these relations. Narratives were elicited from 200 preschool-aged children of Latino heritage. Microstructure measures included the number of different words, the mean length of utterance in words, and the subordination index. The narrative scoring scheme measured macrostructure (Heilmann, Miller, Nockerts, & Dunaway, 2010). Using standardized language testing of expressive vocabulary and sentence comprehension, the children were classified into two groups: balanced dominance and Spanish dominant. Results revealed that English macrostructure and Spanish macrostructure were not related after controlling for microstructure measures within languages. Children’s microstructure abilities in each language were strongly related to their macrostructure abilities within that language. Dominance did not moderate these relations. Consistent with previous research on school-age children, vocabulary was a unique predictor of macrostructure production. This study highlights the additional importance of utterance length within both languages to macrostructure during the preschool years. The absence of unique cross-language macrostructure relations and the absence of dominance group moderation may have been due to the immaturity of the children’s narratives.

The acquisition of a heritage language, normally the weaker language of early bilinguals, has been oftentimes defined as incomplete, especially for morphosyntax. As a result, these early bilinguals resemble late bilinguals more than native language speakers, calling into question the role of age of exposure. The effects of syntactic complexity on knowledge of morphosyntactic structures, however, have not been sufficiently considered hitherto. This study investigates age of exposure and syntactic complexity by comparing heritage, second language, and native language speakers on knowledge of Italian accusative clitics in three structures. An oral structural priming task and a speeded grammaticality judgment task find a discrepancy in the level of ultimate attainment heritage speakers reach for syntax and morphology. While their abstract representation of clitic structures approximates that of native language speakers more closely, their morphological knowledge of clitics aligns with second language speakers, suggesting early exposure has tangible effects only on syntactic knowledge. In turn, syntactic complexity affects the representation of clitic structures in a predictable manner, but is inconsequential to explicit knowledge of morphological forms in monolingual and bilingual speakers. Lack of age of exposure effects in the morphological domain are attributed to interface vulnerability.

The current study described the development of the MacArthur–Bates Communicative Developmental Inventory (CDI) for Israeli Sign Language (ISL) and investigated the effects of age, sign iconicity, and sign frequency on lexical acquisition of bimodal-bilingual toddlers acquiring ISL. Previous findings bring inconclusive evidence on the role of sign iconicity (the relationship between form and meaning) and sign frequency (how often a word/sign is used in the language) on the acquisition of signs. The ISL-CDI consisted of 563 video clips. Iconicity ratings from 41 sign-naïve Hebrew-speaking adults (Study 1A) and sign frequency ratings from 19 native ISL adult signers (Study 1B) were collected. ISL vocabulary was evaluated in 34 toddlers, native signers (Study 2). Results indicated significant effects of age, strong correlations between parental ISL ratings and ISL size even when age was controlled for, and strong correlations between naturalistic data and ISL-CDI scores, supporting the validity of the ISL-CDI. Moreover, the results revealed effects of iconicity, frequency, and interactions between age and the iconicity and frequency factors, suggesting that both iconicity and frequency are modulated by age. The findings contribute to the field of sign language acquisition and to our understanding of potential factors affecting human language acquisition beyond language modality.

In this study, we propose a hypothesis that domain-general auditory processing, a perceptual–cognitive anchor of first language (L1) acquisition, can serve as an important deciding factor for successful postpubertal second language (L2) pronunciation learning. To examine this hypothesis, samples of spontaneous speech were elicited from a total of 30 L1 Chinese L2 English learners at two points (outset and endpoint) during an 8-month study-abroad period in the United Kingdom. The participants were tested on three different components of auditory processing ability (formant, pitch, and duration discrimination) using behavioral instruments. The auditory processing scores were then linked to the segmental, prosodic, and fluency dimensions of their L2 pronunciation proficiency development throughout the project. Overall, most learners’ speech became smoother, faster, and more fluent (fewer pauses, faster articulation rate, and more optimal perceived tempo). Certain learners with high-level auditory processing ability (more precise formant discrimination) appeared to further attain more correct pronunciation of individual sounds and words (greater segmental and word stress accuracy), leading to more advanced L2 phonological skills (fluent and accurate). The findings suggest that auditory processing abilities can be a root of language learning throughout the life span and may apply to the initial- to midphase of naturalistic L2 pronunciation learning in adulthood.

Recent research has focused on bilingual children’s performance on non-word repetition (NWR) and sentence repetition (SR) tasks, but it remains unclear how their scores can be expected to vary as a function of language exposure, which creates challenges for developing age-appropriate performance expectations. With the goal of examining the impact of limited language exposure on these tasks, French NWR and SR performance from 33 first graders (mean age 6 years, 10 months) in early total French immersion in English-speaking Canada was compared to prior work on bilinguals acquiring French in France. With a mean length of exposure of 1 year, 7 months, but a mean cumulative length of exposure of only 3 months, the children in immersion have much less daily exposure to French than the bilinguals in France. The results showed that children in immersion patterned with the other bilinguals for NWR, but had much weaker SR performance. Within-subjects analyses revealed that, for SR, the children in immersion had stronger scores on wh-questions and relative clauses, which suggests that these structures may be less sensitive to language exposure.

This study investigated conceptual transfer and lexical development for spatial adjectives using participant judgments, reaction times, and eye-tracking measures. The study focused on the Japanese adjective semai and its partially equivalent English translation narrow. The study presented participants with images depicting two rooms with slight differences in height and width and asked them to identify which room was narrower. The only variation was the language in which the instructions were given: native language (L1) instructions for two L1 control groups, second language (L2) instructions for the experimental group (L1 Japanese speakers of L2 English). The results showed fundamental differences in processing between the control groups in respect to the judgments and reaction times, but not for the eye-tracking measures. Furthermore, the experimental group’s behavior indicated a conceptual understanding of narrow that was in line with developments in proficiency, but also limited to the judgment and reaction time measures. Based on these findings, we conclude that (a) conceptual transfer affects processing on receptive language tasks, and (b) L2 conceptual representations come to resemble those of native speakers as learners develop their lexical knowledge. However, we also suggest that (c) although conceptualizations likely affect cognitive functions, our eye-tracking data were too crude to capture this.

Word reading is a fundamental skill in reading and one of the building blocks of reading comprehension. Theories have posited that for second language (L2) learners, word reading skills are related if the children have sufficient experience in the L2 and are literate in the first language (L1). The L1 and L2 reading, phonological awareness skills, and morphological awareness skills of Syrian refugee children who speak Arabic and English were measured. These children were recent immigrants with limited L2 skills and varying levels of L1 education that was often not commensurate with their ages. Within- and across-language skills were examined in 96 children, ages 6 to 13 years. Results showed that phonological awareness and morphological awareness were strong within-language variables related to reading. Additionally, Arabic phonological awareness and morphological processing were strongly related to English word reading. Commonality analyses for variables within constructs (e.g., phonological awareness, morphological awareness) but across languages (Arabic and English) in relation to English word reading showed that in addition to unique variance contributed by the variables, there was a high degree of overlapping variance.

Since 2015, more than 58,000 Syrian refugees have settled in Canada and, at the time of the 2016 national census, more than a fifth had settled in the province of Quebec. The rising numbers of refugees and the risks associated with families’ forced displacement have underscored the need to better understand and support the language of refugee children. The article reports on the oral language of three Syrian children ages five and six years, drawing on data from parent interviews, teacher reports, measures of the children’s language, and observations of their language use in a dual-language stimulation group, StimuLER. By triangulating this data, we were able to develop a rich and realistic portrait of each child’s language abilities. For these three boys, we observed that the home language was vulnerable to delays and weaknesses, and that learning the language of school was a drawn-out process. We also documented that parents and teachers had difficulties communicating with one another, and thus had difficulty meeting the educational needs of these children. We conclude that to foster resiliency in these children who are refugees, schools must find a way to build bridges with the parents to support the children’s language learning in both the language of school and at home.

This paper investigates morphosyntactic adaptation in second language (L2) sentence processing. In a pre-/posttest control group design, two experiments with intermediate to advanced German–English learners examine whether massed exposure to informative input leads to adaptation in L2 processing in that L2 readers come to integrate inflection in real-time comprehension. Experiment 1 on case marking shows that input causing prediction error and flagging the target parse leads to nativelike integration of case in the reanalysis of garden-path sentences. Experiment 2 shows partially nativelike processing of adverbial–verb tense mismatches after exposure to target input. Adaptation was selective to the experimental versus the control group in processing, yet it did not generalize to offline, explicit performance. We conclude that morphosyntactic adaptation constitutes an implicit learning mechanism in L2 processing, and we discuss its implications for models of L2 processing and acquisition.

This study examined how language knowledge and item properties (i.e., semantic relatedness and position) influenced Chinese missing logographeme effects. Eighty-four Chinese readers and 53 English readers were asked to search for the Chinese logographeme 口 while reading a Chinese prose passage. The target 口 appeared in five different positions (i.e., left, right, top, bottom, or inside), varying its degree of semantic relatedness to its embedded characters. The generalized linear mixed-effect model revealed a significant interaction between semantic relatedness and position in Chinese, but not in English, readers when visual complexity and frequency were controlled. For Chinese readers, a higher omission rate occurred when 口 appeared in the top and inside positions and exhibited low semantic relatedness with its embedded characters, whereas 口 was omitted more when it was positioned on the right and exhibited high semantic relatedness to its embedded characters. English readers exhibited a different omission pattern: 口 was omitted more when it appeared in the left or right position irrespective of semantic relatedness. In addition, 口 was omitted more in the inside, rather than the bottom, position. These findings suggest that the omission rate of the logographeme is determined by item properties at the sublexical level and the reader’s language knowledge.

The present study analyzed lexical processing efficiency in Spanish-speaking English language learners (ELLs) and their monolingual English-speaking peers from kindergarten through second grade. Specifically, changes in the patterns of speed and accuracy on a rapid object-naming task were evaluated across languages for the ELL children and across the groups of children. Repeated measures analysis of variance demonstrated that ELL children have a rapid shift in language processing efficiency from Spanish to English by the end of kindergarten. Results also showed that by the end of kindergarten ELL children were slightly faster and more accurate in English compared with their monolingual peers. This work provides perspective on how lexical processing is impacted by the development of a dual lexical system. We discuss how lexical density, strength of lexical connections, and environmental constraints may influence this rapid shift in lexical processing efficiency for young Spanish-speaking ELL children.

Memory for speech benefits from linguistic structure. Recall is better for sentences than for random strings of words (the “sentence superiority effect”; SSE), and evidence suggests that ongoing speech may be organized advantageously as clauses in memory (recall by word position shows within-clause U shape). In this study, we examined the SSE and clause-based organization for closed-set speech materials with low semantic predictability and without typical prosody. An overall SSE was observed and accuracy by word position was enhanced at the clause boundaries for these materials. Next, we tested the effects of mental manipulation on the SSE and clause-based organization. Listeners heard word strings that were syntactic, were arranged syntactically then presented backwards, or were random draws. Participants responded to materials as presented or in reversed order, requiring mental manipulation. Clause-level organization was apparent only for materials presented in syntactic order regardless of response order. After accounting for benefits due to reductions in uncertainty for these close-set materials, an SSE was present for syntactic materials regardless of response order, and for the syntactic backwards condition with reverse-order response (yielding a syntactically correct sentence in the response). Thus, the SSE was both resistant to and could be obtained following mental manipulation.

Although many researchers appeal to performance limitations to account for children’s non-adult-like use of language, few studies have explicitly linked specific cognitive abilities to specific dimensions of language. This study investigated a well-studied underextension in children’s language involving linguistic aspect and tested participants in an aspectual comprehension task as well as a series of assessments evaluating neurocognitive and linguistic skills. Adults (N = 32) and 5-year-old children (N = 32) participated. The results for the children replicated the classic pattern of underextension, with children showing an uneven pattern of success even though all items were equally grammatical. In addition, children’s skill with items that involved overriding lexical information in favor of morphological information was predicted by their performance on an inhibitory control task while children’s skill with items that involved integrating contextual world knowledge was predicted by their performance on a receptive vocabulary task. These results demonstrate how specific dimensions of linguistic processing are supported differentially and sensibly by specific dimensions of cognition.

Recent research has begun to investigate implicit learning at the level of meaning. The general consensus is that implicitly linking a word with a meaning is constrained by existing linguistic knowledge. However, another factor to consider is the extent to which attention is drawn to the relevant meanings in implicit learning paradigms. We manipulated the presence of cue saliency during implicit rule learning for a grammatical form (i.e., articles) linked to meaning (i.e., animacy vs. varying notions of size). In a series of experiments, participants learned four novel words but did not know that article usage also depended on a hidden rule, creating an opportunity for implicit rule learning. We found implicit learning through the use of a highly salient meaning (Experiment 1) or if image size was made salient by being explicitly cued (Experiment 3), but not in a low salient paradigm for intrinsic object size (Experiment 2). The findings suggest that implicit learning of semantic information might not be as constrained as previously argued. Instead, implicit learning might be additionally influenced by feature-focusing cues that make the meaning contrasts more salient and thereby more readily available to learning.

The objective of our study was to investigate the acculturation experiences of Syrian refugee families in two contexts (Toronto, Canada, and Munich, Germany) 2 years postresettlement. Specifically, using qualitative methodologies, we examined acculturation orientation through the lens of parent and child minority and majority language use and preferences within multiple contexts. The interview data related to parent and child minority and majority language practices in Canada suggested an integration orientation. Those of families living in Germany were less indicative of a clear orientation; contextual factors restricted parents’ participation in the majority culture, while the youngest of their children tended toward assimilation. Our study revealed similarities and differences in the acculturation experiences of Syrian refugees in Canada and Germany and unveiled specific factors that influenced acculturation orientation in each country.

This study examined the within- and cross-language metalinguistic contribution of three components of metalinguistic awareness (i.e., phonological awareness, morphological awareness, and syntactic awareness) to reading comprehension in monolingual Chinese-speaking children from Mainland China (n = 190) and English–Chinese bilingual children from Singapore (n = 390). Moreover, the effect of home language use on the relationship between metalinguistic awareness and reading performance was investigated. For monolingual children, hierarchical regression analyses revealed that after partialing out the effects of age, nonverbal intelligence, and oral vocabulary, syntactic awareness uniquely predicted 7%–13% of the variance in reading comprehension measures, whereas this relationship was not observed between morphological awareness and reading comprehension. For the bilingual children, within-language regression analyses revealed that English/Chinese morphological awareness and syntactic awareness both contributed significantly to English/Chinese reading measures over and above vocabulary and phonological awareness. Cross-linguistically, structure equation modeling results demonstrated that the bilingual children’s English and Chinese metalinguistic awareness were closely related and jointly supported reading comprehension in both languages, thus lending support to Koda’s transfer facilitation model. Furthermore, home language use was found to contribute to the bilingual children’s reading proficiency via its impact on metalinguistic awareness. The paper concludes with a discussion of the policy and pedagogical implications that can be drawn from these findings.

Despite the increasing attention paid to the role of working memory in reading, findings and measurement of working memory have been inconsistent. The current meta-analysis aims to provide a quantitative description of the overall relationship between second language (L2) reading comprehension and working memory measured through reading span task and identify methodological features that moderate this relationship. Following a comprehensive search, 25 primary studies (23 peer-reviewed studies and 2 dissertations) were included comprising 37 unique samples (N = 2,682), all of which were coded for substantive and methodological features. The results showed that (a) there is a moderate relationship between L2 reading comprehension and working memory (r = .30), (b) reading span task features such as the scoring procedure, task language, and final word recall order moderate this relationship, and (c) the degree to which working memory’s involvement in L2 reading comprehension may vary depending on the type of reading tasks at hand. Implications are discussed in terms of conceptualization and measurement of working memory. Future directions are also offered in relation to measurement practices to encourage consistency and to improve our understanding of the link between working memory and L2 reading comprehension.