Predicting ethnic minority children's vocabulary from socioeconomic status, maternal language and home reading input: different pathways for host and ethnic language.

This study investigated the relation between socioeconomic status (SES), maternal language use, reading input, and vocabulary in a sample of 111 six-year-old children of first- and second-generation Turkish immigrant parents in the Netherlands. Mothers reported on their language use with the child, frequency of reading by both parents, and availability of children’s books in the […]

Resumptive elements aid comprehension of object relative clauses: evidence from Persian.

Authors: Rahmany R, Marefat H, Kidd E Abstract ABSTRACT The current study investigated the role of resumption in the interpretation of object relative clauses (RCs) in Persian-speaking children. Sixty-four (N=64) children aged 3;2-6;0 (M=4;8) completed a referent selection task that tested their comprehension of subject RCs, gapped object RCs, and object RCs containing either a […]

Children's perception of dialect variation.

Authors: Wagner L, Clopper CG, Pate JK Abstract ABSTRACT A speaker’s regional dialect is a rich source of information about that person. Two studies examined five- to six-year-old children’s perception of regional dialect: Can they perceive differences among dialects? Have they made meaningful social connections to specific dialects? Experiment 1 asked children to categorize speakers […]

Lexical and phrasal prominence patterns in school-aged children's speech.

This study investigated the integration of word- and phrase-level prominences in speech produced by twenty-five school-aged children (6;2 to 7;3) and twenty-five adults. Participants produced disyllabic number words in a straight count condition and in two phrasal conditions, namely, a stress clash and non-clash phrasal context. Duration and amplitude measures of syllable rhymes were used […]

The syllabic bridge: the first step in learning spelling-to-sound correspondences*

Authors: Doignon-Camus N, Zagar D Abstract ABSTRACT It is widely agreed that learning to read starts with the establishment of letter-to-phoneme correspondences. However, it is also widely agreed that prereaders do not have access to phoneme units. Here we show that the building of associations between letters and syllables, which we call the ‘syllabic bridge’, […]