Individual differences in abilities to form, access, and hone phonological representations of words are implicated in the development of oral and written language. This study addressed three important gaps in the literature concerning measurement of individual differences in phonological representation. First, we empirically examined the…

In six analyses using the Child Language Data Exchange System known as CHILDES, we explored whether and how parents and their 1.5- to 5-year-old children talk about writing. Parent speech might include information about the similarity between print and speech and about the difference between writing and drawing. Parents could convey similarity…

Comparison of the performance of 25 deaf Italian adolescents and hearing controls on written grammatical tests found that the deaf subjects showed normal development in pluralization tasks, delayed development in pronoun tasks, and a qualitatively different pattern in an article task. (Author/CB)

A study investigated children's understanding of the formal and functional aspects of written Chinese in an orthographic acceptability judgment task and a creative spelling task. Subjects were 60 Hong Kong children ages 4 to 9. Results suggest that learning to read and write in Chinese is not accomplished by rote learning of characters but through…