Prediction-based accounts of language acquisition have the potential to explain several different effects in child language acquisition and adult language processing. However, evidence regarding the developmental predictions of such accounts is mixed. Here, we consider several predictions of these accounts in two large-scale developmental studies…

Purpose: The purpose of this study was to (a) provide evidence for a theoretical model of between-language interaction in bilingual phonological production through the examination of substitution error patterns and to (b) provide developmental data on bilingual children with and without speech sound impairments for use in clinical assessment and…

Previous work has reported that children creatively make syntactic errors that are ungrammatical in their target language, but are grammatical in another language. One of the most well-known examples is "medial wh-question" errors in English-speaking children's wh-questions (e.g., "What do you think who the cat chased?" from…

Purpose: Although mobile apps are used extensively by speech-language pathologists, evidence for app-based treatments remains limited in quantity and quality. This study investigated the efficacy of app-based visual-acoustic biofeedback relative to nonbiofeedback treatment using a single-case randomization design. Because of COVID-19, all…

This study examined the linguistic and individual-level factors that render case marking a vulnerable domain in English-dominant Greek heritage children. We also investigated whether heritage language (HL) children can use case-marking cues to interpret (non-)canonical sentences in Greek similarly to their monolingual peers. A group of six- to…

Background: The goal of this study was to examine the effect of cognates on Spanish-English bilingual children's English reading fluency. Because cognates lead to higher levels of non-target language activation, we hypothesised that the presence of cognates would result in reduced reading fluency for bilingual children. Methods: Monolingual…

Background: Deafness has an adverse impact on children's ability to acquire spoken languages. Signed languages offer a more accessible input for deaf children, but because the vast majority are born to hearing parents who do not sign, their early exposure to sign language is limited. Deaf children as a whole are therefore at high risk of language…

Purpose: To examine the nature and extent of semantic deficits in bilingual children with language impairment (LI). Method: Thirty-seven Spanish-English bilingual children with LI (ranging from age 7;0 [years;months] to 9;10) and 37 typically developing (TD) age-matched peers generated 3 associations to 12 pairs of translation equivalents in…

This study compares Spanish morphosyntax error types and magnitude in monolingual Spanish and Spanish-English bilingual children with typical language development (TD) and language impairment (LI). Performance across groups was compared using cloze tasks that targeted articles, clitics, subjunctives, and derivational morphemes in 57 children.…

Background: Children who are bilingual and have speech sound disorder are likely to be under-referred, possibly due to confusion about typical speech acquisition in bilingual children. Aims: To investigate what is known about the impact of bilingualism on children's acquisition of speech in English to facilitate the identification and treatment of…

Bilingual children are frequently misdiagnosed as having Specific Language Impairment (SLI). Misdiagnosis may be minimized by tests with high degrees of sensitivity and specificity. The current study used a new test, the School-Age Sentence Imitation Test-English 32 (SASIT-E32), to investigate sentence repetition in monolingual and bilingual…

Well-documented Romance-Germanic differences in the use of accent in speech to convey information-structure and focus cause problems for the assessment of prosodic skills in populations with clinical disorders. The strategies for assessing the ability to use lexical and contrastive accent in English and Spanish are reviewed, and studies in the…

Errors involving universal quantification are common in contexts depicting sets of individuals in partial, one-to-one correspondence. In this article, we explore whether quantifier-spreading errors are more common with distributive quantifiers each and every than with all. In Experiments 1 and 2, 96 children (5- to 9-year-olds) viewed pairs of…

Discusses studies of dyslexia in German- and English-speaking children. Argues that deficits in phoneme awareness are only evident in the early stages of reading acquisition, whereas rapid naming and phonological memory deficits are more persistent in dyslexic children. (Author/VWL)

This article describes the case of a client who displayed some interesting patterns of realization of the target English phoneme /r/. These varied according to both distribution within the word, and style of utterance. We speculate as to the cause of some of these forms, and on possible therapy strategies.