The Development of Cognate Awareness in Child Second/Third Language Learners of French in French Immersion: The Effects of Orthographic Overlap and Cognate Status.

Purpose Our 1-year longitudinal study tracked the development of cognate awareness among second (L2) and third language (L3) learners of French in French immersion in Grades 1 and 2 to explore the impact of orthographic overlap and cognate status (true vs. false) on children's ability to recognize cognate relationships. We also assessed the impact of French L2/L3 status on performance.

Preserved mid-fusiform activation for visual words in a patient with a visual word recognition impairment.

Previous functional imaging studies have highlighted the role of left ventral temporal cortex in processing written word forms. We explored activation and anatomical connectivity of this region in HE, a professional writer with alexia as a result of stroke affecting primarily white matter in the left inferior temporal lobe. We used a one-back visual recognition task and functional Magnetic Resonance Imaging to elicit automatic activation to various orthographic and non-orthographic stimuli.

Reciprocal relationship: children's morphological awareness and their reading accuracy across grades 2 to 3.

Across all the domains of child development, we need to understand the temporal relationship between variables suspected to underpin growth; reading research is no exception. We conducted a preliminary evaluation of the direction of the relationship between children's morphological awareness, or the awareness of and ability to manipulate the smallest meaningful units in words, and their reading accuracy. Participants were 100 Grade 2 children who were tested again in Grade 3.