Cognitive and Linguistic Skills Associated With Cross-Linguistic Transfer in the Production of Oral Narratives in English as a Foreign Language by Arabic- and Hebrew-Speaking Children: Finding Common Denominators.

Many studies have examined literacy and related skills among learners of English as a foreign language (EFL), but little attention has been given to the role of oral language within a cross-linguistic framework despite the fact that English is the most widely spoken additional language today. Oral narratives rely on lexical, morphosyntactic, and conceptual knowledge. An in-depth examination of this modality can shed light on specific associations between cognitive and linguistic L1 and EFL skills and suggest possible mediating variables that assist multilingual speakers in producing complete oral narratives in EFL.

Through the magnifying glass: Underlying literacy deficits and remediation potential in childhood apraxia of speech.

Interactions among psycholinguistic deficits and literacy difficulties in childhood apraxia of speech (CAS) have been inadequately studied. Comparisons with other disorders (Specific Language Impairment (SLI) and phonological dyslexia) and the possibility of reading remediation in CAS warrant further research. This case study describes the speech, language, cognitive, and literacy deficits and therapy gains in a girl aged 11;6 with severe CAS and borderline IQ.

Does reading in shallow L1 orthography slow attrition of language-specific morphological structures?

This study looks at the relationship between L1 (Russian) attrition and L1 reading ability in Russian-English-speaking bilingual children. Ten Russian-English bilingual children and 10 adults participated in this study. Nine out of 10 children participants were born in the US and used L1 as their primary language of interaction within the family, but the intensity and the length of uninterrupted L1 exposure differed for each child.