Search Results (144)

Background/Objectives: Children with Autism Spectrum Disorder (ASD) often display heightened sensitivity to simple auditory stimuli, but have difficulty discriminating and integrating multiple phonological features (segmental: consonants and vowels; suprasegmental: lexical tones) at the syllable level, which negatively impacts their communication. This study aims to investigate the neural basis of segmental, suprasegmental and combinatorial speech processing challenges in Mandarin-speaking children with ASD compared with typically developing (TD) peers. Methods: Thirty children with ASD and thirty TD peers will complete a multi-feature oddball paradigm to elicit auditory ERP during passive listening. Stimuli include syllables with single (e.g., vowel only), dual (e.g., vowel + tone), and triple (consonant + vowel + tone) phonological deviations. Neural responses will be analyzed using temporal principal component analysis (t-PCA) to isolate overlapping ERP components (early/late MMN), and representational similarity analysis (RSA) to assess group differences in neural representational structure across feature conditions. Expected Outcomes: We adopt a dual-framework approach to hypothesis generation. First, from a theory-driven perspective, we integrate three complementary models, Enhanced Perceptual Functioning (EPF), Weak Central Coherence (WCC), and the Neural Complexity Hypothesis (NCH), to account for auditory processing in ASD. Specifically, we hypothesize that ASD children will show enhanced or intact neural discriminatory responses to isolated segmental deviations (e.g., vowel), but attenuated or delayed responses to suprasegmental (e.g., tone) and multi-feature deviants, with the most severe disruptions occurring in complex, multi-feature conditions. Second, from an empirically grounded, data-driven perspective, we derive our central hypothesis directly from the mismatch negativity (MMN) literature, which suggests reduced MMN amplitudes (with the exception of vowel deviants) and prolonged latencies accompanied by a diminished left-hemisphere advantage across all speech feature types in ASD, with the most pronounced effects in complex, multi-feature conditions. Significance: By testing alternative hypotheses and predictions, this exploratory study will clarify the extent to which speech processing differences in ASD reflect cognitive biases (local vs. global, per EPF/WCC/NCH) versus speech-specific neurophysiological disruptions. Findings will advance our understanding of the sensory and integrative mechanisms underlying communication difficulties in ASD, particularly in tonal language contexts, and may inform the development of linguistically tailored interventions. Full article

Background: Reading difficulties are closely linked to phonological awareness (PA), though PA tasks vary in complexity and cognitive demands. Recent research suggests that dyslexia reflects multiple cognitive risk factors, aligned with multi-level models of reading and recent theories of complex modularity. These models propose that different tasks engage different cognitive modules depending on their structure, according to a dynamic and graded organization. Methods: This study investigates cognitive functions that predict performance on a complex PA task (spoonerism) in 115 fourth-grade Italian students. Results: The results indicate that: (1) dividing the sample into high- and low-performing groups in verbal working memory (alpha span test) and visuospatial working memory (object updating task) revealed that students with lower working memory capacity performed significantly worse on the spoonerism task—underscoring the importance of general working memory for this type of activity; (2) Gaussian graphical models showed that spoonerism performance was strongly associated with the object updating task (r = 0.47) and the alpha span test (r = 0.33), confirming a close link between this phonological task and general working memory. Conclusions: These findings support the view that complex PA tasks depend on a broader set of cognitive systems beyond phonological processing. They align with theories of dynamic modularity, which propose that modularity arises from task demands, not fixed anatomical constraints. In children, the involvement of executive attention suggests that such tasks are not yet automatized but rely on central cognitive control. Understanding this complexity is crucial for interpreting reading performance and developing targeted, multi-componential interventions. Full article

Background/Objectives: The study aimed to investigate how cognitive variables (performance IQ, verbal short-term memory, working memory, and ADHD symptomatology) impact lexical representations in children with high-functioning autism spectrum disorder (HF-ASD). Methods: Participants were two groups (n1 = n2 = 20) of monolingual Greek-speaking children, aged 7 to 12 years, with and without HF-ASD matched in age, gender, and cognitive skills. Results: Overall, the HF-ASD group had more immature lexical representations than the control group, even though the two groups were similar in naming. In both groups, naming was correlated moderately with verbal short-term memory but only age predicted significantly semantic knowledge. In the ASD group, a bilateral predictive relationship was revealed between output motor programming skills and stored phonological knowledge, supporting theoretical assumptions of the psycholinguistic model of speech. Finally, a different pattern of interrelations was observed between cognitive and lexical variables in the two groups. Conclusions: The findings of the current study indicate that ASD children may map and process new vocabulary differently compared to typically developing peers. Full article

This study examined the literacy outcomes of 368 deaf elementary students in the United States, focusing on reading and writing performance and their connections with demographic and language variables. Standardized assessment data were analyzed from students in grades 3–6. Results indicated wide variability in reading and writing performance, from scores at a standard deviation above the mean to more than 3 below the mean. There were demonstrated disparities in mean literacy outcomes based on disability status. A strong positive correlation was found between reading and writing scores, suggesting interconnected development of literacy skills. Notably, writing outcomes were consistently higher than reading across analyses. Performance trajectories differed by grade, with literacy gaps widening over time. Gender, race, and hearing level explained 2–3% of the variance in literacy outcomes, while language proficiency (in ASL and/or spoken English) and phonological knowledge (fingerspelled and/or spoken) predicated 55–63% of the models. These findings highlight the need for early accessible language exposure and responsive literacy instruction aligned with deaf learners’ language strengths. Full article

This exploratory case study investigates the implementation and educational impact of a Virtual Reality (VR)- and Augmented Reality (AR)-based assistive technology developed to support learners with dyslexia. The intervention, delivered via mobile devices and VR headsets, incorporated gamified and interactive content aimed at enhancing cognitive skills such as attention, inhibition, narrative memory, and phonological awareness. Two in-depth case studies were conducted with primary school students formally diagnosed with dyslexia. Cognitive performance was assessed using the NEPSY-II neuropsychological battery, and user experience was evaluated using the Technology Acceptance Model (TAM). The results showed positive trends in executive function and language-related skills, as well as high motivation and satisfaction. While these findings suggest promising benefits of immersive educational technologies in dyslexia intervention, conclusions regarding efficacy cannot be drawn due to the limited sample size. Further research with larger and controlled designs is needed to validate these initial observations. Full article

The article provides an analysis of the geographic origins of Karaites in four areas where Karaite congregations were commonly found after the Middle Ages, namely, Arabic Middle East (territories of modern Iraq, Syria, Israel, and Egypt), Constantinople/Istanbul and its area, the Crimean Peninsula, and Eastern European territories belonging today to Lithuania and Ukraine. It combines available historical, onomastic, and linguistic data revealing the migrations of Karaites to and inside these regions. For the first two regions, no ambiguity exists about the roots of local Karaites. Their ancestors were Jews who adopted the Karaite version of Judaism. For the Crimean communities, various factors favor the hypothesis about the territories of the Byzantine Empire (which later became Ottoman), and more specifically, Constantinople and its area are the only major source for their development. The Karaite communities in such historical Eastern European provinces as Lithuania (properly speaking), Volhynia, and Red Ruthenia were created after migrations from Crimea to these territories. The article also discusses medieval, cultural, and potentially genetic links between Karaites and Rabbanite Jews in the areas in question. It also addresses one phonological feature, the sibilant confusion, shared by the Galician–Volhynian dialect of the Karaim language and the Lithuanian dialect of Yiddish. Full article

This study analyzes the current state and developmental characteristics of phonological awareness in hearing-impaired preschool children with cochlear implants aged 3 to 5 years in China. The phonological awareness development of hearing-impaired preschool children is assessed via a comparison with normal-hearing preschool children of the same age, utilizing a number of key metrics and statistical analyses to determine any differences in the developmental characteristics between the two groups. The results show that the phonological awareness development of Chinese-speaking hearing-impaired preschool children with cochlear implants follows, for the most part, the progression of their normal-hearing preschool counterparts, albeit at a lower level. Identifying phonological awareness profiles in children with cochlear implants helps improve the accuracy of assessment and supports the development of targeted intervention strategies. This study aims to provide a clearer understanding of their phonological processing abilities. Full article

Background/Objectives: During the transition to primary school, children with cochlear implants (CIs) may show language and early literacy fragilities. This study has three aims. First, it compares the phonetic and phonological skills of preschoolers with CIs and those with normal hearing (NH); second, it investigates the correlation between phonetic/phonological and emergent literacy skills in the two groups; third, it explores the relationship between phonetic/phonological skills and age at implantation in preschoolers with CIs. Methods: Sixteen children with CIs (Mage = 61 months; SD = 6.50) and twenty children with NH (Mage = 64 months; SD = 4.30) participated in the study. Phonetic and phonological skills (phonetic inventories and phonological processes) and early literacy skills (phonological awareness and print knowledge) were assessed. Group differences and relationships between the variables of interest were considered in the two groups. Results: A qualitative analysis of phonetic and phonological development showed differences between the two groups. There were also significant differences in early literacy skills (e.g., in syllable segmentation). Significant correlations emerged in both groups between phonetic/phonological skills and early literacy, although in different variables. Significant correlations were also found between age at implantation and the phonetic inventory in children with CIs. Conclusions: Preschoolers with CIs display more delays in the phonetic and phonological production skills and more emergent literacy fragilities than NH peers. However, print knowledge did not differ significantly between the groups. Early implantation supports the phonetic skills associated with subsequent literacy learning. Full article

Background/Objectives: To date, there are no validated tools that assess children’s performance in connected text dictation tasks in European Portuguese using automated analysis. International studies were identified, but these primarily involved word dictation tasks and did not use automatic scoring tools. The present study aims to assess the reliability of the Dita.te (internal consistency and inter-rater reliability), a written assessment test based on a dictation task with automatic spreadsheet analysis, and establish normative data for text dictation tasks for children from 3rd to 6th grade. Methods: This study included 315 European Portuguese-speaking children from the 3rd to 6th grades. The Dita.te tool was used to assess orthographic errors based on phonological, morphological, and prosodic criteria. Descriptive statistics, percentiles, the inter-rater reliability and internal consistency were analyzed. Non-parametric tests compared performance by gender and school year due to a non-normal data distribution. Results: The Dita.te had excellent internal consistency (α = 0.929). The correlation between items scored highly (Intraclass Correlation Coefficient = 0.925). The number of errors decreased as the school year progressed, with errors affecting the syllable nucleus being the most frequent across all school years. These were followed by orthographic substitution errors, with grapheme omission being the most prevalent. Conclusions: Our findings suggest that orthographic competence is mostly stable before the 3rd grade, and the mismatches found in children with typical development show residual error in their orthographic performance. Full article

Pseudowords are essential in (psycho)linguistic research, offering a way to study language without meaning interference. Various methods for creating pseudowords exist, but each has its limitations. Traditional approaches modify existing words, risking unintended recognition. Modern algorithmic methods use high-frequency n-grams or syllable deconstruction but often require specialized expertise. Currently, no automatic process for pseudoword generation is designed explicitly for Greek, which is our primary focus. Therefore, we developed SyBig-r-Morph, a novel application that constructs pseudowords using syllables as the main building block, replicating Greek phonotactic patterns. SyBig-r-Morph draws input from word lists and databases that include syllabification, word length, part of speech, and frequency information. It categorizes syllables by position to ensure phonotactic consistency with user-selected morphosyntactic categories and can optionally assign stress to generated words. Additionally, the tool uses multiple lexicons to eliminate phonologically invalid combinations. Its modular architecture allows easy adaptation to other languages. To further evaluate its output, we conducted a manual assessment using a tool that verifies phonotactic well-formedness based on phonological parameters derived from a corpus. Most SyBig-r-Morph words passed the stricter phonotactic criteria, confirming the tool’s sound design and linguistic adequacy. Full article

Background/Objectives: This study investigates the application of machine learning (ML) techniques in diagnosing speech sound disorders (SSDs) in Saudi Arabic-speaking children, with a specific focus on phonological biomarkers, particularly Infrequent Variance (InfrVar), to improve diagnostic accuracy. SSDs are a significant concern in pediatric speech pathology, affecting an estimated 10–15% of preschool-aged children worldwide. However, accurate diagnosis remains challenging, especially in linguistically diverse populations. Traditional diagnostic tools, such as the Percentage of Consonants Correct (PCC), often fail to capture subtle phonological variations. This study explores the potential of machine learning models to enhance diagnostic accuracy by incorporating culturally relevant phonological biomarkers like InfrVar, aiming to develop a more effective diagnostic approach for SSDs in Saudi Arabic-speaking children. Methods: Data from 235 Saudi Arabic-speaking children aged 2;6 to 5;11 years were analyzed using several machine learning models: Random Forest, Support Vector Machine (SVM), XGBoost, Logistic Regression, K-Nearest Neighbors, and Naïve Bayes. The dataset was used to classify speech patterns into four categories: Atypical, Typical Development (TD), Articulation, and Delay. Phonological features such as Phonological Variance (PhonVar), InfrVar, and Percentage of Consonants Correct (PCC) were used as key variables. SHapley Additive exPlanations (SHAP) analysis was employed to interpret the contributions of individual features to model predictions. Results: The XGBoost and Random Forest models demonstrated the highest performance, with an accuracy of 91.49% and an AUC of 99.14%. SHAP analysis revealed that articulation patterns and phonological patterns were the most influential features for distinguishing between Atypical and TD categories. The K-Means clustering approach identified four distinct subgroups based on speech development patterns: TD (46.61%), Articulation (25.42%), Atypical (18.64%), and Delay (9.32%). Conclusions: Machine learning models, particularly XGBoost and Random Forest, effectively classified speech development categories in Saudi Arabic-speaking children. This study highlights the importance of incorporating culturally specific phonological biomarkers like InfrVar and PhonVar to improve diagnostic precision for SSDs. These findings lay the groundwork for the development of AI-assisted diagnostic tools tailored to diverse linguistic contexts, enhancing early intervention strategies in pediatric speech pathology. Full article

Current policy recommendations for initial teacher education encourage teaching code-related literacy (phonics, phonological awareness, and phonemic awareness) over pedagogical knowledge, and engaging practice in learning to read. To enhance early childhood pre-service teacher (PST) practices, this mixed-methods pilot study investigated a tool to support PSTs studying birth-to-eight years teaching, pedagogical practice, and knowledge to teach code-related literacy and supplementary vocabulary in conjunction with quality children’s literature. The Non-Scripted Intentional Teaching (N-SIT) tool was developed and then trialled with early childhood PSTs (n = 24) in Queensland, Australia. The participants planned phonics learning experiences using the N-SIT and picture books (e.g., Pig the Pug; Snail and the Whale). Survey data gathered participants’ code-related literacy knowledge before and after the N-SIT training. The data revealed most PSTs felt well-to-somewhat prepared to teach beginning reading and vocabulary and less-to-somewhat prepared to teach phonics. The data further revealed that all participants could define phonics but reported mixed conceptual understandings of phonological and phonemic awareness. The PSTs’ knowledge of phonological awareness, phonemic awareness, and planning for phonics-focused teaching through children’s literature improved post-N-SIT activity. Planned direct systematic phonics instruction strategies through the intentional shared reading of children’s literature and the potential benefits of the N-SIT tool in early childhood initial teacher education are discussed. Full article

Background/Objectives: Reading is a core cognitive ability that plays a central role in children’s brain development and academic success. This review aims to examine the neuroplastic relationship between reading acquisition and white matter development from infancy through adolescence, with a focus on implications for literacy interventions and educational planning. Methods: A systematic review of 89 neuroimaging studies published between 1998 and 2024 was conducted. Eligible studies utilized diffusion tensor imaging (DTI) or structural MRI to investigate white matter changes related to reading behavior in children aged 0 to 18. Studies were identified through comprehensive searches in Web of Science and Scopus databases. Results: Children with stronger reading abilities consistently showed increased fractional anisotropy (FA) in key white matter pathways, such as the arcuate fasciculus and superior longitudinal fasciculus, supporting phonological processing and reading fluency. Longitudinal data suggest that early exposure to literacy enhances brain flexibility and white matter organization. In contrast, children with reading disabilities, including dyslexia, often show disorganized white matter structure, but compensatory pathways may emerge through targeted interventions. Conclusions: Reading experience is associated with measurable changes in white matter development across childhood. Early and sustained literacy engagement appears to optimize neural structures for reading. These findings can inform early diagnosis and improve pedagogical strategies for literacy education. Further research is needed on the long-term neurobiological effects of reading interventions. Full article

In this cohort study, we evaluated the cognitive and learning difficulties of school-age children perinatally infected with Chikungunya virus (CHIKV) on Reunion Island using the Evaluation of Cognitive Functions and Learning in Children (EDA) battery screening test compared to the healthy children cohort used for EDA development. Of the 19 infected children, 11 (57.9%) exhibited subnormal or abnormal scores, of whom 3 were classified as high risk, and 8 were classified as at risk for cognitive and learning difficulties. Children who had encephalopathy were at higher risk for displaying at least one difficulty than non-encephalopathic children (relative risk 2.13; 95% CI 1.05–4.33). The difficulties observed affected verbal functions, non-verbal functions, and learning abilities, such as phonology, lexical evocation and comprehension, graphism, selective visual attention, planning, visual–spatial reasoning, dictation and mathematics, as well as core executive functions, such as inhibitory control, shifting, and working memory. Neurocognitive dysfunctions could be linked to severe brain damage, as evidenced by severe white matter reduction mainly in the frontal lobes and corpus callosum and potentially in all functional networks involved in difficulties. These results should motivate further investigation of intellectual and adaptive functioning to diagnose intellectual deficiency and severe maladaptive behaviour in children perinatally infected with Chikungunya virus. Full article

Children appear to acquire new words effortlessly from complex auditory input. However, this process is highly intricate, requiring the simultaneous integration of phonetic and phonemic details, prosodic cues, and grammatical structures. Furthermore, different components of a language’s sound system—such as phonemes, syllables, and prosodic features—appear with different frequencies in the input and follow distinct patterns of distribution in speech. This article reviews research that illustrates how infants’ growing understanding of their native language sound system facilitates their acquisition of new words. Full article