Developing Language and Literacy: Studies in Honor of Dorit Diskin Ravid

Description

This volume dedicated to Dorit Ravid, offers 29 new chapters on the multiple facets of spoken and written language learning and usage from a group of illustrious scholars and scientists, focusing on typologically different languages and anchored in a variety of communicative settings. The book encompasses five interrelated yet distinct topics. One set of studies is in the field of developmental psycholinguistics, covering the acquisition of lexical and grammatical categories from toddlerhood to adolescence. A second topic involves a section of studies on the interface of cognition and language, with chapters on processing, production, comprehension, teaching and learning language in usage and in historical perspective. A third topic involves a theoretical and applied perspectives on the acquisition and development of literacy competence, including reading, writing, spelling and text production. A fourth topic brings together an array of studies on social, environmental and clinical diversity in language, highlighting novel issues in multilingualism, immigration, language and literacy disorders. Finally, a section of the volume examines in depth questions in Modern Hebrew linguistics, as the home language and launching base of Dorit Ravid’s research work. A Path Less Traveled A U-Shaped and Dynamical Story of an Inspirational Career Introduction The Book’s Parts Contents Part I: Developmental Psycholinguistics Developmental Pathways in Child and Adult Hebrew: The Case of the Subordinator še- 1 Linguistic Description of Hebrew še- 1.1 Occurrence of Alternatives to še- in Biblical Hebrew 1.2 Directions of Change: The Spread of še- 1.2.1 Marking of Relative Clauses (RCs) 1.2.2 Use of še- Replacing ki to Mark Complement Clauses 1.2.3 The Construction {prep + še-} Introducing Adverbial Clauses 2 Developmental Trajectories 2.1 Emergence in Toddlerhood: Ages 1–3 Years 2.2 Acquisition in Middle Childhood: 8–10 Years 2.3 Mastery of Expressive Options: Adolescents Aged 16–18 Years 3 Discussion 3.1 Hebrew Typology 3.2 Developmental Trends 3.3 Diachrony and Register References Adding Subjects on the Left 1 Introduction 2 What Do Children Hear from English-Speaking Adults? 3 When Do Children Start to Produce Subjects in English? 4 Getting to Subjects in French 5 What Do Children Hear from French-Speaking Adults? 6 When Do Children Start to Produce Subjects in French? 7 Topics, Subjects, and Information Structure 8 Conclusion References Nominal and Verbal Morphology in the Early Acquisition of French: A First Study of the Relation Between Comprehension and Production 1 Introduction 2 Evaluating the Early Acquisition of French Grammatical Morphemes 2.1 Comprehension of Grammatical Morphemes 2.1.1 General Properties of the V & P Comprehension Task 2.1.2 The Participants in the Comprehension Task of the V & P Study 2.1.3 The Material of the Comprehension Task in the V & P Study 2.1.4 The Procedure of the Comprehension Task in the V & P Study 2.1.5 The Criteria of Success for the Comprehension Task in the V & P and in the Present Study 2.2 Production of Grammatical Morphemes 2.2.1 Acquisition in French-Acquiring Children 2.2.2 Development before the Attainment of the Acquisition Criterion 2.2.3 Method for the Evaluation of the Early Production of French Grammatical Morphemes Used in this Study 3 Participants in the Present Study and Analysis of the Data 4 Results 4.1 Relation between Comprehension and Production in Group S 4.1.1 Details on the Spontaneous Production of Grammatical Morphemes in Group S 4.2 Relation between Comprehension and Production in Group NoS 4.3 Comments on the Results of Spontaneous Production 4.4 Comparison between Children in Groups S and NoS on the Level of Production of Grammatical Morphemes in their Spontaneous Speech 5 Summary and Discussion References Incremental Processing of Prenominal Modifiers by Three-Year-Olds: Effects of Prototypicality and Contrast 1 Introduction 2 Adjectives in Child Language and Child-Directed Speech 2.1 Contrastive Uses 2.2 Prototypical Uses 3 Children’s Ability to Use Contrastive Information for Referent Identification 4 The Current Study 5 Method 5.1 Participants 5.2 Materials and Design 5.3 Apparatus 5.4 Procedure 5.5 Analysis 6 Results 6.1 Prototypical Condition 6.2 Contrastive Condition 6.3 Ambiguous Condition 7 Conclusion and Discussion 7.1 Prototypical Context: Three-Year-Olds’ Reliance on Prototypes 7.2 Use of Contrastive Information 7.3 First Prototypes, Then Contrasts 7.4 Limitations and Directions for Future Research Appendix: List of Items References Later Syntactic Development: The Past Tense Counterfactual Sentence 1 Introduction 2 Development of Complex Syntax 3 Development of PTCF Sentences 4 General Discussion 5 Educational Implications Appendix References Part II: Language and Cognition Moveable Figures and Grounds: Making the Case for the Dual Nature of Motion Events as Events of Motion and Change of State 1 Introduction 1.1 Background 1.1.1 Linguistic Structure 1.1.2 Cognitive Effects of Linguistic Descriptions 2 Current Study 2.1 Goals 2.2 Figures and Grounds 3 Method 3.1 Stimuli 3.1.1 Linguistic Description Task 3.1.2 Recall Task 3.2 Procedure 3.2.1 Linguistic Description Task 3.2.2 Recall Task 3.3 Participants 4 Results 4.1 Linguistic Descriptions 4.2 Recall 4.3 Descriptions vs Judgments 4.3.1 Correct Descriptions 4.3.2 Incorrect Descriptions 5 Discussion Appendices Appendix A: Questionnaire Appendix B: Instructions to Participants Appendix C: Dutch and English Speakers’ Recall by Condition References On the Nature of Language Production – Towards a General Model 1 On the Linguistic Production Process in Speech and Writing 2 Temporal, Social and Cognitive Organization of the Linguistic Production Process: Three Examples 2.1 A personal narrative 2.2 A Discussion 2.3 A poem 3 Conclusions and Suggestions for Further Research References Too Little Morphology Can Kill You: The Interplay Between Low-Frequency Morpho-Orthographic Rules and High-Frequency Verb Homophones in Spelling Errors 1 The Key Role of the Phonological and Morphological Principles in Alphabetic Orthographies 2 The Role of Morphological Structure in Visual Word Recognition 3 The Role of Morphological Structure in Spelling 3.1 Morphological Relations between Words are Beneficial at an Early Age 3.2 The Importance of Morphological Awareness 4 When Morphology Hurts 4.1 The Morphological Principle in Dutch: Uniform Stem Spelling and Analogical Suffix Spelling 4.2 When Phonology and Morphology Clash: The Tragedy of Regular Verb Homophones 4.2.1 Verb Homophones 4.2.2 Three Cognitive Factors behind the Dutch Verb Tragedy 4.2.3 Converging Evidence from Different Alphabetic Orthographies 4.3 Spelling Errors Affect the Quality of Correct Orthographic Representations 4.3.1 Morpho-Orthographic Homophones vs. Lexical Homophones: Shared Error Sources 4.3.2 Early Morphological Awareness vs. Errors on Regular Verb Homophones: An Inconsistency? 4.3.3 Persistent Errors Do Not Imply One Type of Speller 5 Conclusions References The Influence of Roots and Stems on the Lexical Processing of Complex Words in German 1 The Influence of Roots and Stems on the Lexical Processing of Complex Words in German 1.1 Definition of Roots and Stems and Our Terminology 1.2 Models of Lexical Processing 2 Part A—The Processing of Roots and Stems in German Verb Inflections 2.1 Linguistic Aspects on the Differentiation Between Verbal Roots and Stems 2.2 Psycholinguistic Aspects on the Processing of Verbal Roots and Stems 3 Part B—The Processing of Roots and Stems in German Verb Derivations 4 Part C—The Processing of Roots and Stems in German Compounds 4.1 Psycholinguistic Aspects of the Processing of Compounds 5 General Discussion 5.1 Implications for Models of Complex Word Processing 5.2 Why Should German Differ? 5.3 Conclusion References On the Subitizing Effect in Language Contact 1 Introduction 2 Numerical Cognition 3 The Signature of Numerical Cognition in Language 4 The Hypothesis: The Subitizing Effect in Language Contact 5 Data and Analysis 5.1 Dataset and Methods 5.2 Results 5.3 Discussion 6 Conclusion Appendix 1 Numerals: One–Four (Part A) Numerals: One–Four (Part B) Numerals: One–Four (Part C) Numerals: Five–Eight (Part A) Numerals: Five–Eight (Part B) Numerals: Five–Eight (Part C) Numerals: Nine–Ten (Part A) Numerals: Nine–Ten (Part B) Numerals: Nine–Ten (Part C) References Human Teaching’s Prosocial Roots 1 The Cognition of Teaching 1.1 Stage-Setting 1.1.1 Emotional State 1.1.2 Motivational State 1.1.3 IKUSA State 1.2 Interventions for IKUSA Transfer 1.2.1 Explanations 1.2.2 Demonstrations 1.3 Organization of Teaching 1.4 Scaffolding 1.4.1 An Interim Summary 2 Prosociality 2.1 Evolutionary Theory and Altruism 2.1.1 Helping Relatives 2.1.2 Helping Strangers 2.2 Prosociality and Teaching 2.2.1 Empathy 2.2.2 Compassion 2.2.3 Altruism 2.2.4 Prosocial Helping Behavior 2.2.5 Origins and Development of Aspects of Prosocial Behavior 2.3 Comparing Instrumental Helping and Knowledge Gap Detection and Closure 3 Summary and Last Comments References Part III: Linguistic Literacy Linguistic Literacy: Twenty Years Later 1 An Initial Proposal for Elaborating a Major Outcome of Literacy 2 A Further Proposal for Elaborating on Literacy Perspectives 2.1 The Developmental Approach 2.2 The Representational Status 2.3 Linguistic Developments Attributed to Literacy 3 The Enabling Factors: An Interactive Triangle 3.1 Experience with Written Language 3.2 The Role of the Developing Individual 3.3 Literacy Activities 3.4 Unmentioned Factors: Emotional and Psychomotor Factors 4 Final Remarks References On the Role of Understanding in Reading and Reasoning 1 Making Sense 2 Reading Comprehension 3 Understanding in Reading and Learning to Read 4 Conclusion References John Effect in Literacy Acquisition: The Role of Morphological Awareness in Literacy Acquisition in Different Orthographies 1 Introduction 2 Developmental Contributions of MA to Reading and Writing: An Overview 3 MA in Indo-European Alphabetic Orthographies 4 Nonlinear Affixation: The Case of Arabic and Hebrew 5 Dimensionality of MA: The Case of Chinese 6 Conclusion and Future Directions References The Distibution of Arabic Verbal Patterns in Text Production: Between Varieties and Modalities 1 Introduction 2 Arabic Diglossia 2.1 Linguistic Distance in Arabic Diglossia 3 The Verbal System of Arabic 3.1 Traditional Classification of Arabic Verbal Patterns 3.2 Semantic-Syntactic Relations Between Verb Patterns: A Psycholinguistic Perspective 4 Distribution of Verbal Patterns in Narrative Texts 4.1 Methodology 4.1.1 Participants 4.1.2 Procedure 4.1.3 Coding 4.2 Results 4.2.1 Distrinution of Verbal Patterns 4.2.2 Semantic Functions Across Patterns Active Verbs Causative Verbs Mental Verbs Verba Dicendi Inchoative Verbs Reciprocal Verbs 4.2.3 Root-Related Verbs 5 Discussion References Promoting Mother-Child Shared Book-Reading Interactions: The Direct and Delayed Effects of Different Dyadic Interventions 1 Style of Storybook Reading 2 Home Based Shared Book Reading Interventions 2.1 Prompts Used in SBR Interventions 3 Transfer in Learning 4 Method 4.1 Participants 4.2 The Intervention Programs 4.2.1 Joint Home Activities 4.2.2 Home Visits 4.3 Assessment: Mother-Child Reading Interaction 5 Results 5.1 Shared Book Reading Prior to the Intervention 5.2 The Effects of the Interventions 5.3 Child’s Age and Maternal Education: Regression Analyses 6 Discussion 6.1 Interactive Reading: Enhanced Specifically by Training in Reading 6.1.1 New Prompts: Print and Story Grammar 6.2 Why Transfer Failed to Occur, and What Could Facilitate Transfer 6.3 Child’s Age and Maternal Education 6.4 Limitations and Suggestions for Future Research References Finger Movements and Eye Movements During Adults’ Silent and Oral Reading 1 Introduction 2 Oculomotor Coordination in Visual Decoding 3 Natural Reading and Reading Tasks 4 The Experiment 4.1 Participants 4.2 Design 4.3 Materials 4.4 Procedure 4.4.1 Eye-Tracking Protocol 4.4.2 Finger-Tracking Protocol 4.5 Data Processing and Measures 4.5.1 Eye-Tracking 4.5.2 Finger-Tracking 5 Data Analysis 5.1 Eye-Tracking 5.2 Finger-Tracking 5.3 Finger-Tracking vs. Eye-Tracking 6 Discussion 7 Conclusions References Part IV: Social and Environmental Diversity Development in Diverse Socioeconomic Environments: How Resilient Are Different Language Domains? 1 Introduction 2 Socioeconomic Status, Input, and Early Language Outcomes 3 Conceptual Framework and the Current Study 3.1 Morphology, a Resilient Component of Turkish Grammar? 3.2 Research Questions 4 Method 4.1 Participants 4.2 Data 4.3 Study Variables 5 Results 5.1 SES Effects on Rate of Growth of Vocabulary, Inflectional Morphology and Morphosyntax 5.1.1 Vocabulary 5.1.2 Noun and Verb Inflections 5.1.3 MLU 5.2 SES Effects on Time of Emergence of Differences Between Groups in the Three Domains 5.2.1 Vocabulary 5.2.2 Noun and Inflections 5.2.3 MLU 6 Discussion and Conclusion References Morphological Verb Families in German-Speaking Children and Parents of Two SES Backgrounds According to a Groundbreaking Model by Dorit Ravid and Colleagues 1 Introduction 2 Patterns of Verb Derivation in the Acquisition of Hebrew and German 3 Socioeconomic Status (SES), a Crucial Factor in Children’s Language Acquisition 4 Method 4.1 Participants 4.2 Procedure 5 Results 5.1 Lemmas 5.2 Tokens 6 Discussion, Conclusion and Outlook References Early Literacy Intervention Programs for Populations at Risk 1 Introduction 2 Early Literacy Intervention Programs 3 The Case of Three Tutoring Programs for Early Literacy Enhancement 4 Summarizing the Three Programs 5 Conclusion 6 Conditions Required for Future Scalability References Tel Aviv University Helps Bridge Linguistic Gaps in School-Age Immigrant Children; Preliminary Outcomes of a Language Intervention Program (LIP) 1 Introduction 2 Choice of the Target Group (TG) 3 Selection of the Language Assessment Battery 4 Language Proficiency of the Target Group (TG) 5 Language Intervention Program (LIP) 5.1 The Intervention Protocol 5.2 Language Therapy 5.3 Guiding Sessions for the Teachers 6 Efficacy of the LIP 6.1 Comparing the Progress of the Two Groups (IG vs. CG) 6.2 Second Measurement Scores vs. the Norms of L-SES Peers 7 Discussion 7.1 The Efficacy of LIP 7.2 The Benefits of Academic Intervention in the Community 8 Summary and Conclusions References Children of Asylum Seekers and Migrant Workers in Israel: Language and Identity Dilemmas 1 Introduction 2 The Israeli Immigration Context 3 Language and Identity in the Context of Immigration 4 The Present Study 5 Method 6 Findings 6.1 Language and Belongingness 6.2 The Risk of Deportation and the Acquisition of Hebrew 6.3 Familial, Educational, and Linguistic Spaces 7 Discussion 7.1 The Educational Angle 7.2 The Emotional Angle 7.3 The Family Angle 8 Summary References Children’s Command of Plural Marking on Hebrew Nouns: Evidence from Russian-Hebrew Bilingual Acquisition 1 Gender and Number in Russian and Hebrew 2 Hebrew Plural Morphology in Monolingual and Russian-Hebrew Bilingual Development 3 The Current Study 4 Method 5 Results 5.1 Whole Word Level 5.2 Stem Errors 5.3 Suffix Errors 6 Discussion 6.1 Identity in Acquisition Patterns 6.2 Rapid Acquisition of the Hebrew Morphological Rules in Russian-Hebrew Bilingualism 6.3 Differences in the Error Patterns of the Two Backgrounds 7 Main Conclusions References Part V: Clinical Perspectives Morphosyntactic Development After Auditory Brainstem Implantation in Three Dutch-Speaking Children with Profound Hearing Loss 1 Introduction 1.1 Auditory Brainstem Implantation: History and Incidence 1.2 Paediatric Auditory Brainstem Implantation 1.3 The Present Study 2 Method 2.1 Participants 2.1.1 Children with ABI 2.1.2 Control Groups 2.2 Data Collection and Transcription 2.3 Data Analyses 2.4 Statistical Analyses 3 Results 3.1 Descriptive Comparisons Between Groups 3.2 Statistical Analyses: Comparisons on Hearing Age 4 Discussion 4.1 Group Comparisons 4.2 Individual Variation in Children with ABI 4.3 Concluding Remarks References Modality Effects in the Representation of the Root Morpheme in the Mental Lexicon of Hebrew-Speaking Adults with Dyslexia 1 Introduction 2 Implicit Morphological Processing and the Priming Paradigm 3 Hebrew Morphology 4 Visual Priming in Dyslexia 5 Auditory Priming in Dyslexia 6 General Conclusions References The Clinical Profile of Young Children with ASD – Research and Clinic Under One Roof 1 The Earliest Clinical Descriptions of ASD 2 Focal Areas of difficulty in ASD – Contemporary Views 2.1 Social Communication and Interaction 2.1.1 Eye Contact and Atypical Gaze Behaviors 2.1.2 Emotional Engagement in Dyadic and Triadic Adult- Child Interactions 2.1.3 Symbolic Play in Young Children with ASD 2.1.4 The Development and Use of Language in Comprehension and in Production 2.1.5 Speech Intelligibility – Pitch, Voicing and Intonation in ASD 2.2 Restricted and Repetitive Behaviors and Interests (RRBI) 3 Concluding Thoughts References Part VI: Hebrew Linguistics On the Role of Suffixes in the Formation of Hebrew Nouns and Adjectives 1 Introduction 2 Adjective Formation 3 Nominalizations/Gerunds 4 Agents and Agentive Adjectives 5 Instruments 6 Location Patterns 7 Diminution Patterns 8 Conclusion References Tracking a Morphological Pattern: miCCaC in Hebrew 1 Introduction 2 Roots and Patterns in Modern Hebrew 3 The Pattern miCCaC and Its Morphophonemic Variants 3.1 General Comments 3.2 The Data 3.3 Phonological Factor 3.4 Morphological Factors 3.5 Interaction Between Phonological and Morphological Factors 3.6 Miscellaneous 3.7 Summary 4 The Semantic Load of miCCaC 5 Conclusion References Life and Death Expressions in Hebrew Through Time 1 Introduction 2 Life and Death Expressions in Contemporary Hebrew 2.1 Life Expressions 2.2 Death Expressions 3 Diachronic Paths 3.1 The Use of Life and Death Expressions in Earlier Hebrew Strata 3.2 Mechanisms of Change 4 Conclusions References