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…

This paper analyses disfluencies and ungrammatical expressions in the speech of 11-13-year-old Finnish-speaking boys with ASD (N = 5) and with neurotypical development (N = 6). The ASD data were from authentic group therapy sessions and neurotypical data from teacher-led group discussions. The proportion of disfluencies and ungrammatical…

Purpose: This study investigated the auditory comprehension of Japanese sentences including relative clauses (RCs) by 52 Japanese-speaking children with typical development (TD) and 16 children with specific language impairment (SLI). Method: A picture-pointing task measured RC and main clause (MC) comprehension for object and subject relatives in…

Most current models of sentence comprehension assume that the human parsing mechanism (HPM) algorithmically computes detailed syntactic representations as basis for extracting sentence meaning. These models share the assumption that the representations computed by the HPM accurately reflect the linguistic input. This assumption has been challenged…

The ability of 22 phonologically disordered and normally speaking children's ability to process (phonologically, syntactically, and semantically) spoken language was evaluated. No differences between groups was found in number of errors, pattern of errors, or reaction times when monitoring sentences for target words, irrespective of sentence type.…

Based on part of a doctoral dissertation submitted to the Sate University of New York at Buffalo. (VM)

In deciding what grammar should be taught, teachers of English as a second language can notice and record common errors (goofs) made by their students. It is possible to expose all types of goofs, state the rules to correct them, acquaint the teacher with the types of goofs made by persons from all over the world, and give them the grammar…

Three studies investigated the comprehension of sentences containing the focus particle "only" by children and adults. Contrary to previous findings, two of the studies found that young children made errors predominantly by failing to process contrast information rather than errors in which they failed to use syntactic information to…

This study examined the interaction between working memory and language comprehension in children with specific language impairment (SLI), focusing on the function of the central executive component and its interaction with the phonological loop (A. D. Baddeley, 1986) in complex working memory tasks. Thirteen children with SLI and 13 age-matched…

Seven research-based papers on writing disorders of learning-disabled college students are listed and reviewed. The papers deal with persistent auditory language deficits in adults with learning disabilities; error patterns and instructional alternatives relating to college learning-disabled writers; syntactic complexity in written expression;…

This work is intended to find replies to practical questions, such as how well native speakers of Spanish are decoded by native speakers of English, which errors interfere with decoding by the listener, and what the implications of the study might be for teaching. Fifteen Chileans were asked to tell stories in English, and several panels of native…

The reflections in this paper represent part of a study of disadvantaged 13 to 15 year-old children of immigrants in Switzerland. This section deals with the process of learning spelling. In order to observe the students' learning, the same dictation was given four times during the school year. The results were studied intuitively and…