Journal of speech, language, and hearing research : JSLHR最新文献

{"title":"Multimodal Language Processing in Children With Developmental Language Disorder: The Influence of Verbal and Visuospatial Memory.","authors":"Albert Giberga, Núria Esteve-Gibert","doi":"10.1044/2026_JSLHR-25-00734","DOIUrl":"https://doi.org/10.1044/2026_JSLHR-25-00734","url":null,"abstract":"<p><strong>Purpose: </strong>This study investigates how verbal and visuospatial memory capacities contribute to the processing and comprehension of pragmatic meanings that are expressed multimodally in children with and without developmental language disorder (DLD).</p><p><strong>Method: </strong>Seventy-seven children (33 with DLD, 44 typically developing [TD]), aged 5-10 years, completed standardized memory tasks and participated in a visual-world eye-tracking experiment assessing both online processing and offline comprehension of sentences with simple and complex pragmatic meanings (interrogativity and indirect requests, respectively). Sentences were presented under three conditions: baseline (no prosodic nor gestural cues to target meanings), prosodically enhanced (target meanings enhanced through prosodic cues), and multimodally enhanced (target meanings enhanced through prosodic and gestural cues).</p><p><strong>Results: </strong>In accordance with previous findings, children with DLD showed significantly lower verbal and visuospatial memory scores than their TD peers, with more pronounced difficulties in the verbal domain. Higher verbal memory was associated with more attention to the audiovisually presented speaker during online sentence processing in general, regardless of the experimental condition or children's group. Visuospatial memory predicted children's ability to benefit from prosodic and multimodal cues in offline comprehension in both groups, particularly when interpreting pragmatically complex meanings.</p><p><strong>Conclusion: </strong>These findings suggest that, in children both with and without DLD, verbal memory engages online attention during multimodal language processing in general, and visuospatial memory plays a bigger role in comprehending multimodal information that signals complex communicative intents.</p>","PeriodicalId":520690,"journal":{"name":"Journal of speech, language, and hearing research : JSLHR","volume":" ","pages":"1-14"},"PeriodicalIF":2.2,"publicationDate":"2026-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148993586","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Acoustic and Perceptual Speech Production Differences in Preschoolers With a History of Late and Typical Talking.","authors":"Philip Curtis, Amanda Seidl, Boshang Yin, Sharon Christ, Arielle Borovsky","doi":"10.1044/2026_JSLHR-25-00758","DOIUrl":"https://doi.org/10.1044/2026_JSLHR-25-00758","url":null,"abstract":"<p><strong>Purpose: </strong>While an emerging body of research has demonstrated that late talkers (LTs) show continued subclinical deficits in language abilities, less is known about their development of speech production skills. The current study investigated speech production abilities among 3-year-old children with a history of late talking (hLTs) or typical talking (hTTs) using three measures of speech production skills.</p><p><strong>Method: </strong>We assessed speech production skills in a sample of 3-year-old children who were previously identified as LTs or typical talkers (44 hTTs, 31 hLTs) using a norm-referenced assessment of articulation abilities, a caregiver-report measure of speech intelligibility, and fine-grained acoustic analyses of both earlier- and later-acquired speech contrasts. We compared groups using continuous measures of performance.</p><p><strong>Results: </strong>Across all three measurement methods/types, hLTs showed poorer speech production skills compared to hTTs.</p><p><strong>Conclusions: </strong>This study demonstrates that, like on measures of lexical and syntactic development, hLTs experience subclinical differences in speech production skills during the preschool period. Furthermore, these differences were detected using three distinct measurement types that varied in resource intensity and granularity. We consider theoretical and clinical implications.</p><p><strong>Supplemental material: </strong>https://doi.org/10.23641/asha.33618868.</p>","PeriodicalId":520690,"journal":{"name":"Journal of speech, language, and hearing research : JSLHR","volume":" ","pages":"1-16"},"PeriodicalIF":2.2,"publicationDate":"2026-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148993558","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Characterizing the Speech Breathing Kinematics of Older Adults With Presbyphonia.","authors":"Brian Saccente-Kennedy, Jessica E Huber, Maude Desjardins, Martin Wiegand, Matthew Maddocks, Roganie Govender","doi":"10.1044/2026_JSLHR-26-00117","DOIUrl":"https://doi.org/10.1044/2026_JSLHR-26-00117","url":null,"abstract":"<p><strong>Background: </strong>Age-related changes to laryngeal and respiratory systems contribute to presbyphonia, yet the speech breathing behaviors that accompany or exacerbate ageing voice problems remain poorly characterized. This study examined speech breathing kinematics in older adults with presbyphonia and compared them with published data from vocally healthy peers.</p><p><strong>Method: </strong>Thirty-five adults with presbyphonia (20 men, 15 women; <i>M</i>_age = 79.8 years) completed reading and monologue tasks in comfortable and background noise conditions while inductive plethysmography and calibrated acoustics were recorded. Primary outcome was lung volume initiation (LVI) expressed as % vital capacity (%VC) relative to end-expiratory level. Secondary measures included lung volume termination (LVT), lung volume excursion (LVE), LVE per syllable, expiratory flow, inspiratory flow, utterance length, rate of speech, and sound pressure level. Group and noise condition comparisons were made against normative cohorts using two-sample <i>t</i> tests and descriptive comparisons; mixed-effects models assessed utterance length effects.</p><p><strong>Results: </strong>Compared with typical older adults, participants with presbyphonia initiated speech at significantly lower LVI across tasks and loudness conditions (mean difference monologue: -8.8 %VC and -15.4 %VC, <i>p</i> = .004 and <i>p</i> < .001; mean difference loud monologue: -11.5 %VC, <i>p</i> = .008; mean difference oral reading: -7.8 %VC, <i>p</i> < .001). They also showed descriptively smaller LVE, shorter utterances, faster speech, higher expiratory flows, and markedly lower inspiratory flows. In noise, presbyphonic speakers increased LVI, LVE, and inspiratory flow, whereas typical older adults did not. Utterance length influenced LVI, LVT, rate of speech, and expiratory flow in both groups, though presbyphonic speakers exhibited greater expiratory flow reductions and smaller speech rate increases from already elevated baselines.</p><p><strong>Conclusions: </strong>Older adults with presbyphonia show a distinct speech breathing profile: lower LVI, reduced LVE, shorter utterances and faster rates of speech, elevated expiratory flow, and lower inspiratory flow, all of which partially normalize with increased speech intensity. These findings suggest that altered respiratory kinematics may be part of the symptomatology of presbyphonia. Clinical management should consider speech breathing alongside laryngeal-focused interventions. Future studies should include contemporaneous, well-matched controls and determine whether respiratory-focused therapies improve speech breathing patterns and voice outcomes.</p>","PeriodicalId":520690,"journal":{"name":"Journal of speech, language, and hearing research : JSLHR","volume":" ","pages":"1-24"},"PeriodicalIF":2.2,"publicationDate":"2026-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148979293","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Effect of Vowel Type on Aerodynamic Measures of Estimated Subglottal Pressure and Airflow.","authors":"Shaheen N Awan, Jordan A Awan, Victoria S McKenna, Sophia Gifford, Emily Burns, Zheming Sun, Jun Chen, David A Eddins","doi":"10.1044/2026_JSLHR-26-00135","DOIUrl":"https://doi.org/10.1044/2026_JSLHR-26-00135","url":null,"abstract":"&lt;p&gt;&lt;strong&gt;Introduction: &lt;/strong&gt;The purpose of this study was to investigate the potential effect of factors such as tongue height and advancement and vocal tract constrictions on aerodynamic measures of voice (mean airflow [MAF] and estimated subglottal pressure [Psub]). A key question was whether the choice of elicitation vowel would have a substantial impact on normative expectations and subsequent clinical decision making that may be based on measures of MAF or Psub.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Method: &lt;/strong&gt;Forty-three nondysphonic male (&lt;i&gt;n&lt;/i&gt; = 13) and female (&lt;i&gt;n&lt;/i&gt; = 30) participants between the ages of 18 and 30 years were tested using the Phonatory Aerodynamic System (Model 6600, Pentax Medical Inc.). MAF was measured from sustained vowels /i/, /u/, and /α/ in their comfortable pitch and loudness using the comfortable sustained phonation protocol. MAF and Psub were also measured from repetitions of the syllable /pV/, where V was the target vowel (/i, u, α/. Measurement of vocal fundamental frequency (&lt;i&gt;F&lt;/i&gt;0) during vowel production in the aforementioned protocols was also measured. The order of sustained vowel versus syllable production tasks and the target vowels were counterbalanced across subjects.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Results: &lt;/strong&gt;Analysis of MAF in comfortable sustained phonation showed a significant main effect of vowel type (small effect size), with post hoc analysis indicating that the MAF observed for /i/ was significantly lower than that observed for /α/ (0.139 vs. 0.152 L/s, respectively). MAF for the vowel /u/ fell in between (0.147 L/s), with differences in MAF between /i/ versus /u/ and /α/ versus /u/ being nonsignificant. In contrast, the analysis of MAF in syllable context showed no significant main effect of vowel. The main effect of vowel was significant for measures of Psub obtained in the syllable context (small effect size), with syllables including the high-impedance vowel /i/ observed to have significantly higher Psub compared with syllables including the low-impedance vowel /α/ (7.96 vs. 7.54 cm H&lt;sub&gt;2&lt;/sub&gt;O, respectively). Mean Psub for the syllables including /u/ was again observed to fall in between (7.64 cm H&lt;sub&gt;2&lt;/sub&gt;O), with differences in Psub between /i/ versus /u/ and /α/ versus /u/ being nonsignificant. Measures of MAF and Psub from different vowel contexts were highly correlated. Vocal &lt;i&gt;F&lt;/i&gt;0 was not observed to be a significant predictor of MAF or Psub.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Conclusions: &lt;/strong&gt;Although the generally small effect sizes for the effect of vowel type on aerodynamic measures indicate that this finding may be of little practical significance, the results of this study support the view that vowel type has a predictable and measurable effect on measures of MAF (in comfortable sustained phonation) and Psub in syllable context. Supraglottal impedance changes secondary to articulatory differences between vowels are primarily responsible for the differences between vowels on MAF and Psub versus &lt;i","PeriodicalId":520690,"journal":{"name":"Journal of speech, language, and hearing research : JSLHR","volume":" ","pages":"1-12"},"PeriodicalIF":2.2,"publicationDate":"2026-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148946516","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Multi-Atlas-Based Segmentation of Pediatric Vocal Tract Anatomy in Dynamic Magnetic Resonance Imaging.","authors":"Hahn Kang, Fangxu Xing, Imani R Gilbert, Jiyoon Kim, Abigail Kostolansky, Bradley Sutton, Jonghye Woo, Jamie L Perry","doi":"10.1044/2026_JSLHR-25-00495","DOIUrl":"10.1044/2026_JSLHR-25-00495","url":null,"abstract":"<p><strong>Purpose: </strong>Segmentation of velopharyngeal and vocal tract anatomy is crucial for quantifying structures and analyzing dynamics during speech. Automatic methods are needed to replace labor-intensive and poorly reproducible manual segmentation. To address this, we compared four multi-atlas-based methods to determine which provides the most accurate segmentation of the tongue, velum, and adenoid and how segmentation accuracy varies with the number of temporal frames.</p><p><strong>Method: </strong>Five spatiotemporal atlases of speech tasks were built, each with around 80 frames. We performed diffeomorphic registration of 10-40 frames of each atlas, then propagated labels to evaluate how the number of frames impacts performance. Four label fusion techniques-majority voting label fusion (MVLF), simultaneous truth and performance level estimation (STAPLE), multi-atlas label fusion (MALF), and corrective learning (CL)-were applied to evaluate segmentation accuracy. Performance was assessed using dice similarity coefficient (DSC) values across increasing numbers of input frames (10-40).</p><p><strong>Results: </strong>CL consistently produced the highest segmentation accuracy, with average DSC improving from 0.89 at 10 frames to 0.92 at 40 frames. In contrast, MVLF, STAPLE, and MALF showed relatively flat trends, with DSC values ranging from 0.82 to 0.87. Statistical analysis confirmed that only CL exhibited a significant positive association between frame count and DSC.</p><p><strong>Conclusions: </strong>CL demonstrates superior performance in segmenting pediatric vocal tract structures in dynamic magnetic resonance imaging, particularly as the number of temporal frames increases. These findings support the use of CL in analyzing speech-related anatomy and highlight its potential to replace manual segmentation in small specialized data sets.</p><p><strong>Supplemental material: </strong>https://doi.org/10.23641/asha.33107006.</p>","PeriodicalId":520690,"journal":{"name":"Journal of speech, language, and hearing research : JSLHR","volume":" ","pages":"4222-4231"},"PeriodicalIF":2.2,"publicationDate":"2026-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13577944/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148715159","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Interactive Effects of Executive Function and Language Ability on Children's Cross-Situational Word Learning.","authors":"Kimberly Crespo, Malvika Khandelwal, Gabriela Rushi","doi":"10.1044/2026_JSLHR-25-00736","DOIUrl":"10.1044/2026_JSLHR-25-00736","url":null,"abstract":"<p><strong>Purpose: </strong>This study examined whether executive function (EF) skills predict cross-situational word learning (CSWL) in children and whether EF-CSWL relationships vary as a function of language ability, including in children with developmental language disorder (DLD).</p><p><strong>Method: </strong>Fifty monolingual English-speaking children 5-9 years of age completed a CSWL task in which they learned five novel words. EF was measured using indices derived from the dimensional change card sort task, indexing shifting, inhibitory control, and monitoring skills.</p><p><strong>Results: </strong>EF skills predicted CSWL, but critically, language ability moderated these effects. Specifically, statistical word learning performance improved as shifting and monitoring skills increased, but only in children with average-to-high language skills. Weaker EF skills attenuated the benefit of language ability on statistical word learning in children with robust language systems. Across models, EF explained little variance in CSWL performance in children with weaker language skills, including those with DLD. Inhibitory control, as measured here, played a minimal role in CSWL across children with different language profiles. Lastly, language ability uniquely predicted CSWL, and performance improved with age.</p><p><strong>Conclusions: </strong>The findings refine theoretical accounts of CSWL by showing that statistical word learning may depend on the dynamic interplay between executive control and language ability. Results indicate that poor CSWL in children may not stem from a deficit in a single domain (e.g., language or EF), especially among children with weaker or atypical language profiles. These results underscore the need for language acquisition models to incorporate EF-language interactions.</p><p><strong>Supplemental material: </strong>https://doi.org/10.23641/asha.33061790.</p>","PeriodicalId":520690,"journal":{"name":"Journal of speech, language, and hearing research : JSLHR","volume":" ","pages":"4368-4390"},"PeriodicalIF":2.2,"publicationDate":"2026-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13577951/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148623821","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Fundamental Frequency and Noise Effects on Sentence Recognition in Mandarin-Speaking Autistic Children: The Role of Cognitive Abilities.","authors":"Fei Chen, Longjie Dong","doi":"10.1044/2026_JSLHR-25-01007","DOIUrl":"10.1044/2026_JSLHR-25-01007","url":null,"abstract":"<p><strong>Purpose: </strong>Previous studies have shown that Mandarin-speaking autistic children exhibit atypical pitch processing and their speech perception is easily affected by noise. This study examined how fundamental frequency (<i>F</i>0) contour and background noise affect Mandarin sentence recognition in autistic children, and evaluated the roles of verbal intelligence (VIQ), nonverbal intelligence (NVIQ), and working memory (WM) as cognitive predictors.</p><p><strong>Method: </strong>Thirty Mandarin-speaking autistic children and 31 age-matched typically developing (TD) controls completed an open-set sentence recognition task under four conditions: natural <i>F</i>0 (NF0) versus flat <i>F</i>0 (FF0) in quiet and in speech-shaped noise at 10 dB SNR. Performance was scored as percent correct monosyllables. VIQ and NVIQ were assessed using the Wechsler Intelligence Scale, and WM was assessed via forward digit span.</p><p><strong>Results: </strong>Both the ASD and TD groups showed reduced accuracy when <i>F</i>0 contours were flattened and in the presence of noise. The performance of autistic children declined disproportionately under FF0 conditions, whereas they matched TD peers when the <i>F</i>0 was natural. Noise imposed a similar energetic-masking effect across both groups. Within the ASD group, correlational analyses revealed that under NF0, WM was significantly associated with sentence recognition in quiet, and both VIQ and WM were significantly associated with performance in noise. NVIQ showed no significant association under any listening condition. When <i>F</i>0 contours were flattened, none of the cognitive measures correlated with recognition accuracy.</p><p><strong>Conclusions: </strong>Autistic children rely on intact prosodic cues for sentence intelligibility, and higher order verbal abilities and working memory can only compensate when these cues are preserved. Therefore, interventions should integrate prosody-focused listening training with support for cognitive-linguistic skills to enhance speech comprehension in autistic individuals.</p>","PeriodicalId":520690,"journal":{"name":"Journal of speech, language, and hearing research : JSLHR","volume":" ","pages":"4132-4147"},"PeriodicalIF":2.2,"publicationDate":"2026-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148623804","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Reading Comprehension and Orthographic Consistency: Modeling Direct and Indirect Pathways in Children With Reading Difficulties.","authors":"Rachel Schiff, Ayelet Sasson","doi":"10.1044/2026_JSLHR-25-00807","DOIUrl":"10.1044/2026_JSLHR-25-00807","url":null,"abstract":"<p><strong>Purpose: </strong>This study examined how orthographic transparency shapes reading comprehension (RC) among third-grade students with reading difficulties (RD). Hebrew provides a within-language test case that features both transparent and opaque scripts, thus minimizing confounds that arise in cross-language comparisons.</p><p><strong>Method: </strong>Using path analysis, we modeled the direct and indirect associations of phonological awareness (PA), morphological awareness (MA), orthographic processing, morphosyntactic awareness (MSA), vocabulary, word reading fluency, and executive function (EF) skills with RC in each script. Participants were 231 monolingual Hebrew-speaking students with RD.</p><p><strong>Results: </strong>Results revealed that, in vowelized texts, PA had the strongest association with RC, while in unvowelized texts, cognitive flexibility, MA, MSA, and vocabulary played more central roles. Word reading fluency was associated with RC in both scripts, although the association was stronger in the opaque script. EF skills were indirectly associated with RC via linguistic and literacy pathways in both models, with cognitive flexibility additionally showing a direct association in the unvowelized condition.</p><p><strong>Conclusions: </strong>These findings provide empirical support for the shifting cognitive and linguistic demands across scripts. Implications for instruction suggest that interventions for RD be adapted based on orthographic consistency.</p><p><strong>Supplemental material: </strong>https://doi.org/10.23641/asha.33213498.</p>","PeriodicalId":520690,"journal":{"name":"Journal of speech, language, and hearing research : JSLHR","volume":" ","pages":"4348-4367"},"PeriodicalIF":2.2,"publicationDate":"2026-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148805356","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Adolescents Activate Phonology When Reading Familiar Words.","authors":"Jina Kim, Emily Zrostlik, Kristi Hendrickson","doi":"10.1044/2026_JSLHR-25-00531","DOIUrl":"10.1044/2026_JSLHR-25-00531","url":null,"abstract":"<p><strong>Purpose: </strong>A central debate in reading research is how phonology functions in written word recognition. There are different perspectives, from the idea that phonology is automatically engaged to access word meaning (prelexical coding) to the opposing view that phonology plays no role in meaning activation (postlexical coding). To tease apart these perspectives, we employed a newly developed written word version of the visual world paradigm (VWP) to measure the real-time activation of phonology during familiar-word reading in adolescents.</p><p><strong>Method: </strong>A total of 30 monolingual adolescents aged 11-14 years were tested using a novel written word version of the VWP. In this paradigm, participants saw four pictures on a screen and clicked the picture of the word they read (e.g., \"BAT\") while their eye movements were tracked. Pictures represented the target word (e.g., \"BAT\"), two unrelated words (e.g., \"HOOF,\" \"MILK\"), and an anadrome (e.g., \"TAB\"). Anadromes, which can be orthographic and phonological such as \"BAT\"-\"TAB,\" orthographic such as \"LEG\"-\"GEL,\" or phonological such as \"JAB\"-\"BADGE,\" separate phonology from orthography.</p><p><strong>Results: </strong>Our finding indicates that phonological anadromes were activated early and robustly, supporting the prelexical view. A comparison with adults demonstrates that phonological activation was similar across age groups, although it was stronger in adolescents.</p><p><strong>Conclusions: </strong>These results from the current study suggest that readers consistently activate phonology, even for familiar words, regardless of age or language proficiency. This finding provides additional empirical support for phonics-based approaches to reading instruction.</p>","PeriodicalId":520690,"journal":{"name":"Journal of speech, language, and hearing research : JSLHR","volume":" ","pages":"4251-4267"},"PeriodicalIF":2.2,"publicationDate":"2026-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148582095","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Academic English Language Screeners: Gatekeepers for Multilingual Learners.","authors":"Jeannette Mancilla-Martinez, Phoebe J Ahn, Bhabika Joshi","doi":"10.1044/2026_JSLHR-25-00903","DOIUrl":"10.1044/2026_JSLHR-25-00903","url":null,"abstract":"<p><strong>Purpose: </strong>This article describes the gatekeeping nature of academic English language screeners for multilingual learners. It highlights inequities in current English learner identification practices, advocates for universal academic language screening, and emphasizes the need for teacher training to support academic language development for all students, regardless of home language background.</p><p><strong>Conclusion: </strong>The article argues that more equitable and comprehensive identification practices, paired with strengthened teacher training, are essential to ensure that all students receive appropriate language support and are not disadvantaged by current screening systems.</p>","PeriodicalId":520690,"journal":{"name":"Journal of speech, language, and hearing research : JSLHR","volume":" ","pages":"4436-4441"},"PeriodicalIF":2.2,"publicationDate":"2026-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148564310","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}