In this paper we highlight why there is a need to examine subcortical learning systems in
children with language impairment and dyslexia, rather than focusing solely on cortical …

The Language Experience and Proficiency Questionnaire (LEAP-Q) is a validated
questionnaire tool for collecting self-reported proficiency and experience data from bilingual …

Frequency-following responses (FFRs) are neurophonic potentials that provide a window
into the encoding of complex sounds (eg, speech/music), auditory disorders, and …

Developmental disorders of language include developmental language disorder, dyslexia,
and motor-speech disorders such as articulation disorder and stuttering. These disorders …

Adults struggle to learn non-native speech contrasts even after years of exposure. While
laboratory-based training approaches yield learning, the optimal training conditions for …

The processes underlying word reading are shaped by statistical properties of the writing
system. According to some theoretical perspectives, reading acquisition should be …

Although challenging, adults can learn non-native phonetic contrasts with extensive training
[1, 2], indicative of perceptual learning beyond an early sensitivity period [3, 4]. Training can …

Developmental dyslexia is commonly thought to arise from specific phonological
impairments. However, recent evidence is consistent with the possibility that phonological …

Humans are born as “universal listeners” without a bias toward any particular language.
However, over the first year of life, infants' perception is shaped by learning native speech …

Adult listeners often struggle to learn to distinguish speech sounds not present in their native
language. High-variability training sets (ie, stimuli produced by multiple talkers or stimuli that …