Here we report a longitudinal follow-up of 103 children with low or typical IQ and good or poor word reading, first studied by Kuppen, Huss, Fosker, Mead, and Goswami (2011). Our current goal was to explore whether different basic auditory processing measures taken 14 months previously would predict development in word reading and phonology in this sample. We also assessed the stability over time for the associations among basic auditory processing, phonology, and reading reported by Kuppen et al. (2011) for low IQ readers. The auditory processing measures showed significant longitudinal relations with both reading and phonology, and associations between the measures were largely stable over time. The data suggest that basic auditory processing skills and phonological skills, rather than IQ, determine a child's progress in word reading, throwing light on the fundamental biological mechanisms that determine reading development. Children with low IQ and poor reading should thus be treated in the same way as children with an IQ-discrepancy defined reading disability, both in research studies and in terms of gaining access to targeted remediation.

Children's reading and spelling errors show that orthographic learning involves complex interactions with phonology, morphology, and meaning throughout development. Even young children seek to make their visual word recognition strategies linguistically coherent. Orthographic knowledge gained through spelling affects reading, and vice versa. Developmental data support Frost's claim that letter-coding flexibility reflects the optimization of encoding resources in a highly developed system.

In the current study, we explore the influence of orthographic knowledge on phonological awareness in children with cochlear implants and compare developmental associations to those found for hearing children matched for word reading level or chronological age. We show an influence of orthographic knowledge on syllable and phoneme awareness in deaf and hearing children, but no orthographic effect on rhyme awareness. Nonorthographic rhyme awareness was a significant predictor of reading outcomes for all groups. However, whereas receptive vocabulary knowledge was the most important predictor of word reading variance in the cochlear implant group, rhyme awareness was the only important predictor of word reading variance in the reading level matched hearing group. Both vocabulary and rhyme awareness were equally important in predicting reading in the chronological age-matched hearing group. The data suggest that both deaf and hearing children are influenced by orthography when making phonological judgments, and that phonological awareness and vocabulary are both important for reading development.

The issue of abstractness raises two distinct questions. First, is there a format-independent magnitude representation? Second, does analogue magnitude really play a crucial role in the development of human mathematics? We suggest that neither developmental nor cultural studies support this notion. The field needs to redefine the properties of the core number representation as used in human arithmetic.

Three experiments were conducted to compare the development of orthographic representations in children learning to read English, French, or Spanish. Nonsense words that shared both orthography and phonology at the level of the rhyme with real words (cake-dake, comic-bomic), phonology only (cake-daik, comic-bommick), or neither (faish, ricop) were created for each orthography. Experiment I compared English and French children's reading of nonsense words that shared rhyme orthography with real words (dake) with those that did not (daik). Significant facilitation was found for shared rhymes in English, with reduced effects in French. Experiment 2 compared English and French children's reading of nonsense words that shared rhyme phonology with real words (daik) with those that did not (faish). Significant facilitation for shared rhyme phonology was found in both languages. Experiment 3 compared English, French, and Spanish children's reading of nonsense words (dake vs. faish) and found a significant facilitatory effect of orthographic and phonological familiarity for each language. The size of the familiarity effect, however, was much greater in the less transparent orthographies (English and French). These results are interpreted in terms of the level of phonology that is represented in the orthographic recognition units being developed by children who are learning to read more and less transparent orthographies.

Leech et al.'s demonstration that analogical reasoning can be an emergent property of low-level incremental learning processes is critical for analogical theory. Along with insights into neural learning based on the salience of dynamic spatio-temporal structure, and the neural priming mechanism of repetition suppression, it establishes relational primacy as a plausible theoretical description of how brains make analogies.

It is now 5 years since we took over the Editorship of Applied Psycholinguistics. In that time, we have endeavored to refocus the journal toward empirical work in psychology and linguistics across languages and learners. We introduced a new subtitle for the journal to this effect, and we have produced Special Issues reflecting current “hot topics” in the field, for example, the role of genetics in developmental language disorders (January 2005), grammatical processing in language learners (January 2006), nonword repetition and word learning (October 2006), and the upcoming Special Issue on language acquisition and bilingualism, reflecting on the consequences for a multilingual society. We have been delighted to see that the impact factor of the journal is now at 1.37 and that the number of submissions based on cross-language comparisons continues to increase. We welcome this trend, as in our view a cross-language approach to studying the psychological processes involved in language is particularly likely to discover fundamental processes, developments, and impairments.

In this issue of Applied Psycholinguistics, we present a first annual Keynote Article. The article itself, in this case by Harald Clahsen and Claudia Felser, is followed by the Commentaries of several other researchers. The authors then reply to the Commentaries. It is our hope that this format will provide our readers with an in-depth discussion of central and topical issues in psycholinguistic research. We are grateful to Drs. Clahsen and Felser for writing the initial keynote article as well as to the group of researchers who provided their thoughtful and rigorous commentary.

The notothenid species Trematomus bernacchii has previously been shown, by allozyme analysis, to be a complex of two cryptic species, one of which being more closely related to T. hansoni than to the other T. bernacchii cryptic species. Two T. bernacchii colour morphs, “white blotch” and “brown”, at McMurdo Sound, may correspond to these cryptic species. In this study, we present mitochondrial DNA sequences of the 12S and 16S ribosomal regions for six “white blotch” morphs, eight “brown” morphs collected in McMurdo Sound, one individual collected off the Antarctic Peninsula, and two T. hansoni individuals from McMurdo Sound. These sequences were compared with those of T. bernacchii and T. hansoni in the literature. Based on 14 phylogenetically informative sequences, no differences were found between “white blotch” and “brown” morphs. Furthermore, only one substitution separated these sequences from the previously published T. hansoni sequence, while 10 substitutions separated them from the previously published T. bernacchii sequence. Misidentified specimens, and sequence misreadings may be at the origin of these discrepancies. However, the presence of cryptic species within T. bernacchii and T. hansoni is not ruled out.

Phonological awareness skills are critical for reading acquisition, yet relatively little is known about the origins of phonological awareness. This study investigates one plausible source of the emergence of phonological awareness, phonological neighbourhood density. As vocabulary grows, the number of similar-sounding words in the child's mental lexicon increases. This could create developmental pressure to develop awareness of sub-units within words such as syllables, rhymes and phonemes. If this is the case, then neighbourhood density effects should be discernible in phonological awareness tasks. Children should be more successful in these tasks with words from dense phonological neighbourhoods, as they should show greater awareness of sub-units within these words. We investigated this hypothesis in a group of 48 five-year-old children, most of whom were pre-readers. The five-year-olds with a high vocabulary age showed neighbourhood density effects in a rhyme oddity task, but five-year-olds with lower vocabulary ages did not. This suggests that vocabulary acquisition and consequent neighbourhood density effects are indeed one source of the emergence of phonological awareness skills in pre-readers.

It was predicted that children learning to read inconsistent orthographies (e.g., English) should show considerable flexibility in making use of spelling–sound correspondences at different unit sizes whereas children learning to read consistent orthographies (e.g., German) should mainly employ small-size grapheme–phoneme strategies. This hypothesis was tested in a cross-language blocking experiment using nonwords that could only be read using small-size grapheme–phoneme correspondences (small-unit nonwords) and phonologically identical nonwords that could be decoded using larger correspondences (large-unit nonwords). These small-unit and large-unit nonwords were either presented mixed together in the same lists or blocked by unit size. It was found that English children, but not German children, showed blocking effects (better performance when items were blocked by nonword type than in mixed lists). This suggests that in mixed lists, English readers have to switch back and forth between small-unit and large-unit processing, resulting in switching costs. These results are interpreted in terms of differences concerning the grain size of the phonological recoding mechanisms developed by English and German children.

Phonological awareness is important for reading development in hearing children, in whom it develops at the three consecutive levels of the syllable, rhyme, and phoneme. Deaf children typically have literacy difficulties, and previous research has been equivocal about whether deaf children can develop phonological awareness. Three experiments are presented that investigate the phonological skills of deaf children (mean age 11 years) at the three linguistic levels of syllable, rhyme, and phoneme. The first experiment showed that deaf children's syllable awareness can be equivalent to that of chronological age-matched hearing controls. In the second experiment, deaf children's ability to make rhyme judgements was above chance, but poorer than that of younger reading-matched hearing controls. The third experiment showed that deaf children could phonologically recode nonsense words at a level above chance, suggesting that they could draw on phonemic skills in certain conditions. We conclude that deaf children can develop phonological awareness, but that their phonological skills lag those of hearing children and may develop in different ways. Differences between our tasks and those used in other studies are discussed.

Goswami and Bryant (1990) proposed a theory of reading development based on three causal connections. One of these causal connections was based on the relationship between rhyming skills and reading development found in English. To explain this connection, they suggested that young readers of English used analogies based on rimes as one means of deciphering the alphabetic code. This proposal has recently become the subject of some debate. The most serious critique has been advanced by Seymour and his colleagues (Duncan, Seymour, & Hill, 1997; Seymour & Duncan, 1997; Seymour & Evans, 1994). These authors reported a series of studies with Scottish schoolchildren which, they claim, show that progression in normal reading acquisition is from a small unit (phonemic) approach in the initial stage to a large unit (rime-based) approach at a later stage. Two experiments are presented which replicate those conducted by Seymour and his group with samples of English schoolchildren. Different results are found. It is argued that methodological and instructional factors may be very important for the conceptual interpretation of studies attempting to pit “small” units (phonemes) against “large” units (onsets and rimes) in reading. In particular, it is necessary to consider whether a given phonological awareness task requires the recognition of shared phonological segments (“epilinguistic” processing) or the identification and production of shared phonological segments (metalinguistic processing). It is also important to take into account the nature of the literacy instruction being implemented in participating schools. If the phonological aspects of this tuition focus solely on phonemes (small units), then poor rime-level (large unit) performance may be found in metalinguistic tasks.

This commentary focusses on the evidence used by Halford et al. to support their postulated links between relational complexity and age differences in children's understanding of concepts. None of their developmental claims is consistent with recent cognitive-developmental research. Relational complexity must be an important variable in cognition, but it does not provide a satisfactory metric for explaining cognitive development.