Jusczyk, PW, Houston, DM, Newsome, M. The beginnings of word segmentation in english‐learning infants. Cogn Psychol 1999, 39:159–207. doi:10.1006/cogp.1999.0716.
Kuhl, PK. Early language acquisition: cracking the speech code. Nat Rev Neurosci 2004, 5:831–843. doi:10.1038/nrn1533.
Petitto, LA, Holowka, S, Sergio, LE, Ostry, D. Language rhythms in baby hand movements. Nature 2001, 413:35–36. doi:10.1038/35092613.
Werker, JF, Tees, RC. Cross‐language speech perception: evidence for perceptual reorganization during the first year of life. Infant Behav Dev 1984, 7:49–63. doi:10.1016/S0163-6383(84)80022-3.
Jasinska, KK, Petitto, L‐A. How age of bilingual exposure can change the neural systems for language in the developing brain: a functional near infrared spectroscopy investigation of syntactic processing in monolingual and bilingual children. Dev Cogn Neurosci 2013, 6:87–101. doi:10.1016/j.dcn.2013.06.005.
Szwed, M, Qiao, E, Jobert, A, Dehaene, S, Cohen, L. Effects of literacy in early visual and occipitotemporal areas of Chinese and French readers. J Cogn Neurosci 2014, 26:459–475. doi:10.1162/jocn_a_00499.
Curtin, S, Zamuner, TS. Understanding the developing sound system: interactions between sounds and words. WIREs Cogn Sci 2014, 5:589–602. doi:10.1002/wcs.1307.
Goswami, U. Phonological representations, reading development and dyslexia: towards a cross‐linguistic theoretical framework. Dyslexia 2000, 6:133–151. doi:10.1002/(SICI)1099-0909(200004/06)6:2%3C133::AID-DYS160%3E3.0.CO;2-A.
Petitto, L‐A, Holowka, S, Sergio, LE, Levy, B, Ostry, DJ. Baby hands that move to the rhythm of language: hearing babies acquiring sign languages babble silently on the hands. Cognition 2004, 93:43–73. doi:10.1016/j.cognition.2003.10.007.
Brentari, D, Coppola, M. What sign language creation teaches us about language. WIREs Cogn Sci 2013, 4:201–211. doi:10.1002/wcs.1212.
Petitto, L‐A, Marentette, PF. Babbling in the manual mode: evidence for the ontogeny of language. Science 1991, 251:1493–1496. doi:10.1126/science.2006424.
Petitto, L‐A. How the Brain Begets Language: The Cambridge Companion to Chomsky. Cambridge, UK: Cambridge University Press; 2005, 84–101. Available at: https://books.google.com/books?hl=en%26lr=%26id=I6CZ6wpNKeEC%26oi=fnd%26pg=PA84%26dq=petitto%2Bhow%2Bbrain%2Bbegets%2Blanguage%26ots=uigHpzAD3J%26sig=iXdJgmE5qmGmY2_Bo‐67TppnlZs.
Petitto, L‐A. New discoveries from the bilingual brain and mind across the life span: implications for education. Mind Brain Educ 2009, 3:185–197. doi:10.1111/j.1751-228X.2009.01069.x.
Saffran, JR, Senghas, A, Trueswell, JC. The acquisition of language by children. Proc Natl Acad Sci USA 2001, 98:12874–12875. doi:10.1073/pnas.231498898.
Harm, MW, Seidenberg, MS. Computing the meanings of words in reading: cooperative division of labor between visual and phonological processes. Psychol Rev 2004, 111:662–720. doi:10.1037/0033-295X.111.3.662.
Stone, A, Kartheiser, G, Hauser, PC, Petitto, L‐A, Allen, TE. Fingerspelling as a novel gateway into reading fluency in deaf bilinguals. PLoS One 2015, 10:e0139610. doi:10.1371/journal.pone.0139610.
Chomsky, N, Halle, M. The sound pattern of English; 1968. Available at: http://eric.ed.gov/?id=ED020511
Brentari, D. Modality differences in sign language phonology and morphophonemics. In: Meier, RP, Cormier, K, Quinto‐Pozos, D, eds. Modality and Structure in Signed and Spoken Languages. Cambridge, UK: Cambridge University Press; 2002, 35–64. Available at: https://books.google.com/books?hl=en%26lr=%26id=wkT8_WXozBsC%26oi=fnd%26pg=PA35%26dq=brentari%2Bmodality%2Bdifferences%2Bin%2Bsign%2Blanguage%2Bphonology%26ots=QOOU1faaqN%26sig=H4fFyP0WWeUkRLcUqRmX9rGKezw. (Accessed October 6, 2015).
Brentari, D. Effects of language modality on word segmentation: an experimental study of phonological factors in a sign language. In: Goldstein, L, Whalen, D, Best, C, eds. Papers in Laboratory Phonology, vol. 8. Berlin: Mouton de Gruyter; 2006, 155–164. Available: https://books.google.com/books?hl=en%26lr=%26id=2TkDVF86pzgC%26oi=fnd%26pg=PA155%26dq=brentari%2Beffects%2Bof%2Blanguage%2Bmodality%26ots=Hdm64VhYlZ%26sig=pIjIswCJWlyRO1WJyHeYyn‐i8M4. (Accessed October 6, 2015).
Brentari, D. Sign language phonology. In: Goldsmith, JA, Riggle, J, Yu, ACL, eds., 2nd ed. The Handbook of Phonological Theory. New York, NY: Wiley‐Blackwell; 2011, 691–721. doi:10.1002/9781444343069.ch21.
Petitto, L‐A, Berens, MS, Kovelman, I, Dubins, MH, Jasinska, K, Shalinsky, M. The “perceptual wedge hypothesis” as the basis for bilingual babies’ phonetic processing advantage: new insights from fNIRS brain imaging. Brain Lang 2012, 121:130–143. doi:10.1016/j.bandl.2011.05.003.
Baker, SA, Golinkoff, RM, Petitto, L‐A. New insights into old puzzles from infants’ categorical discrimination of soundless phonetic units. Lang Learn Dev 2006, 2:147–162. doi:10.1207/s15473341lld0203_1.
Petitto, LA. On the autonomy of language and gesture: evidence from the acquisition of personal pronouns in American Sign Language. Cognition 1987, 27:1–52. Available at: http://www.ncbi.nlm.nih.gov/pubmed/3691016.
Petitto, LA, Katerelos, M, Levy, BG, Gauna, K, Tétreault, K, Ferraro, V. Bilingual signed and spoken language acquisition from birth: implications for the mechanisms underlying early bilingual language acquisition. J Child Lang 2001, 28:453–496. Available at: http://www.ncbi.nlm.nih.gov/pubmed/11449947.
Petitto, L‐A, Holowka, S. Evaluating attributions of delay and confusion in young bilinguals: special insights from infants acquiring a signed and a spoken language. Sign Lang Stud 2002, 3:4–33. doi:10.1353/sls.2002.0025.
Blanchard, D, Heinz, J, Golinkoff, R. Modeling the contribution of phonotactic cues to the problem of word segmentation. J Child Lang 2010, 37:487–511. doi:10.1017/S030500090999050X.
Petitto, L‐A, Zatorre, RJ, Gauna, K, Nikelski, EJ, Dostie, D, Evans, AC. Speech‐like cerebral activity in profoundly deaf people processing signed languages: implications for the neural basis of human language. Proc Natl Acad Sci USA 2000, 97:13961–13966. doi:10.1073/pnas.97.25.13961.
Emmorey, K, Xu, J, Braun, A. Neural responses to meaningless pseudosigns: evidence for sign‐based phonetic processing in superior temporal cortex. Brain Lang 2011, 117:34–38. doi:10.1016/j.bandl.2010.10.003.
MacSweeney, M, Brammer, MJ, Waters, D, Goswami, U. Enhanced activation of the left inferior frontal gyrus in deaf and dyslexic adults during rhyming. Brain 2009, 132:1928–1940. doi:10.1093/brain/awp129.
Penhune, VB, Cismaru, R, Dorsaint‐Pierre, R, Petitto, L‐A, Zatorre, RJ. The morphometry of auditory cortex in the congenitally deaf measured using MRI. Neuroimage 2003, 20:1215–1225. doi:10.1016/S1053-8119(03)00373-2.
Emmorey, K, McCullough, S, Weisberg, J. Neural correlates of fingerspelling, text, and sign processing in deaf American Sign Language–English bilinguals. Lang Cogn Neurosci 2015, 30:749–767. doi:10.1080/23273798.2015.1014924.
Frost, R. Towards a universal model of reading. Behav Brain Sci 2012, 35:263–279. doi:10.1017/s0140525x11001841.
Ziegler, JC, Bertrand, D, Lété, B, Grainger, J. Orthographic and phonological contributions to reading development: tracking developmental trajectories using masked priming. Dev Psychol 2014, 50:1026–1036. doi:10.1037/a0035187.
Jasińska, KK, Petitto, L‐A. Development of neural systems for reading in the monolingual and bilingual brain: new insights from functional near infrared spectroscopy neuroimaging. Dev Neuropsychol 2014, 39:421–439. doi:10.1080/87565641.2014.939180.
Kovelman, I, Shalinsky, MH, Berens, MS, Petitto, L‐A. Words in the bilingual brain: an fNIRS brain imaging investigation of lexical processing in sign‐speech bimodal bilinguals. Front Hum Neurosci 2014, 8:1–11. doi:10.3389/fnhum.2014.00606.
McQuarrie, L, Parrila, R. Literacy and linguistic development in bilingual deaf children: implications of the “and” for phonological processing. Am Ann Deaf 2014, 159:372–384. doi:10.1353/aad.2014.0034.
Ellis, NC, Hooper, AM. Why learning to read is easier in Welsh than in English: orthographic transparency effects evinced with frequency‐matched tests. Appl Psycholinguist 2001, 22:571–599. doi:10.1017/S0142716401004052.
Goswami, U, Gombert, JE, de Barrera, LF. Children`s orthographic representations and linguistic transparency: nonsense word reading in English, French, and Spanish. Appl Psycholinguist 1998, 19:19–52. doi:10.1017/S0142716400010560.
Lee, S‐Y, Uttal, DH, Chen, C. Writing systems and acquisition of reading in American, Chinese, and Japanese first‐graders. In: Taylor, I, Olson, DR, eds. Scripts and Literacy. New York, NY: Springer; 1995, 247–263. doi:10.1007/978-94-011-1162-1_16.
Ho, CS‐H, Bryant, P. Phonological skills are important in learning to read Chinese. Dev Psychol 1997, 33:946–951. doi:10.1037/0012-1649.33.6.946.
Kidd, JC, Shum, KK‐M, Ho, CS‐H, Au, TK‐F. Phonological representations and early literacy in Chinese. Sci Stud Read 2015, 19:89–113. doi:10.1080/10888438.2014.938192.
Yang, J, Shu, H, McCandliss, BD, Zevin, JD. Orthographic influences on division of labor in learning to read Chinese and English: insights from computational modeling. Biling Lang Cogn 2013, 16:354–366. doi:10.1017/S1366728912000296.
Yang, J, McCandliss, BD, Shu, H, Zevin, JD. Simulating language‐specific and language‐general effects in a statistical learning model of Chinese reading. J Mem Lang 2009, 61:238–257. Available at: http://www.sciencedirect.com/science/article/pii/S0749596X09000527.
Corina, DP, Hafer, S, Welch, K. Phonological awareness for american sign language. J Deaf Stud Deaf Educ 2014, 19:530–545. doi:10.1093/deafed/enu023.
McQuarrie, L, Abbott, M. Bilingual deaf students’ phonological awareness in ASL and reading skills in English. Sign Lang Stud 2013, 14:80–100. doi:10.1353/sls.2013.0028.
Ehri, LC. Orthographic mapping in the acquisition of sight word reading, spelling memory, and vocabulary learning. Sci Stud Read 2014, 18:5–21. doi:10.1080/10888438.2013.819356.
Wang, Y, Trezek, BJ, Luckner, JL, Paul, PV. The role of phonology and phonologically related skills in reading instruction for students who are deaf or hard of hearing. Am Ann Deaf 2008, 153:396–407. doi:10.1353/aad.0.0061.
Morford, JP, Occhino‐Kehoe, C, Piñar, P, Wilkinson, E, Kroll, JF. The time course of cross‐language activation in deaf ASL–English bilinguals. Biling Lang Cogn 2015 doi:10.1017/S136672891500067X.
Ramírez, G, Chen, X, Pasquarella, A. Cross‐linguistic transfer of morphological awareness in Spanish‐speaking English language learners: the facilitating effect of cognate knowledge. Top Lang Disord 2013, 33:73–92. doi:10.1097/TLD.0b013e318280f55a.
Wang, M, Yang, C, Cheng, C. The contributions of phonology, orthography, and morphology in Chinese–English biliteracy acquisition. Appl Psycholinguist 2009, 30:291–314. doi:10.1017/S0142716409090122.
McQuarrie, L, Parrila, R. Phonological representations in deaf children: rethinking the “functional equivalence” hypothesis. J Deaf Stud Deaf Educ 2009, 14:137–154. doi:10.1093/deafed/enn025.
Beals, DE. Eating and reading: links between family conversations with preschoolers and later language and literacy. In: Dickinson, DK, Tabors, PO, eds. Beginning Literacy with Language: Young Children Learning at Home and School. Baltimore, MD: Paul H. Brookes; 2001, 75–92.
Daneman, M. Word knowledge and reading skill. In: Daneman, M, Mackinnon, GE, Waller, TG, eds. Reading Research: Advances in Theory and Practice, vol. 6. San Diego, CA: Academic Press; 1988, 145–175.
Muter, V, Hulme, C, Snowling, MJ, Stevenson, J. Phonemes, rimes, vocabulary, and grammatical skills as foundations of early reading development: evidence from a longitudinal study. Dev Psychol 2004, 40:665–681. doi:10.1037/0012-1649.40.5.665.
Paul, PV, O`Rourke, JP. Multimeaning words and reading comprehension implications for special education students. Remedial Spec Educ 1988, 9:42–52. doi:10.1177/074193258800900308.
Tannenbaum, KR, Torgesen, JK, Wagner, RK. Relationships between word knowledge and reading comprehension in third‐grade children. Sci Stud Read 2006, 10:381–398. doi:10.1207/s1532799xssr1004_3.
National Reading Panel. Teaching children to read: an evidence‐based assessment of the scientific research literature on reading and its implications for reading instruction: reports of the subgroups [Internet]; 2000. Available at: https://www.nichd.nih.gov/publications/pubs/nrp/documents/report.pdf
Bélanger, NN, Rayner, K. What eye movements reveal about deaf readers. Curr Dir Psychol Sci 2015, 24:220–226. doi:10.1177/0963721414567527.
Mayberry, RI, Chen, J‐K, Witcher, P, Klein, D. Age of acquisition effects on the functional organization of language in the adult brain. Brain Lang 2011, 119:16–29. doi:10.1016/j.bandl.2011.05.007.
Mayberry, RI, Fischer, SD. Looking through phonological shape to lexical meaning: the bottleneck of non‐native sign language processing. Mem Cognit 1989, 17:740–754. doi:10.3758/BF03202635.
Miller, P, Kargin, T, Guldenoglu, B, Rathmann, C, Kubus, O, Hauser, P, et al. Factors distinguishing skilled and less skilled deaf readers: evidence from four orthographies. J Deaf Stud Deaf Educ 2012, 17:439–462. doi:10.1093/deafed/ens022.
Kovelman, I, Baker, SA, Petitto, L‐A. Age of first bilingual language exposure as a new window into bilingual reading development. Biling Lang Cogn 2008, 11:203–223. doi:10.1017/S1366728908003386.
Kovelman, I, Salah‐Ud‐Din, M, Berens, MS, Petitto, L‐A. “One glove does not fit all” in bilingual reading acquisition: using the age of first bilingual language exposure to understand optimal contexts for reading success. Cogent Educ 2015, 2:1006504. doi:10.1080/2331186X.2015.1006504.
Archila‐Suerte, P, Zevin, J, Bunta, F, Hernandez, AE. Age of acquisition and proficiency in a second language independently influence the perception of non‐native speech. Biling Lang Cogn 2012, 15:190–201. doi:10.1017/s1366728911000125.
Tao, L, Marzecová, A, Taft, M, Asanowicz, D, Wodniecka, Z. The efficiency of attentional networks in early and late bilinguals: the role of age of acquisition. Front Psychol 2011, 2:123. doi:10.3389/fpsyg.2011.00123.
Allen, TE, Letteri, A, Choi, SH, Dang, D. Early visual language exposure and emergent literacy in preschool deaf children: findings from a national longitudinal study. Am Ann Deaf 2014, 159:346–358. Available at: http://www.ncbi.nlm.nih.gov/pubmed/25669017.
Morford, JP, Kroll, JF, Piñar, P, Wilkinson, E. Bilingual word recognition in deaf and hearing signers: effects of proficiency and language dominance on cross‐language activation. Second Lang Res 2014, 30:251–271. doi:10.1177/0267658313503467.
McQuarrie, L, Enns, C. Bridging the gap: investigating the effects of a signed language phonological awareness intervention on language and literacy outcomes in bilingual deaf children. In: 22nd International Congress on Education of the Deaf, Athens, Greece, 2015.
Berens, MS, Kovelman, I, Petitto, L‐A. Should bilingual children learn reading in two languages at the same time or in sequence? Biling Res J 2013, 36:35–60. doi:10.1080/15235882.2013.779618.
Caskey, M, Stephens, B, Tucker, R, Vohr, B. Adult talk in the NICU with preterm infants and developmental outcomes. Pediatrics 2014, 133:e578–e584. doi:10.1542/peds.2013-0104.
Huttenlocher, J, Haight, W, Bryk, A, Seltzer, M, Lyons, T. Early vocabulary growth: relation to language input and gender. Dev Psychol 1991, 27:236–248. doi:10.1037/0012-1649.27.2.236.
Nelson, CA. Neural plasticity and human development: the role of early experience in sculpting memory systems. Dev Sci 2000, 3:115–136. doi:10.1111/1467-7687.00104.
Neville, HJ, Bruer, JT. Language processing: how experience affects brain organization. In: Bailey, DP, ed. Critical Thinking about Critical Periods. Baltimore, MD: Paul H Brookes Publishing; 2001, 151–172.
Valian, V. Input and language acquisition. In: Ritchie, W, Bhatia, TK, eds. Handbook of Child Language Acquisition. Orlando, FL: Academic Press; 1999, 497–530.
Haptonstall‐Nykaza, TS, Schick, B. The transition from fingerspelling to English print: facilitating English decoding. J Deaf Stud Deaf Educ 2007, 12:172–183. doi:10.1093/deafed/enm003.
Hirsh‐Pasek, K. The metalinguistics of fingerspelling: an alternate way to increase reading vocabulary in congenitally deaf readers. Read Res Q 1987, 22:455–474. doi:10.2307/747702.
Humphries, T, MacDougall, F. “Chaining” and other links: making connections between American Sign Language and English in Two Types of School Settings. Vis Anthropol Rev 1999, 15:84–94. doi:10.1525/var.2000.15.2.84.
Padden, C, Ramsey, C. American Sign Language and reading ability in deaf children. In: Chamberlain, C, Morford, J, Mayberry, RI, eds. Language Acquisition by Eye. Abingdon: Psychology Press; 2000, 65–89.
Emmorey, K, Petrich, JAF. Processing orthographic structure: associations between print and fingerspelling. J Deaf Stud Deaf Educ 2012, 17:194–204. doi:10.1093/deafed/enr051.
Kovelman, I, Baker, SA, Petitto, L‐A. Bilingual and monolingual brains compared: a functional magnetic resonance imaging investigation of syntactic processing and a possible “neural signature” of bilingualism. J Cogn Neurosci 2008, 20:153–169. doi:10.1162/jocn.2008.20011.