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.

This study was designed to investigate the relations between two metalinguistic abilities (phonological awareness and syntactic awareness) and two components of reading (recoding abilities and comprehension). In order to study these connections, a four‐year follow‐up study comprising 23 children was set up. These children had been tested repetitively during their first years of learning to read. Results were analysed with fixed‐order regression in which the dependent variable was either recoding abilities or comprehension performances; the first steps were extraneous variables (intelligence and vocabulary levels) and the final step was that of metalinguistic measures. Stepwise regressions were performed including all the measures (metalinguistic performances and extraneous variables). Results indicated that children's phonological awareness predicts later recoding abilities, while syntactic awareness predicts later reading comprehension after effects of extraneous variables have been ruled out.

This aim of this paper is to analyse the links between syntactic awareness and reading, in its recoding and comprehension aspects, in pre‐adolescent readers. The study, conducted with 83 sixth grade pupils, examined the relation between (1) seven syntactic and morpho‐syntactic tasks (repetition, judgment, correction, localization, explanation, replication and identification) and (2) several indicators of recoding and comprehension in reading. Regression analyses revealed differential contributions as a function of syntactic task, type of agrammaticality, and the aspect of reading tested, after we had controlled for the influence of reasoning, memory, and linguistic competences. Contributions resulting from the morpho‐syntactic tasks were observed more frequently for recoding, whereas those involving the inversion of word or phrase orders operated more frequently as indicators of reading comprehension. The more explicit the syntactic awareness tasks, the more frequent and greater their contribution to reading performances. Comparisons of syntactic performances as a function of three levels of reading comprehension (good, average, poor) revealed a syntactic deficit in the poor comprehenders. The poor comprehenders exhibited a deficit in the majority of the syntactic tasks. The average comprehenders achieved lower performances than the good comprehenders in the tasks assessing explicit knowledge of syntax but not in those assessing implicit knowledge.

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Keywords:alarm call Campbell's monkey Cercopithecus campbelli evolution of language predation referential semantic Field studies on male forest guenon alarm-calling behaviour have revealed a number of intricacies about how these primates use vocalizations to protect themselves from predation. In these species, the vocal behaviour of adult females is often different from that of the males, but little systematic work has been done. Here, we describe the alarm call system of female Campbell's monkeys, Cercopithecus campbelli, in their natural forest habitat in western Ivory Coast. We found that in response to disturbing events, females produced three basic alarm call types, 'wak-oos', 'hoks' and acoustically variable 'trill' calls, consisting of repeated and rapidly ascending (RRA) pulses, which varied systematically in the temporal and frequency domains. Using observational and experimental data we were able to demonstrate that the RRA calls consisted of four acoustic variants, which could be associated with specific contexts, allowing listeners to draw inferences about the type of disturbance experienced by the caller. We also compared the alarm call behaviour of free-ranging individuals with published results from captivity. As predicted, captive individuals failed to produce predator-specific alarm calls, but they also produced an RRA variant in response to humans that was absent in the wild. We discuss the relevance of these findings in terms of their broader potential impact on evolutionary theories of primate communication. Ó