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Objectives/research questions: The present study investigates the development of French stop consonants among English-speaking children who are enrolled in an early French immersion program in Lethbridge, Alberta, Canada. Our goal is to observe the stop consonant production pattern, and to determine whether interactions between the two language systems occur, while examining student progression with increasing experience. Methodology: Fifty-six students in grades 1, 3, and 5 participated in a speech production task administered in both English and French. For each language, they were asked to repeat a total of 54 words beginning with one of the six stop consonants, /p/, /t/, /k/, /b/, /d/, and /g/. In addition, 45 age-matched monolingual English-speaking children were tested to serve as a control group. Data and analysis: Voice onset time (VOT) was the acoustic measure analyzed for each language and for children of each grade. An analysis of variance was conducted for language- and experience-related effects. Conclusions: For the French voiceless stops, French immersion students display non-native-like VOT values in the intermediate range between monolingual English voiced and voiceless stops. Their English voiceless stops exhibit higher VOT values than the monolinguals’ and are separate from those of their French. For voiced stops, their English and French are indistinguishable, located within the range of voiced stops for monolingual English speakers. Originality: Previous research on French–English bilingualism has generally been limited to adults. Furthermore, examination of French immersion students has rarely focused on their phonetic development, and acoustic analysis of this population is virtually non-existent. Implications: Our results highlight the importance of input, as well as social, and educational context in second language learning.

Background ND-PAE, as a condition needing further study, requires validation. Few studies have assessed the validity of ND-PAE with none using a prospective sample. Methods Fifty-eight children underwent multidisciplinary FASD assessments and were evaluated for ND-PAE using a prospective, clinical approach. Construct and factorial validity of ND-PAE were assessed, and associations between domains and symptoms described. Post hoc analysis assessed external validity of factors. Results ND-PAE demonstrated weak construct validity with variable convergence and divergence within and between symptoms. Factor analysis revealed one strong factor consisting of abilities associated with adaptive behavior and general cognitive ability. Relative contribution of symptoms and domains were variable. Conclusion This study provides an evidence-based approach to assessing ND-PAE symptoms and is a starting point to elucidating its neurobehavioral pattern.

Executive function (EF) and language learning play a prominent role in early childhood development. Empirical research continues to point to a concurrent relation between these two faculties. What has been given little attention, however, is the association between EF and speech articulation abilities in children. This study investigated this relation in children aged 4–6 years. Significant correlations indicated that children with better EF [via parental report of the Behavior Rating Inventory of Executive Function (BRIEF) inventory] exhibited stronger speech sound production abilities in the articulation of the “s” and “sh” sounds. Furthermore, regression analyses revealed that the Global Executive Composite (GEC) of EF as measured by the BRIEF, served as a predictor for speech sound proficiency and that speech sound proficiency served as a predictor for the GEC. Together, these results demonstrate the imbricated nature of EF and speech sound production while bearing theoretical and practical implications. From a theoretical standpoint, the close link between EF and speech articulation may indicate a common ontogenetic pathway. From a practical perspective, the results suggest that children with speech difficulties could be at higher risk for EF deficits.

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Objective: Studies have confirmed the detrimental effects of prenatal alcohol exposure on language development in children. Little is known about the ability of prenatal alcohol risk (PAR) screening measures to predict language or other neurodevelopmental delays in young children, however. The intent of this study is to identify whether PAR predicts communication development in children at 12, 24, and 36 months of age. Method: Data from 772 women and their children who participated in the All Our Families pregnancy cohort were analyzed. Respondents completed the T-ACE, a validated screening tool for detecting PAR. Communication development in children was measured through the Ages and Stages Questionnaire, Third Edition. Logistic regression was used to generate odds ratios and 95% confidence intervals. Results: A positive screen for PAR places a child at risk for communication delay (≤1 SD below mean) by approximately 1.5-fold at 12, 24, and 36 months of age, even after adjustment for demographic variables. Follow-up analysis revealed a significant difference in the prevalence of risk for communication delays between 12 and 24 months and between 24 and 36 months in both low- and high-risk drinking groups, with 24-month-old children showing the greatest risk for delay. Conclusion: The results of this study suggest that screening for PAR in expectant mothers may identify a group of young children at increased risk for communication delays. This research carries clinical implications and provides support for PAR screening in informing early childhood developmental screening efforts.

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