Longitudinal associations between children's phonological processing abilities, ADHD-like behaviour ratings and early reading develpment

The current study examined the contribution of phonological processing abilities and ADHD-like behaviours to first-grade word reading ability. 136 children were tested at the beginning and end of first grade. At both times, teachers rated children on hyperactive, inattentive, and oppositional behaviour. Children were given tests of letter knowledge at T1 and tests of word reading, phonological sensitivity, phonological memory, rapid automatised naming, and vocabulary at T1 and T2. Regression analyses revealed that, of the behavioural measures, inattention made the strongest contribution to T2 reading, even after controlling for the effects of T1 reading, hyperactivity, and oppositional behaviour. Hyperactivity did not explain variance in T2 reading once the effect of inattention was controlled. Inattention predicted 4.7% independent variance in T2 word reading ability, even after the effects of T1 reading, vocabulary, and phonological processing were controlled. Although phonological processing predicted 9.3% independent variance in T2 word reading, even after the effects of reading, vocabulary, and inattention were controlled, the effects of phonological processing may have been partly mediated by inattention. This research indicates that inattention contributes to the prediction of early reading development in unselected populations, and that this influence is independent of other key cognitive predictors of reading ability.

The role of animacy and definiteness in the clitic-DP nexus

We extend Cuervo's (2003) analysis of the Lower Applicative Dative DP in Spanish to account for the animate definite DP preceded by a and the fact that it is not possible to have both an animate dative definite direct object and a dative indirect object in the same clause. We argue that the presence of such a dative DP 'blocks' the upward movement of the direct object DP to the specifier of the Lower Applicative phrase. We analyse the case ‘mismatch’ between the third person accusative clitic and the co-referring dative DP with animate definite reference in River Plate Spanish as resulting from the raising of the accusative clitic to the head of the Applicative phrase and the movement of the DP to its specifier, where dative case is always assigned in Spanish. We propose that similar phenomena observed in some Australian languages are amenable to a similar analysis.