This paper provides evidence that the second language orthographic input affects the mental representations of L2 phonology in instructed beginner L2 learners. Previous research has shown that orthographic representations affect monolinguals’ performance in phonological awareness tasks; in instructed L2 learners such representations could also affect pronunciation. This study looked at the phon...

Phonological awareness and phoneme identification tasks were administered to dyslexic children and both chronological age (CA) and reading-level (RL) comparison groups. Dyslexic children showed less sharply defined categorical perception of a bath-path continuum varying voice onset time when compared to the CA but not the RL group. The dyslexic children were divided into two subgroups based on ...

The long-lasting effect of reading experience in Hebrew and English on phonemic segmentation was examined in skilled readers. Hebrew and English orthographies differ in the way they represent phonological information. Whereas each phoneme in English is represented hy a discrete letter, in unpointed Hebrew most ofthe vowel information is not conveyed by the print, and, therefore, a letter often ...