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Papers by Brenda Gorman

Research paper thumbnail of Conceptualizing Bilingualism: Defining the Standard for Child Language Assessment

Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse Populations, 2004

Research paper thumbnail of Clinical Issues: Conceptualizing Bilingualism: Defining the Standard for Child Language Assessment

Perspectives on Language Learning and Education, 2004

Research paper thumbnail of Spanish-influenced English: Typical semantic and syntactic patterns of the English language learner

Research paper thumbnail of Cross-Linguistic Universals in Reading Acquisition with Applications to English-Language Learners with Reading Disabilities

Seminars in Speech and Language, 2009

There is a considerable gap in English reading achievement between English-language learners and ... more There is a considerable gap in English reading achievement between English-language learners and native speakers in the United States. Differentiation of whether English language learners' struggles are symptomatic of reading disability or related to second language acquisition is often challenging. These issues highlight the need for increased insight into reading development and disability in this population. The purpose of this article is to provide an overview of cross-linguistic universals in reading acquisition, how reading disabilities manifest in various languages, and whether diagnostic and instructional approaches that are effective for native English speakers are also appropriate for English-language learners. Recommendations for assessment and intervention practices for at-risk and reading-disabled English-language learners are provided.

Research paper thumbnail of Spanish–English speech perception in children and adults: Developmental trends

Clinical Linguistics & Phonetics, 2013

This study explored the developmental trends and phonetic category formation in bilingual childre... more This study explored the developmental trends and phonetic category formation in bilingual children and adults. Participants included 30 fluent Spanish-English bilingual children, aged 8-11, and bilingual adults, aged 18-40. All completed gating tasks that incorporated code-mixed Spanish-English stimuli. There were significant differences in performance according to phonotactic construction of the stimuli, with fastest word recognition on words with voiceless initial consonants. Analysis of developmental trends revealed significant differences in children's performance by grade level and fastest recognition on English voiceless initial consonants than Spanish voiceless initial consonants. Differences in voice onset time between English and Spanish may have contributed to quicker recognition of English voiceless consonants than Spanish voiceless consonants. It is also possible that increased exposure to both spoken and written English may account for faster recognition of English voiceless words than Spanish voiceless words. In conclusion, multiple factors may influence perception of a second language.

Research paper thumbnail of Conceptualizing Bilingualism: Defining the Standard for Child Language Assessment

Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse Populations, 2004

Research paper thumbnail of Clinical Issues: Conceptualizing Bilingualism: Defining the Standard for Child Language Assessment

Perspectives on Language Learning and Education, 2004

Research paper thumbnail of Spanish-influenced English: Typical semantic and syntactic patterns of the English language learner

Research paper thumbnail of Cross-Linguistic Universals in Reading Acquisition with Applications to English-Language Learners with Reading Disabilities

Seminars in Speech and Language, 2009

There is a considerable gap in English reading achievement between English-language learners and ... more There is a considerable gap in English reading achievement between English-language learners and native speakers in the United States. Differentiation of whether English language learners' struggles are symptomatic of reading disability or related to second language acquisition is often challenging. These issues highlight the need for increased insight into reading development and disability in this population. The purpose of this article is to provide an overview of cross-linguistic universals in reading acquisition, how reading disabilities manifest in various languages, and whether diagnostic and instructional approaches that are effective for native English speakers are also appropriate for English-language learners. Recommendations for assessment and intervention practices for at-risk and reading-disabled English-language learners are provided.

Research paper thumbnail of Spanish–English speech perception in children and adults: Developmental trends

Clinical Linguistics & Phonetics, 2013

This study explored the developmental trends and phonetic category formation in bilingual childre... more This study explored the developmental trends and phonetic category formation in bilingual children and adults. Participants included 30 fluent Spanish-English bilingual children, aged 8-11, and bilingual adults, aged 18-40. All completed gating tasks that incorporated code-mixed Spanish-English stimuli. There were significant differences in performance according to phonotactic construction of the stimuli, with fastest word recognition on words with voiceless initial consonants. Analysis of developmental trends revealed significant differences in children's performance by grade level and fastest recognition on English voiceless initial consonants than Spanish voiceless initial consonants. Differences in voice onset time between English and Spanish may have contributed to quicker recognition of English voiceless consonants than Spanish voiceless consonants. It is also possible that increased exposure to both spoken and written English may account for faster recognition of English voiceless words than Spanish voiceless words. In conclusion, multiple factors may influence perception of a second language.

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