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The purpose of this study was to compare the efficacy of two auditory processing interventions for developmental dyslexia, one based on rhythm and one based on phonetic training. Thirty-three children with dyslexia participated and were assigned to one of three groups (a) a novel rhythmic processing intervention designed to highlight auditory rhythmic information in non-speech and speech stimuli; (b) a commercially-available phoneme discrimination intervention; and (c) a no-intervention control. The intervention lasted for 6 weeks. Both interventions yielded equivalent and significant gains on measures of phonological awareness (at both rhyme and phoneme levels), with large effect sizes at the phoneme level. Both programs had medium effect sizes on literacy outcome measures, although gains were non-significant when compared to the controls. The data suggest that rhythmic training has an important role to play in developing the phonological skills that are critical for efficient literacy acquisition. It is suggested that combining both prosodic/rhythmic and phonemic cues in auditory training programs may offer advantages for children with developmental dyslexia. This may be especially true for those who appear resistant to conventional phonics training methods.

Almost a decade after Sweden first declared that it would follow a feminist foreign policy (FFP), a further eleven countries from across Europe, North and South America, and North and West Africa have adopted, or have signaled an interest in potentially adopting, an FFP in the future. These developments have been accompanied by a growing body of feminist scholarship. Although still in its infancy, this literature can generally be divided between more normative accounts and those that are empirically focused, with particular attention paid to the FFPs of Sweden and Canada. Yet, few studies compare FFPs' uptake across different countries and regions, examine its connections to longer histories of ideas around women and gender, or unpack the policy intersections FFP (tentatively) engages. Contributing to these different areas, Part I provides an overview of the history of FFP, interrogates FFP in the context of Foreign Policy Analysis, and explores what FFP can achieve in the current (liberal) global system. Part II turns to consider policy intersections in relation to the climate crisis, migration, militarism, and bodies. Thinking through its origins, policy intersections, and potential future(s), the contributors to this Forum explore FFP's multiple and contested future(s). Ultimately, the Forum takes stock of this feminist turn in foreign policy at a critical point in its development and considers what future possibilities it may hold. [ABSTRACT FROM AUTHOR]

Graff and Korolczuk largely stress the latter, showing ways in which anti-gender politics have been "expedient for [the] political agenda" (83) to populist politicians, and arguing that there is an "opportunistic synergy" between anti-gender movements and populist right-wing parties, "with both sides benefitting" (24). Instead, it is fundamentally linked to not only ideology but these states' attempts to reconfigure state welfare and state-citizen relations. Fodor sets out to explain how the current Hungarian state welfare structure "carries some elements of both institutionalized gender relations in Western neoliberal democracies and the Central European state socialist gender regimes of the recent past" yet is also "distinctly different from both" (2). This is particularly central to Fodor's work, which argues that anti-gender politics are not just rhetoric but rather tangible and dramatic changes to state-citizen relations and the funding of social welfare. [Extracted from the article]

The present experiments demonstrate that children as young as five years old (M = 5:2) generalize beyond their input on the basis of minimal exposure to a novel argument structure construction. The novel construction that was used involved a non-English phrasal pattern: VN[subscript 1]N[subscript 2], paired with a novel abstract meaning: N[subscript 2] approaches N[subscript 1]. At the same time, we find that children are keenly sensitive to the input: they show knowledge of the construction after a single day of exposure but this grows stronger after 3 days; also, children generalize more readily to new verbs when the input contains more than one verb. (Contains 6 figures and 14 tables.)

Across languages, children with developmental dyslexia are known to have impaired lexical phonological representations. Here, we explore associations between learning new phonological representations, phonological awareness, and sensitivity to amplitude envelope onsets (rise time). We show that individual differences in learning novel phonological representations are related to individual differences in both rise time categorization and rise time discrimination when non-verbal IQ and short-term memory skills are controlled. This is consistent with the developmental claim that difficulties in the basic auditory processing of rise time cause difficulties in setting up the phonological lexicon from infancy, leading to impairments in phonological awareness.

Although the relationship between auditory processing and reading-related skills has been investigated in school-age populations and in prospective studies of infants, understanding of the relationship between these variables in the period immediately preceding formal reading instruction is sparse. In this cross-sectional study, auditory processing, phonological awareness, early literacy skills, and general ability were assessed in a mixed sample of 88 three- to six-year-old children both cross-sectionally and longitudinally. Results from both cross-sectional and longitudinal analyses suggest the importance of early auditory rise time sensitivity in developing phonological awareness skills, especially in the development of rhyme awareness. (Contains 7 tables and 3 figures.)

Children with developmental dyslexia appear to be insensitive to basic auditory cues to speech rhythm and stress. For example, they experience difficulties in processing duration and amplitude envelope onset cues. Here we explored the sensitivity of adults with developmental dyslexia to the same cues. In addition, relations with expressive and receptive rhythm tasks, such as tempi recognition and manual tapping to a metronome, were explored. Our goal was to investigate whether the auditory deficits seen in dyslexia are specific to cues to speech rhythm and stress, or are part of a wider rhythmic awareness problem. A group of 19 undergraduate students with dyslexia were compared with 20 age- and ability-matched controls. The findings confirmed a relationship between auditory rhythm sensitivity and literacy in adults, as well as showing an association with metronome inter-tap-interval variability.

Recent theoretical advances in working memory guided analyses of cognitive measures in 122 children with dyslexia and their 200 affected biological parents in families with a multigenerational history of dyslexia. Both children and adults were most severely impaired, on average, in three working memory components- phonological word-form storage, time-sensitive phonological loop, and executive functions involving phonology. Structural equation modeling showed that, for children, first-order factors from the phonological, orthographic, and/or morphological word forms uniquely predicted 11 reading and writing outcomes but, for adults, a second-order factor (reflecting interrelationships among the three first-order word-form factors) was more likely to be significant in predicting the same reading and writing outcomes. Structural equation modeling of the three working memory component factors showed that the most consistent predictor of text-level reading and writing for both children and adults was the second-order word-form factor. Phonological loop and executive support could be modeled as separate factors in children but only as combined factors in adults. Executive support in children and combined phonological loop and executive support in adults contributed uniquely to oral reading but did not contribute uniquely to reading comprehension or written expression. For both children and adults, individual differences occurred as to which of the three working memory components or three word forms fell outside the normal range.

It is now well-established that there is a causal connection between children's phonological skills and their acquisition of reading and spelling. Here we study low-level auditory processes that may underpin the development of phonological representations in children. Dyslexic and control children were given a battery of phonological tasks, reading and spelling tasks and auditory processing tasks. Potential relations between deficits in dyslexic performance in the auditory processing tasks and phonological awareness were explored. It was found that individual differences in auditory tasks requiring amplitude envelope rise time processing explained significant variance in phonological processing. It is argued that developmentally, amplitude envelope cues may be primary in establishing well-specified phonological representations, as these cues should yield important rhythmic and syllable-level information about speech. (Contains 1 figure and 4 tables.)

Administers 23 psychometric measures of reading, writing, and related language processes to 102 elementary students and their parents. Notes results are consistent with claim of functional systems theory that the same language processes are orchestrated flexibly depending on task at hand. Finds number of language deficits uniquely predicted severity of reading and writing problems in children and spelling problems in adults. (RS)