AppliedPsycholinguistics

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Psychological and LinguisticStudies Across Languagesand LearnersEditor: Rachel Hayes-Harb University of Utah

ASSociAtE EditoRS: Flavia Adani University of Potsdam

Susanne Brouwer Radboud University

Patrick Proctor Boston College

Miquel Simonet University of Arizona

Annie tremblay University of Kansas

Shelley Xiuli tong University of Hong Kong

Yuuko Uchikoshi tonkovich University of California, Davis

oRiginAL ARticLES

tomohiro inoue, george K. georgiou, Hirofumi imanaka, takako oshiro, Hiroyuki Kitamura, Hisao Maekawa, and Rauno Parrila

Cross-script transfer of word reading fluency in a mixed writing system: Evidence from a longitudinal study in Japanese 235

Rebecca Wiseheart, Sunjung Kim, Linda J. Lombardino, and Lori J. P. AltmannIndexing effects of phonological representational strength on rapid naming using rime neighborhood density 253

imme Lammertink, Merel Van Witteloostuijn, Paul Boersma, Frank Wijnen, and Judith RispensAuditory statistical learning in children: Novel insights from an online measure 279

Sana tibi, Jamie L. tock, and John R. KirbyThe development of a measure of root awareness to account for reading performance in the Arabic language: A development and validation study 303

connie Suk-Han Ho, cathy Yui-chi Fong, and Mo ZhengContributions of vocabulary and discourse-level skills to reading comprehension among Chinese elementary school children 323

Sophie dufour, Yu-Ying chuang, and noël nguyenThe processing of dialectal variants: Further insight from French 351

Eun-Kyung Lee and Scott FraundorfNative-like processing of prominence cues in L2 written discourse comprehension: Evidence from font emphasis 373

denisa Bordag and Maria RogahnThe role of literariness in second language incidental vocabulary acquisition 399

derrick c. Bourassa, Meghan Bargen, Melissa delmonte, and S. Hélène deaconStaying rooted: Spelling performance in children with dyslexia 427

Zeinab Shareef, Per Östberg, and Martina HedeniusVerbal fluency in relation to reading ability in students with and without dyslexia 445

Ana B. garcía-gámez and Pedro MacizoLearning nouns and verbs in a foreign language: The role of gestures 473

S. Hélène deacon, Adrian Pasquarella, Eva Marinus, talisa tims, and Anne castlesOrthographic processing and children’s word reading 509

Antonio M. díez-Álamo, Emiliano díez, María Angeles Alonso, and Angel FernandezNormative ratings for 536 action-related sentences in Spanish 535

Meghan Zvaigzne, Yuriko oshima-takane, and Makiko HirakawaHow does language proficiency affect children’s iconic gesture use? 555

Alexander J. Kilpatrick, Rikke L. Bundgaard-nielsen, and Brett J. BakerJapanese co-occurrence restrictions influence second language perception 585

cAMBRidgE coREFor further information about this journal please go to the journal website at:cambridge.org/aps

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EDITOR

Rachel Hayes-HarbUniversity of Utah

E-mail: ap.america@cambridge.org

ASSOCIATE EDITORS Flavia Adani Miquel Simonet Shelley Xiuli Tong University of Potsdam University of Arizona University of Hong Kong Susanne Brouwer Annie Tremblay Yuuko Uchikoshi Tonkovich Radboud University University of Kansas University of California, Davis Patrick Proctor Boston College

EDITORIAL BOARDAlison Bailey, U. California; Shari Baum, McGill U.; Ellen Bialystok, York U.; Kate Cain, Lancaster U.; Walcir Cardoso, Concordia U.; Claudia Cardoso-Martin, U. Federal de Minas Gerais; Helene Deacon, Dalhousie U.; Katherine Demuth, Macquarie U.; Cheryl Frenck-Mestre, Aix-Marseille U.; Naama Friedmann, Tel Aviv U.; Theres Grüter, U. Hawai‘i at Mãnoa; Kristina Hansson, Lund U.; Belma Haznedar, Bogaziçi U.; Alan Juffs, U. Pittsburgh; Tamar Katzir, U. Haifa; Keiko Koda, Carnegie Mellon U.; Nonie Lesaux, Harvard U.; Theo Marinis, U. Reading; Sven Mattys, U. York; Catherine Mc-Bride, Chinese U. Hong Kong; Jill Morford, U. New Mexico; Benjamin Munson, U. Minnesota; Victoria Murphy, U. Oxford; Daniela O’Neill, U. Waterloo; Elinor Saiegh-Haddad, Bar-Ilan U.; Jeannette Schaeffer, U. Amsterdam; Joan Sereno, U. Kansas; Twila Tardif, U. Michigan; Enlli Thomas, Bangor U.; Laurie Tuller, U. François Rabelais de Tours; Natasha War-ner, U. Arizona; Johannes Ziegler, U. Provence Aix-Marseille

FOUNDING EDITOR EMERITUS (1980–1983)Sheldon Rosenberg, University of Illinois, Chicago

Applied Psycholinguistics publishes original articles on the psychological processes involved in language. The articles address the development, use, and impairment of language in all its modalities, including spoken, signed, and written, with a particular emphasis on crosslinguistic studies. Studies appearing in Applied Psycholinguistics need to have clear applied relevance to professionals in a variety of fields, including linguistics, psychology, speech and hearing, reading, language teaching, special education, and neurology. Contributors should explicitly consider the relevance of their work to the larger community, as well as its theoretical and psychological significance. Specific topics featured in the journal include language development (the development of speech perception and production across languages, the acquistion and use of sign language, bilingualism, and second language learning), language disorders in children and adults (including those associated with brain damage, retardation and autism, specific learning disabilities, and hearing impairment), literacy development (early literacy skills, dyslexia and other reading disorders, and spelling development and disorders), and psycholinguistic processing (lexical access, time course of language processing, semantics, and syntax). In addition to research reports, theoretical reviews will be considered for publication, as will keynote articles and commentaries (the latter normally invited by the Editors). The journal will occasionally publish issues devoted to special topics within its purview.

Manuscript Submission. The journal’s full Instructions for Contributors can be found online at cambridge.org/aps. Authors should submit their manuscripts electronically at http://mc. manuscriptcentral.com/appliedpsych. All manuscripts must be accompanied by a letter stating explicitly that the authors have obtained institutional review and approval for ethical treatment of human subjects and have not simultaneously submitted this manuscript to another publication.

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Subscription Information. Applied Psycholinguistics (ISSN 0142-7164) is published bimonthly by Cambridge University Press, One Liberty Plaza, New York, NY 10006, USA/Cambridge University Press, University Printing House, Shaftesbury Road, Cambridge CB2 8BS, UK. An-nual subscription rates for Volume 40, 2019: Institutions print and electronic: US $811.00 in the USA, Canada, and Mexico; UK £506.00 elsewhere. Institutions electronic only: US $650.00 in the USA, Canada, and Mexico; UK £406.00 elsewhere. Individuals print only: US $209.00 in the USA, Canada, and Mexico; UK £126.00 elsewhere. Prices include postage and insurance.

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Applied Psycholinguistics (ISSN 0142-7164) is published bimonthly [January, March, May, July, September, and November] by Cambridge University Press, One Liberty Plaza, New York, NY 10006, USA. Periodicals postage is paid at New York, NY, and additional mailing offices. POSTMASTER: Send address changes in the USA, Canada, and Mexico to Applied Psycholinguistics, Cambridge University Press, Journals Fulfillment Department, One Liberty Plaza, 20th floor, New York, NY 10006. Send address changes elsewhere to Applied Psycholinguistics, Cambridge University Press, Journals Fulfillment Department, UPH, Shaftesbury Road, Cambridge CB2 8BS, England.

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