Recent insights from auditory neuroscience provide a new perspective on how the brain encodes speech. Using these recent insights, I will provide an overview of key factors underpinning individual differences in children’s development of language and phonology, providing a context for exploring atypical reading development (dyslexia). Children with dyslexia are relatively insensitive to acoustic cues related to speech rhythm patterns. This lack of rhythmic sensitivity is related to the atypical neural encoding of rhythm patterns in speech by the brain. I will describe our recent data from infants as well as children, demonstrating developmental continuity in the key neural variables.

How do children learn to read in different countries? How do deficits in various components of the reading network affect learning outcomes? What are the consequences of such deficits in different languages? In this talk, I will present a full-blown developmentally plausible computational model of reading acquisition that has been implemented in English, French, Italian and German. The model can simulate individual learning trajectories and intervention outcomes on the basis of three component skills: orthography, phonology, and vocabulary. I will use the model to show how cross-language differences affect the learning-to-read process in different languages and to investigate to what extent similar deficits will produce similar or different manifestations of dyslexia in different languages.

Over the past 50 years, sociolinguistic studies on black Americans have expanded in both theoretical and technical scope, and newer research has moved beyond seeing speakers, especially black speakers, as a monolithic sociolinguistic community (Wolfram 2007, Blake 2014). Yet there remains a dearth of critical work on complex identities existing within black American communities as well as how these identities are reflected and perceived in linguistic practice. At the same time, linguists have begun to take greater interest in the ways in which public figures, such as politicians, may illuminate the wider social meaning of specific linguistic variables. In this talk, I will present results from analyses of multiple aspects of ethnolinguistic variation in the speech of Vice President Kamala Harris during the 2019-2020 Democratic Party Primary debates. Together, these results show how VP Harris expertly employs both enregistered and subtle linguistic variables, including aspects of African American Language morphosyntax, vowels, and intonational phonology in the construction and performance of a highly specific sociolinguistic identity that reflects her unique positions politically, socially, and racially. The results of this study expand our knowledge about how the complexities of speaker identity are reflected in sociolinguistic variation, as well as press on the boundaries of what we know about how speakers in the public sphere use variation to reflect both who they are and who we want them to be.