We examined the morphosyntactic prediction ability of child heritage speakers and the role of reading skills and language experience in predictive processing. Using visual world eye-tracking, we focused on predictive use of case-marking cues in Turkish with monolingual (N = 49, MAGE = 83 months) and heritage children, who were early bilinguals of Turkish and Dutch (N = 30, MAGE = 90 months). We found quantitative differences in the magnitude of the prediction ability of monolingual and heritage children; however, their overall prediction ability was on par. The heritage speakers’ prediction ability was facilitated by their reading skills in Dutch, but not in Turkish, as well as by their heritage language exposure, but not by engagement in literacy activities. These findings emphasize the facilitatory role of reading skills and spoken language experience in predictive processing. This study is the first to show that in a developing bilingual mind, effects of reading on prediction can take place across modalities and across languages.

中文翻译：

---

儿童传统使用者对主流语言的阅读技能和对传统语言的接触支持语音中的形态句法预测


我们检查了儿童传统说话人的形态句法预测能力以及阅读技能和语言经验在预测过程中的作用。使用视觉世界眼动追踪，我们专注于土耳其语中大小写标记线索的预测使用，单语儿童 （N = 49，MAGE = 83 个月） 和传统儿童，他们是土耳其语和荷兰语的早期双语者 （N = 30，MAGE = 90 个月）。我们发现单语和传统儿童的预测能力大小存在数量差异;然而，他们的整体预测能力相当。传统语言使用者的预测能力得益于他们的荷兰语阅读技能，而不是土耳其语，以及他们接触传统语言的能力，而不是参与识字活动。这些发现强调了阅读技能和口语经验在预测过程中的促进作用。这项研究首次表明，在发育中的双语思维中，阅读对预测的影响可以发生在各种模式和语言之间。