Second-language learning difficulties in Italian children with reading difficulties
Bibliographic Data
BackgroundChildren with dyslexia often show second-language reading and writing difficulties, but the cognitive mechanisms connected to this impairment need to be clarified.AimsThe present study examined the neuropsychological mechanisms underlying learning English as a foreign language in 4th- to the 8th-grade Italian students showing reading difficulties (RD) or typical development (TD). For this purpose, screening involving 901 students was carried out to select children with RD.SampleNinety students with RD were compared with 90 typically developing (TD) children matched for non-verbal IQ, grade, and gender.MethodsThe two groups were compared on different measures to understand the relationships between reading skills in their mother tongue and in English as a second-language (L2). Subsequently, their phonological and memory skills were investigated to understand the potential role of these variables in learning L2 English.ResultsStudents with RD obtained worse results than TD students for phonological awareness and working memory, which are both crucial to L2 learning.ConclusionsThe results suggest that memory mainly influences accuracy in English writing and, together with phonological skills, plays an important role in reading accuracy. Socio-economic status also plays an important role in L2 learning
Cognition · Cognitive psychology · Developmental psychology · Dyslexia · First language · Foreign language · Learning disability · Learning to read · Linguistics · Literacy · Mathematics education · Neuropsychology · Pedagogy · Phonological awareness · Phonology · Reading (process) · Language Development and Disorders · Neurobiology of Language and Bilingualism · Psychology · Reading and Literacy Development
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| Unique citing works | 9 |
|---|---|
| Citations per year | 2,25 |
| Citation span | 2022 - 2026 (5) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 9 |