Reading and Memory Skills of Children with and without Dyslexia in Greek (L1) and English (L2) as a Second Language
Preliminary Results from a Cross-Linguistic Approach
Bibliographic Data
| ID | 5900969 |
|---|---|
| Authors | Maria-Ioanna Gkountakou (0009-0002-5977-2980, Aristotle University of Thessaloniki), Ioanna Talli (0000-0003-4923-7802, Aristotle University of Thessaloniki) |
| Year | 2024 |
| Volume | 9 |
| Issue | 9 |
| Pages | 298 |
| Publication date | 2024-09-11 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Languages (JOURNAL) |
| Journal identifiers | ISSN: 2226-471X • E-ISSN: 2226-471X |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/languages9090298 |
| OpenAlex | W4402450261 |
| Language | EN |
| Citations received | 1 |
| References cited | 90 |
The focus of the present paper is twofold; the first objective is to examine how children with dyslexia (henceforward DYS children) and typically developing children (henceforward TD children) performed in Greek (first language; L1) compared to English (second language; L2) in reading, phonological awareness (PA), rapid automatized naming (RAN), working memory (WM), and short-term memory (STM) tasks. Our second goal is to investigate DYS children's performance compared to that of TD children in the L1 and L2 domains mentioned above. Thirty-two (DYS = 16; TD = 16) school-aged children (9;7-11;9 years old; Mage = 130.41), basic users of English (level ranging from A1 to A2), carried out a battery test in L1 and L2, respectively, including reading, PA, STM, and WM tasks. More specifically, the tasks were the following: word and nonword decoding, reading accuracy and reading fluency, word and nonword reading per minute, PA, RAN, nonword repetition, as well as forward, backward, and digit span sequencing. This is a work-in-progress study, and preliminary results reveal that DYS students exhibit important reading and memory deficits in both languages. The data analysis indicated that DYS children have particular difficulties and statistically significant differences in L1 and L2 compared to TD in all tasks. In conclusion, this is the first study, at least in Greek, which assesses both reading and memory skills of DYS children in L2. The results reveal deficits in both languages, and the overall findings contribute to theories on the transfer of difficulties of linguistic skills between L1 and L2, while memory scores also underline this co-occurrence. Future implications of this study include a combination of reading and cognitive activities in the teaching methods of English teachers to improve DYS children's overall performance in learning English as L2
Cognitive psychology · Developmental psychology · Dyslexia · Linguistics · Reading (process · Language Development and Disorders · Neurobiology of Language and Bilingualism · Philosophy · Psychology · Reading and Literacy Development
The Effects of Specific Learning Difficulties on Processes of Multilingual Language Development
Crosslinguistic Influence in Language and Cognition
Diagnostic and Statistical Manual of Mental Disorders
Language Transfer
The double-deficit hypothesis for the developmental dyslexias.
Specific reading disability (dyslexia)
Theories of developmental dyslexia
Different Patterns, but Equivalent Predictors, of Growth in Reading in Consistent and Inconsistent Orthographies
What Phonological Deficit?
Towards a universal model of reading
Orthographic and cognitive factors in the concurrent development of basic reading skills in two languages
The Role of Low-level First Language Skills in Second Language Reading, Reading-While-Listening and Listening Performance
Defining and understanding dyslexia
Dislexia, Bilinguismo e Educação
Contribution of morphological awareness to reading fluency of children with and without dyslexia
Second language learning and reading with the additional load of dyslexia
Writing proficiency in English as L2 in Spanish children with dyslexia
Morphological processing influences on dyslexia in Greek-speaking children
Linguistic coding deficits in foreign language learners
NL reading skills mediate the relationship between NL phonological processing skills and a foreign language (FL) reading skills in students with and without dyslexia
Cognitive mechanisms underlying reading and spelling development in five European orthographies
Inclusive practices in teaching students with dyslexia
Specific learning difficulties in second language learning and teaching
Second‐Language Reading Difficulties Among Native Chinese‐Speaking Students Learning to Read English
Foundation literacy acquisition in European orthographies
Cross-language transfer of phonological awareness
Second-language learning difficulties in Italian children with reading difficulties
Working memory deficits in children with low achievements in the national curriculum at 7 years of age
On the Anglocentricities of current reading research and practice
Reading Acquisition, Developmental Dyslexia, and Skilled Reading Across Languages
The Role of Native Language Transfer and Task Formality in the Acquisition of Spanish Spirantization
| Unique citing works | 1 |
|---|---|
| Citations per year | 1 |
| Citation span | 2026 - 2026 (1) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 1 |