Second‐language learning difficulties in Italian children with reading difficulties
| Autor: | Federica Tamburrelli, Emma Marra, Silvia Testa, Marta Biancardi, Gian Marco Marzocchi, Paola Palladino, Denise Fazio, Livia Ferrari |
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| Přispěvatelé: | Fazio, D, Ferrari, L, Testa, S, Tamburrelli, F, Marra, E, Biancardi, M, Palladino, P, Marzocchi, G |
| Rok vydání: | 2020 |
| Předmět: |
Male
media_common.quotation_subject First language Short-term memory Multilingualism working memory Education Developmental psychology Dyslexia Phonetics Phonological awareness Reading (process) Developmental and Educational Psychology medicine Humans 0501 psychology and cognitive sciences Child Neuroscience of multilingualism phonological awarene media_common Working memory 05 social sciences 050301 education Cognition bilingualism medicine.disease Memory Short-Term Italy Reading Female Psychology 0503 education 050104 developmental & child psychology |
| Zdroj: | British Journal of Educational Psychology. 91:63-77 |
| ISSN: | 2044-8279 0007-0998 |
| DOI: | 10.1111/bjep.12348 |
| Popis: | Background Children with dyslexia often show second-language reading and writing difficulties, but the cognitive mechanisms connected to this impairment need to be clarified. Aims The 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. Sample Ninety students with RD were compared with 90 typically developing (TD) children matched for non-verbal IQ, grade, and gender. Methods The 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. Results Students with RD obtained worse results than TD students for phonological awareness and working memory, which are both crucial to L2 learning. Conclusions The 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. |
| Databáze: | OpenAIRE |
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