ArticleDyslexia (Chichester, England)2016
Neurocognitive Development and Predictors of L1 and L2 Literacy Skills in Dyslexia: A Longitudinal Study of Children 5-11 Years Old.
Article in Dyslexia (Chichester, England), 2016. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 10 papers.
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10 citing papers in PubMed, 39 citations in OpenAlex.
- Heterogeneity in English as a Foreign Language: Skills Among Norwegian 6th Graders with Dyslexia-The Impact of Language Comprehension and Processing Profiles.Brain sciences · 2025Article
- Brain Laterality in Dyslexia Seen during Literacy Development and Early Training.Brain sciences · 2024Article
- Writing proficiency in English as L2 in Spanish children with dyslexia.Annals of dyslexia · 2023Article
- Shallow or deep? The impact of orthographic depth on visual processing impairments in developmental dyslexia.Annals of dyslexia · 2022Article
- Are children with developmental dyslexia all the same? A cluster analysis with more than 300 cases.Dyslexia (Chichester, England) · 2019Article
- Article
- Auditive training effects from a dichotic listening app in children with dyslexia.Dyslexia (Chichester, England) · 2018Article
- Early Predictors of Learning a Foreign Language in Pre-school - Polish as a First Language, English as a Foreign Language.Frontiers in psychology · 2018Article
- Article
- Neurocognitive Development and Predictors of L1 and L2 Literacy Skills in Dyslexia: A Longitudinal Study of Children 5-11 Years Old.Dyslexia (Chichester, England) · 2016Article
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Authors and funding
2 authors at 1 institution in 1 country.
Funding
No grant is acknowledged in the PubMed record.
Abstract
The aim of this study was to find valid neurocognitive precursors of literacy development in first language (L1, Norwegian) and second language (L2, English) in a group of children during their Pre-literacy, Emergent Literacy and Literacy stages, by comparing children with dyslexia and a typical group. Children who were 5 years old at project start were followed until the age of 11, when dyslexia was identified and data could be analysed in retrospect. The children's neurocognitive pattern changed both by literacy stage and domain. Visuo-spatial recall and RAN appeared as early precursors of L1 literacy, while phonological awareness appeared as early precursor of L2 English. Verbal long term memory was associated with both L1 and L2 skills in the Literacy stage. Significant group differences seen in the Pre-literacy and Emergent literacy stages decreased in the Literacy stage. The developmental variations by stage and domain may explain some of the inconsistencies seen in dyslexia research. Early identification and training are essential to avoid academic failure, and our data show that visuo-spatial memory and RAN could be suitable early markers in transparent orthographies like Norwegian. Phonological awareness was here seen as an early precursor of L2 English, but not of L1 Norwegian.
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