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 SRCLD Presentation Details 

    English as a second language and neurocognitive development in children with dyslexia  
Frøydis Morken - University of Bergen
Turid Helland - University of Bergen

SRCLD Year: 2020
Presentation Type: Special Session
Presentation Time: Fri, May 29, 2020 at 01:30 PM
Abstract View Full Summary
English as a second language (ESL) is of increasing importance in today’s globalized society. Simultaneously, ESL acquisition can be challenging for children with dyslexia.
Previous findings show that differences between controls and dyslexia groups in benchmark dyslexia neurocognitive factors decrease by age, whereas differences in literacy skills increase over the same period. This could indicate that early neurocognitive skills have long-term effects on literacy acquisition. The aim of this study was, first, to examine ESL group differences in detail, secondly to assess the associations between ESL skills at age 11 and neurocognitive factors measured across literacy development.
Participants were 11-year-olds with (DYS, n=13) and without (TYP, n=29) dyslexia from a longitudinal study, assessing literacy and neurocognitive skills from age 5 onwards. T-tests (DYS vs. TYP) confirmed significant group differences in ESL subskills, whereas correlation analyses (Pearson’s r) showed moderate correlations between language and neurocognitive scores. Importantly, the relationship between neurocognitive scores and language scores (age 11) changed over literacy development.
Results support the need for early intervention, also incorporating knowledge about early neurocognitive factors and how to mediate their effects.
Author Biosketch(es)



Supported in part by: NIDCD and NICHD, NIH, R13 DC001677, Susan Ellis Weismer, Principal Investigator
University of Wisconsin-Madison - Department of Communication Sciences and Disorders