Languages, Vol. 9, Pages 298: 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

Languages, Vol. 9, Pages 298: 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

Languages doi: 10.3390/languages9090298

Authors: Maria-Ioanna Gkountakou Ioanna Talli

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.