Second-language learning difficulties in Italian children with reading difficulties

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.

Automated summary

This study found that students with reading difficulties performed worse in phonological awareness and working memory compared to typically developing students, which are crucial for learning English as a second language. Socio-economic status also plays an important role in second-language learning.