Early preschool processing abilities predict subsequent reading outcomes in bilingual Spanish-Catalan children with Specific Language Impairment (SLI).
Children with Specific Language Impairment (SLI) have severe language difficulties without showing hearing impairments, cognitive deficits, neurological damage or socio-emotional deprivation. However, previous studies have shown that children with SLI show some cognitive and literacy problems. Our study analyses the relationship between preschool cognitive and linguistic abilities and the later development of reading abilities in Spanish-Catalan bilingual children with SLI. The sample consisted of 17 bilingual Spanish-Catalan children with SLI and 17 age-matched controls. We tested eight distinct processes related to phonological, attention, and language processing at the age of 6 years and reading at 8 years of age. Results show that bilingual Spanish-Catalan children with SLI show significantly lower scores, as compared to typically developing peers, in phonological awareness, phonological memory, and rapid automatized naming (RAN), together with a lower outcome in tasks measuring sentence repetition and verbal fluency. Regarding attentional processes, bilingual Spanish-Catalan children with SLI obtained lower scores in auditory attention, but not in visual attention. At the age of 8 years Spanish-Catalan children with SLI had lower scores than their age-matched controls in total reading score, letter identification (decoding), and in semantic task (comprehension). Regression analyses identified both phonological awareness and verbal fluency at the age of 6 years to be the best predictors of subsequent reading performance at the age of 8 years. Our data suggest that language acquisition problems and difficulties in reading acquisition in bilingual children with SLI might be related to the close interdependence between a limitation in cognitive processing and a deficit at the linguistic level.


OBJECTIVE
After reading this article, readers will be able to: identify their understanding of the relation between language difficulties and reading outcomes; explain how processing abilities influence reading performance in bilingual Spanish-Catalan children with SLI; and recognize the relation between language and reading via a developmental model in which the phonological system is considered central for the development of decoding abilities and comprehension.
University of the Balearic Islands, Ed. Beatriu de Pinós, Cra. Valldemossa, km. 7.5, 07122 Palma de Mallorca, Spain. Electronic address: eva.aguilar@uib.es.
Eva
E
Aguilar-Mediavilla
University of the Balearic Islands, Ed. Beatriu de Pinós, Cra. Valldemossa, km. 7.5, 07122 Palma de Mallorca, Spain. Electronic address: lucia.buil@uib.es.
Lucía
L
Buil-Legaz
University of the Balearic Islands, Ed. Beatriu de Pinós, Cra. Valldemossa, km. 7.5, 07122 Palma de Mallorca, Spain. Electronic address: pep.perez@uib.es.
Josep A
JA
Pérez-Castelló
University of the Balearic Islands, Ed. Beatriu de Pinós, Cra. Valldemossa, km. 7.5, 07122 Palma de Mallorca, Spain. Electronic address: e.rigo@uib.es.
Eduard
E
Rigo-Carratalà
University of the Balearic Islands, Ed. Guillem Cifre de Colonya, Cra. Valldemossa, km. 7.5, 07122 Palma de Mallorca, Spain. Electronic address: daniel.adrover@uib.es.
Daniel
D
Adrover-Roig
D001076:Aptitude; D016022:Case-Control Studies; D002648:Child; D003071:Cognition; D004410:Dyslexia / Q000209:etiology; D005260:Female; D006801:Humans; D007805:Language Development Disorders / Q000150:complications / Q000523:psychology*; D008037:Linguistics; D008297:Male; D008570:Memory, Short-Term; D019303:Multilingualism; D011932:Reading
Bilingual; Phonological awareness; Phonological working memory; Rapid automatized naming (RAN); Reading; Specific Language Impairment (SLI)