Cognitive Predictors of Decoding Skills in Newcomer and Monolingual French-Speaking Children.
Purpose: Newcomer dyslexic children face a double disadvantage: They must catch up on the schooling delay caused by their late arrival in France, while the lack of early diagnostic tools for dyslexia delays their access to appropriate intervention. However, cognitive predictors of decoding skills in...
| Publicado en: | Journal of Speech, Language & Hearing Research Vol. 68; no. 11; pp. 5505 - 5523 |
|---|---|
| Autores principales: | , , |
| Formato: | Artículo |
| Publicado: |
American Speech-Language-Hearing Association
Nov2025
|
| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=189241820&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 189241820 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 10924388 1SM jtl: Journal of Speech, Language & Hearing Research issn: 10924388 maglogo: N pubinfo: dt: Nov2025 vid: 68 iid: 11 pid: 42 pub: American Speech-Language-Hearing Association artinfo: ui: 189241820 10.1044/2025_JSLHR-25-00229 ppf: 5505 ppct: 18 formats: fmt: @attributes: type: P size: 1.1MB tig: atl: Cognitive Predictors of Decoding Skills in Newcomer and Monolingual French-Speaking Children. aug: au: Bignon, Matthieu Casalis, Séverine Mejias, Sandrine affil: CNRS, UMR 9193, SCALab -- Sciences Cognitives et Sciences Affectives, University of Lille, France su: Language & languages Reading Cross-sectional method Linguistic minorities Psychometrics Cognition Research funding French people Descriptive statistics Data analysis software sug: subj: Language & languages Reading Cross-sectional method Linguistic minorities Psychometrics Cognition Research funding French people Descriptive statistics Data analysis software ab: Purpose: Newcomer dyslexic children face a double disadvantage: They must catch up on the schooling delay caused by their late arrival in France, while the lack of early diagnostic tools for dyslexia delays their access to appropriate intervention. However, cognitive predictors of decoding skills in alphabetic scripts are well known. Clinicians and teachers could use the latter for early identification of children at risk of reading disorders. This study aimed to determine whether the main cognitive predictors of decoding skills in monolingual children efficiently predict reading skills in newcomer children. We also compared the performance of both groups on these predictors. Method: A total of 165 monolingual and 157 newcomer primary school children completed tasks assessing decoding skills, phonological awareness, rapid automatized naming, nonword repetition, vocabulary, and visual-verbal paired-associate learning. Results: Cognitive predictors showed a strong correlation with decoding abilities in newcomer children. However, the latter scored lower than monolingual children on all predictors except for nonword repetition, probably thanks to its universal properties. Conclusions: Cognitive predictors can be used to identify newcomer children at risk of reading failure, provided that specific norms and tests are developed, except for the nonword repetition task. Native norms should be used for newcomers on this task, as monolingual and newcomer children showed similar performance. We also provide recommendations to establish norms for the other tests. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
|---|