TY  - JOUR
A1  - von Hagen, Alexa
A1  - Kohnen, Saskia
A1  - Stadie, Nicole
T1  - Foreign language attainment of children/adolescents with poor literacy skills
BT  - a systematic review and meta-analysis
JF  - Educational psychology review
N2  - This systematic review investigated how successful children/adolescents with poor literacy skills learn a foreign language compared with their peers with typical literacy skills. Moreover, we explored whether specific characteristics related to participants, foreign language instruction, and assessment moderated scores on foreign language tests in this population. Overall, 16 studies with a total of 968 participants (poor reader/spellers:n = 404; control participants:n = 564) met eligibility criteria. Only studies focusing on English as a foreign language were available. Available data allowed for meta-analyses on 10 different measures of foreign language attainment. In addition to standard mean differences (SMDs), we computed natural logarithms of the ratio of coefficients of variation (CVRs) to capture individual variability between participant groups. Significant between-study heterogeneity, which could not be explained by moderator analyses, limited the interpretation of results. Although children/adolescents with poor literacy skills on average showed lower scores on foreign language phonological awareness, letter knowledge, and reading comprehension measures, their performance varied significantly more than that of control participants. Thus, it remains unclear to what extent group differences between the foreign language scores of children/adolescents with poor and typical literacy skills are representative of individual poor readers/spellers. Taken together, our results indicate that foreign language skills in children/adolescents with poor literacy skills are highly variable. We discuss the limitations of past research that can guide future steps toward a better understanding of individual differences in foreign language attainment of children/adolescents with poor literacy skills.
KW  - poor literacy
KW  - dyslexia
KW  - foreign language
KW  - bilingualism
KW  - meta-analysis
Y1  - 2020
U6  - https://doi.org/10.1007/s10648-020-09566-6
SN  - 1040-726X
SN  - 1573-336X
VL  - 33
IS  - 2
SP  - 459
EP  - 488
PB  - Springer
CY  - New York
ER  - 
TY  - GEN
A1  - Leminen, Alina
A1  - Lehtonen, Minna
A1  - Bozic, Mirjana
A1  - Clahsen, Harald
T1  - Editorial: Morphologically Complex Words in the Mind/Brain
T2  - Frontiers in human neuroscienc
KW  - morphology
KW  - derivation
KW  - inflection
KW  - compound
KW  - L2
KW  - dyslexia
KW  - semantics
KW  - decomposition
Y1  - 2016
U6  - https://doi.org/10.3389/fnhum.2016.00047
SN  - 1662-5161
VL  - 10
SP  - 150
EP  - 160
PB  - Frontiers Research Foundation
CY  - Lausanne
ER  - 
TY  - JOUR
A1  - Goethe, Katrin
A1  - Esser, Günter
A1  - Gendt, Anja
A1  - Kliegl, Reinhold
T1  - Working memory in children tracing age differences and special educational needs to parameters of a formal model
JF  - Developmental psychology
N2  - Parameters of a formal working-memory model were estimated for verbal and spatial memory updating of children. The model proposes interference though feature overwriting and through confusion of whole elements as the primary cause of working-memory capacity limits. We tested 2 age groups each containing 1 group of normal intelligence and I deficit group. For young children the deficit was developmental dyslexia; for older children it was a general learning difficulty. The interference model predicts less interference through overwriting but more through confusion of whole elements for the dyslexic children than for their age-matched controls. Older children exhibited less interference through confusion of whole elements and a higher processing rate than young children, but general learning difficulty was associated with slower processing than in the age-matched control group. Furthermore, the difference between verbal and spatial updating mapped onto several meaningful dissociations of model parameters.
KW  - working-memory capacity
KW  - interference model
KW  - dyslexia
KW  - general learning difficulty
Y1  - 2012
U6  - https://doi.org/10.1037/a0025660
SN  - 0012-1649
VL  - 48
IS  - 2
SP  - 459
EP  - 476
PB  - American Psychological Association
CY  - Washington
ER  -