TY - JOUR

T1 - The role of low-level first language skills in second language reading, reading-while-listening and listening performance

T2 - a study of young dyslexic and non-dyslexic language learners

AU - Kormos, Judit

AU - Kosak-Babuder, Milena

AU - Pizorn, Karmen

N1 - This is a pre-copy-editing, author-produced PDF of an article accepted for publication in Applied Linguistics following peer review. The definitive publisher-authenticated version Judit Kormos, Milena Košak Babuder, Karmen Pižorn, The Role of Low-level First Language Skills in Second Language Reading, Reading-While-Listening and Listening Performance: A Study of Young Dyslexic and Non-dyslexic Language Learners, Applied Linguistics, Volume 40, Issue 5, October 2019, Pages 834–858 is available online at: https://academic.oup.com/applij/article/40/5/834/5075762

PY - 2019/10/1

Y1 - 2019/10/1

N2 - Our study investigated the differences in low-level L1 skills, L2 reading and listening and reading-while-listening outcomes between young dyslexic and non-dyslexic Slovenian learners of English. The research, in which children completed four language assessment tasks in three modes in a carefully counter-balanced order, also examined the relationship between low-level L1 skills and L2 reading, listening and reading-while-listening performance. The findings show that, in Slovenian, which is a transparent language, dyslexic students are behind their non-dyslexic peers in word-level L1 skills after five years of literacy instruction. The results also call attention to the fact that students with weak L2 reading and listening skills might not always be at risk of, or diagnosed as having, dyslexia. Importantly, the findings suggest that the accuracy and speed of real and non-word reading in L1 might serve as useful indicators of L2 reading difficulties of young language learners. Furthermore, L1 dictation tests were also found to yield diagnostic information on young L2 learners’ listening and reading-while listening problems.

AB - Our study investigated the differences in low-level L1 skills, L2 reading and listening and reading-while-listening outcomes between young dyslexic and non-dyslexic Slovenian learners of English. The research, in which children completed four language assessment tasks in three modes in a carefully counter-balanced order, also examined the relationship between low-level L1 skills and L2 reading, listening and reading-while-listening performance. The findings show that, in Slovenian, which is a transparent language, dyslexic students are behind their non-dyslexic peers in word-level L1 skills after five years of literacy instruction. The results also call attention to the fact that students with weak L2 reading and listening skills might not always be at risk of, or diagnosed as having, dyslexia. Importantly, the findings suggest that the accuracy and speed of real and non-word reading in L1 might serve as useful indicators of L2 reading difficulties of young language learners. Furthermore, L1 dictation tests were also found to yield diagnostic information on young L2 learners’ listening and reading-while listening problems.

U2 - 10.1093/applin/amy028

DO - 10.1093/applin/amy028

M3 - Journal article

VL - 40

SP - 834

EP - 858

JO - Applied Linguistics

JF - Applied Linguistics

SN - 0142-6001

IS - 5

ER -