Eva Aguilar?Mediavilla|Lucía Buil?Legaz|Raúl López?Penadés|Victor A. Sanchez-Azanza|Daniel Adrover?Roig
Academic Outcomes in Bilingual Children With Developmental Language Disorder: A Longitudinal Study
Universitat de les Illes Balears|Universitat de les Illes Balears|Universitat de les Illes Balears|Universitat de les Illes Balears|Universitat de les Illes Balears
previous studies shown englishspeaking children language difficulties show academic difficulties schooling present study aimed describe academic achievement children speaking spanish catalan developmental language disorder dld primary education predict academic outcomes using several processing skills assessed beginning schooling end followed 28 children schooling 612 years age participants divided two groups one dld n 14 control group n 14 paired age gender socioeconomic status ses family language l1 classroom participants assessed different processing skills spanish version nepsy beginning schooling age 6 attention visual attention auditory attention response set phonological awareness verbal shortterm memory sentence repetition narrative memory access language semantic verbal fluency rapid naming language comprehension comprehension verbal commands end primary education schools reported official academic marks 1st cycle 68 years 2nd cycle 810 years 3rd cycle 1012 years direct scores processing skills academic results used statistical analyses results showed children dld frequent grade retention academic marks significantly lower peers cycles academic subjects high language dependency except physical education mathematics subjects lower language dependence show significant differences physical education mathematics rapid naming accounted variance academic outcomes followed phonological awareness language comprehension groups taken together rapid naming accounted academic results dld group phonological awareness control group sum children dld experienced academic difficulties primary education children without dld experienced difficulties rapid naming also phonological awareness oral language comprehension beginning schooling showed higher probability academic failure