Turid Helland|Frøydis Morken
Neurocognitive Development and Predictors of L1 and L2 Literacy Skills in Dyslexia: A Longitudinal Study of Children 5–11 Years Old
University of Bergen|University of Bergen
aim study find valid neurocognitive precursors literacy development first language l1 norwegian second language l2 english group children preliteracy emergent literacy literacy stages comparing children dyslexia typical group children 5 years old project start followed age 11 dyslexia identified data could analysed retrospect childrens neurocognitive pattern changed literacy stage domain visuospatial recall ran appeared early precursors l1 literacy phonological awareness appeared early precursor l2 english verbal long term memory associated l1 l2 skills literacy stage significant group differences seen preliteracy emergent literacy stages decreased literacy stage developmental variations stage domain may explain inconsistencies seen dyslexia research early identification training essential avoid academic failure data show visuospatial memory ran could suitable early markers transparent orthographies like norwegian phonological awareness seen early precursor l2 english l1 norwegian 2015 authors dyslexia published john wiley amp sons ltd