Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Experiment Videos

Dyslexia screening measures and bilingualism.

J Everatt1, I Smythe, E Adams

  • 1Department of Psychology, University of Surrey, Guildford. j.everatt@surrey.ac.uk

Dyslexia (Chichester, England)
|June 7, 2000
PubMed
Summary
This summary is machine-generated.

Related Concept Videos

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

Absorption of Fermionic Dark Matter in the PICO-60 C_{3}F_{8} Bubble Chamber.

Physical review letters·2025
Same author

Search for Fractionally Charged Particles in Proton-Proton Collisions at sqrt[s]=13  TeV.

Physical review letters·2025
Same author

Observation of the ϒ(3S) Meson and Suppression of ϒ States in Pb-Pb Collisions at sqrt[s_{NN}]=5.02  TeV.

Physical review letters·2024
Same author

Search for exotic decays of the Higgs boson to a pair of pseudoscalars in the <math></math> and <math></math> final states.

The European physical journal. C, Particles and fields·2024
Same author

Observation of WWγ Production and Search for Hγ Production in Proton-Proton Collisions at sqrt[s]=13  TeV.

Physical review letters·2024
Same author

New Structures in the J/ψJ/ψ Mass Spectrum in Proton-Proton Collisions at sqrt[s]=13  TeV.

Physical review letters·2024
Same journal

Implicit Sequence Learning in Children With Reading Difficulties: Dyslexia Versus Low Intellectual Functioning.

Dyslexia (Chichester, England)·2026
Same journal

Script-Specific Predictors of Reading Comprehension in Hebrew-Speaking Children With Reading Difficulties.

Dyslexia (Chichester, England)·2026
Same journal

Beyond Spelling: Oral and Written Expository Discourse Skills in Adolescents With Dyslexia.

Dyslexia (Chichester, England)·2026
Same journal

Dyslexia Knowledge, Attitudes and Self-Efficacy Among Chinese Mainstream School Teachers.

Dyslexia (Chichester, England)·2026
Same journal

Examining the Serial Advantage in Fluent and Dysfluent Readers.

Dyslexia (Chichester, England)·2026
Same journal

Reading- and Spelling-Related Self-Concept, Emotions and Coping Strategies in Students With and Without Dyslexia.

Dyslexia (Chichester, England)·2026
See all related articles

Dyslexia screening effectively identified specific learning difficulties (SpLD) in bilingual children. Phonological measures showed consistent results across monolingual and bilingual groups, aiding in differentiation.

Area of Science:

  • Developmental Psychology
  • Linguistics
  • Educational Psychology

Background:

  • Specific learning difficulties (SpLD), commonly known as dyslexia, affect reading and spelling.
  • Understanding SpLD in bilingual children is crucial for accurate diagnosis and support.
  • Previous research has explored SpLD in monolinguals, but bilingual SpLD requires further investigation.

Purpose of the Study:

  • To assess the effectiveness of dyslexia screening measures in identifying SpLD in Sylheti/English bilingual children.
  • To compare the performance of bilingual children with SpLD to their monolingual peers.
  • To investigate the utility of phonological, naming, memory, and motor skills assessments in differentiating SpLD.

Main Methods:

  • Administered a battery of dyslexia screening tests to 7-8-year-old English monolinguals and Sylheti/English bilinguals.

Related Experiment Videos

  • Identified a subgroup with specific literacy difficulties (SpLD) excluding other potential causes.
  • Controlled for general ability, age, sex, and bilingualism between SpLD and control groups.

    • Main Results:

    • Phonological measures consistently differentiated SpLD bilinguals from their peers, showing similar patterns in monolinguals.
    • Rapid naming, verbal/non-verbal sequence recall, and visual-motor skills also contributed to differentiation.
    • Small sample sizes, particularly for bilingual SpLD cases, necessitate cautious interpretation.

    Conclusions:

    • Dyslexia screening measures, especially phonological assessments, can effectively identify SpLD in bilingual children.
    • Findings suggest that underlying phonological deficits in SpLD are consistent across monolingual and bilingual populations.
    • Differences observed between bilingual and monolingual groups may reflect bilingual influences or test reliability.