Decoding and word recognition in English as a native and a foreign language in students with and without dyslexia (English vs. Polish students)

Marta Łockiewicz , Martyna Jaskulska , Angela Fawcett


We aimed to investigate the relationship between reading difficulties in native language (NL: Polish) and English as a foreign language in dyslexia in English and Polish students, respectively, and to develop a model of relations between NL phonological awareness, rapid automatized naming, verbal short‐term memory, and reading in English. Thirteen English students with dyslexia (ED), 15 without (END) and 16 Polish students with dyslexia (PD) and 16 without (PND) participated. We found that dyslexic deficits and different phoneme‐to‐grapheme correspondence rules between Polish and English interfered with the accuracy and fluency of word and nonword decoding and word recognition. Whereas END scored higher than PD and PND in all reading measures, ED did not, despite a NL advantage. When compared with PND, ED performed equal in nonword decoding, which depends to a higher degree on phoneme‐to‐grapheme conversion rather than lexical access. When compared with PD, ED performed equally in nonword fluency, which is most likely a nonscript‐dependant skill. More variance in reading was explained by NL than FL factors, even if analogical NL/FL skills predicted a given variable. While in ED and END, these relationships agreed with the literature; in PD and PND, NL phonological awareness was not beneficial for English as a foreign language reading.
Author Marta Łockiewicz (FSS / IPsych / DDPP)
Marta Łockiewicz,,
- Division of Developmental Psychology and Psychopathology
, Martyna Jaskulska (FL)
Martyna Jaskulska ,,
- Faculty of Languages
, Angela Fawcett
Angela Fawcett,,
Journal seriesDyslexia, ISSN 1076-9242, e-ISSN 1099-0909, (N/A 70 pkt)
Issue year2020
Publication size in sheets0.85
Keywords in Englishdyslexia, English, English as a foreign language, Polish, reading
ASJC Classification2700 General Medicine; 3204 Developmental and Educational Psychology; 3205 Experimental and Cognitive Psychology; 3304 Education
Languageen angielski
Score (nominal)70
Score sourcejournalList
ScoreMinisterial score = 70.0, 18-02-2020, ArticleFromJournal
Publication indicators Scopus SNIP (Source Normalised Impact per Paper): 2018 = 1.157; WoS Impact Factor: 2017 = 1.186 (2) - 2017=1.699 (5)
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